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Background: High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing cre ativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies. Method: A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention (N = 38) involved a 12-week PBL unit focused on designing a video game using block-based program ming through Scratch. The second intervention (N = 51), also lasting 12 weeks, comprised three separate projects involving vectorial design and programming of an Arduino-based ro bot. Both interventions used strategies for creative-thinking development. The sample includ ed high-ability students from 8 to 12 years of age. Results: Both interventions significantly increased creativity, with no statistical differences between them. This suggests that both types of PBL interventions effectively improved participants' creativity. Conclusions: This study suggests that PBL-based curricular enrichment programmes are effective in fostering creativity among high-ability students.
Antecedentes: Los estudiantes con alta capacidad requieren estrategias educativas efectivas. Este estudio presenta y evalúa un programa de enriquecimiento curricular diseñado para mejorar la creatividad. El programa se basa en un marco de competencias y se implemen tó utilizando variaciones de estrategias de aprendizaje basado en proyectos (ABP). Método: Un diseño cuasi-experimental comparó dos intervenciones utilizando grupos pretest y postest. La primera intervención consistió en una unidad de ABP de 12 semanas centrada en el diseño de un videojuego utilizando programación basada en bloques mediante Scratch. La segunda intervención, también de 12 semanas de duración, consistió en tres proyectos independientes de diseño vectorial y programación de un robot basado en Arduino. En ambas intervencio nes se utilizaron estrategias para el desarrollo del pensamiento creativo. La muestra incluía estudiantes con altas capacidades de entre 8 y 12 años. Resultados: Ambas intervenciones aumentaron significativamente la creatividad, sin diferencias estadísticas entre ellas. Esto sugiere que ambos tipos de intervenciones de ABP mejoraron efectivamente la creatividad de los participantes. Conclusiones: Este estudio sugiere que los programas de enriquecimiento curricular basados en ABP son efectivos para fomentar la creatividad entre los estudiantes con altas capacidades.
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Leadership is a complex multi-faceted phenomenon. Signi?cant school wide change is impossible without effective school leadership. Life Skills is a role orientation and consistent with predictions, results suggest that different patterns of Skills lead to different forms of organizational learning. There are many passionate advocates already providing strong leadership development who have dedicated their work to make schools learning communities that support leadership learning. School Head must be enabled and encouraged to analyze comprehensively and respond knowledgeably to the local context and work closely with and through their colleagues to establish good working relationship with staff. it is the prime duty of school head to promote quality teaching of teachers to meet the high level of learning for all children in their classes. School principal /head has the most signi?cant in?uence on teacher's professional development and also on student's learning. School head is directly responsible for leading learning by creating a conducive environment for learning.
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Resumen Estudios previos han indicado la utilidad de la terapia de remediación cognitiva (TRC) en pacientes con trastornos de conducta alimentaria (TCA). El objetivo de este estudio fue evaluar una nueva técnica de innovación cognitiva llamada "Con la cabeza en las nubes" (CCN). Participaron 22 mujeres con TCA (13 con anorexia nerviosa y 9 con bulimia nerviosa), de entre 14 y 29 años de edad (M = 19.0, DE = 3.4), quienes completaron las seis sesiones grupales de que consta dicha técnica. Bajo un diseño pre-post intervención, las participantes fueron evaluadas en cuanto a: funciones viso-constructivas (Copia de la Figura Compleja de Rey-Osterrieth [CFCR]), pensamiento creativo (Test de Pensamiento Creativo de Torrance [TPCT]), flexibilidad cognitiva (CFCR y TPCT) y control cognitivo (Test de Stroop). La intervención generó una mejora en distintos dominios cognitivos, como son: mayor coherencia global, pensamiento creativo y resistencia al cierre, así como menor fragmentación. Basada en la TRC, encaminada a estimular el procesamiento novedoso de estímulos visuales, la técnica CCN mostró mejorar algunos de los procesos cognitivos implicados en la generación de los síntomas de pacientes con TCA.
Abstract Previous studies have shown the usefulness of cognitive remediation therapy (CRT) in patients with eating disorders (ED). The objective of this study was to assess a new cognitive technique called "With the head in the clouds" (WHC). A total of 22 women with ED (13 with anorexia nervosa and nine with bulimia nervosa), between 14 and 29 years (M = 19.0, SD = 3.4), completed the six group sessions of this technique. Under a design pre-post intervention, participants were assessed in: visuo-constructive functions (Copy of the Rey-Osterrieth Complex Figure [CRCF]), creative thinking (Torrance Creative Thinking Test [TCTT]), cognitive flexibility (CRCF and TCTT), and cognitive control (Stroop Test). The intervention improved different cognitive domains, such as: greater global coherence, creative thinking and resistance to closure, as well as less fragmentation. Based on CRT, aimed at stimulating the new processing of visual stimuli, the technique WHC showed an improvement in some of the cognitive processes involved in the onset of symptoms in patients with ED.
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Objective To explore the impact of introducing cutting-edge scientific and technologi-cal literature into the general course of nutrition and health on the teaching effect. Methods Undergrad-uates were divided into experimental group and control group, with 50 students per group. The views from top research papers, as a part of teaching substance, were introduced to experimental group but not control group. The results of studying were evaluated by quiz and team presentation, and the effects of teaching were evaluated by questionnaire. The data were analyzed by the statistic method of independent sample double t-test. Results Statistical difference was found in average score between experiment group and control group [(54.40 ±5.47) vs. (47.96 ±4.29) in quiz, and (38.54 ±0.85) vs. (36.14 ±1.21) in team presentation, P=0.000]. Meanwhile, the score of questionnaire survey for interest, active thinking, studying effect, satisfaction and peer recommendation in experimental group were significantly higher than control group (P<0.05). Conclusion The introduction of cutting-edge research papers in class helps students to be more thoughtful and creative, thus it is an effective way to improve the integrative quality of the under-graduates. In the selection of literature content, we should adopt topics that are close to life, so as to arouse students' interest in active learning.
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This study aimed at investigating the influence of creative thinking on teachers' entrepreneurial behavior and the demographic characteristics correlated with teachers' entrepreneurial behavior. Participants were 344 U.S. public school teachers. The mean age was 42.1 (SD=11.5) and the mean years of teaching experience was 14.6 (SD=10). Female teachers comprised the larger gender group (n=250, 73%). The results indicated that age and creative thinking were the only variables showing significant unique contributions to entrepreneurial behavior. These findings highlight the importance of creativity for teachers trying to innovate in the classroom. The results also indicate that accumulated experience allows older teachers to better understand how the different layers of the educational system function.
Este estudo teve como objetivo investigar as influências do pensamento criativo e de características demográficas no comportamento empreendedor de professores do ensino básico e médio. Os participantes foram 344 professores de escolas públicas dos Estados Unidos. A idade média foi de 42,1 (desvio padrão=11,5) e a média de anos de experiência foi de 14,6 (desvio padrão=10). Professoras compreendem a maioria da amostra (n=250, 73%). Os resultados indicaram que a idade e pensamento criativo são as únicas variáveis significativas que contribuem para o comportamento empreendedor em professores. Esses resultados demonstram a importância da criatividade para professores que tentam inovar em sala de aula. Os resultados também mostraram que a experiência acumulada permite aos professores mais velhos entender melhor como as diferentes camadas do sistema educacional funcionam.
El objetivo de este estudio fue investigar la influencia del pensamiento creativo sobre el comportamiento empresarial de los maestros y las características demográficas correlacionadas con el comportamiento empresarial de los docentes. Los participantes fueron 344 maestros de las escuelas públicas de los Estados Unidos. La media de edad fue de 42,1 (DE=11,5) y la media de años de experiencia docente fue de 14,6 (DE=10). Las mujeres docentes comprendían el grupo de género más grande (n=250, 73%). Los resultados indicaron que la edad y el pensamiento creativo eran las únicas variables que mostraban contribuciones únicas significativas al comportamiento empresarial. Estos hallazgos destacan la importancia de la creatividad para los maestros que tratan de innovar en el aula. Los resultados también indican que la experiencia acumulada permite a los maestros mayores comprender mejor cómo funcionan las diferentes capas del sistema educativo.
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Professional Practice , School Teachers , Demography , CreativityABSTRACT
BACKGROUND AND PURPOSE: Torrance Tests of Creative Thinking (TTCT) is a well-known and commonly used measure of creativity. However, the TTCT-induced creative hemodynamic brain activity is rarely revealed. The purpose of this study is to elucidate the neural correlates of creative thinking in the setting of a modified version of the figural TTCT adapted for an functional magnetic resonance imaging (fMRI) experiment. METHODS: We designed a blocked fMRI experiment. Twenty-five participants (11 males, 14 females, mean age 19.9±1.8) were asked to complete the partially presented line drawing of the figural TTCT (creative drawing imagery; creative). As a control condition, subjects were asked to keep tracking the line on the screen (line tracking; control). RESULTS: Compared to the control condition, creative condition revealed greater activation in the distributed and bilateral brain regions including the left anterior cingulate, bilateral frontal, parietal, temporal and occipital regions as shown in the previous creativity studies. CONCLUSIONS: The present revealed the neural basis underlying the figural TTCT using fMRI, providing an evidence of brain areas encompassing the figural TTCT. Considering the significance of a creativity test for dementia patients, the neural correlates of TTCT elucidated by this study may be valuable to evaluate the brain function of patients in the clinical field.
Subject(s)
Female , Humans , Male , Brain , Creativity , Dementia , Gyrus Cinguli , Hemodynamics , Magnetic Resonance Imaging , Occipital Lobe , Rabeprazole , ThinkingABSTRACT
Objective To explore the establishment and effectiveness of school-based training bases.Methods Two hundred forty-six nursing students having finished theoretical learning and possessing into clinical practice were divided into the control group(n=121)and the observation group(n=125).The control group received the conventional training in out-school training bases and the observation group in the school-based training bases.The two groups were compared in terms of creative thinking and the performances of nursing theory,manipulations and assessed by their teachers.Result The scores on creative thinking and the performances in nursing theory and manipulation in the observation group were both significantly higher than the control group(P<0.05)and the assessment by teachers in the observation group was better than the control group.Conclusion The school-based training base used for nursing teaching can not only improve the nursing theory and manipulation of nursing students but also improve the creative thinking.
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En este trabajo nos proponemos reflexionar sobre el impacto de lo artístico-estético en la estructura del conocimiento en relación al eje aprendizaje-cognición. Resulta fundamental que la escuela propicie el desarrollo del pensamiento creativo y reconocemos en la experiencia artística una base importante para potenciarlo. Los diferentes lenguajes artísticos (visual/corporal/ musical/teatral) constituyen sistemas simbólicos culturales que promueven posibilidades de expresión y comunicación. Desde nuestra investigación¹, hemos documentado situaciones donde dichos lenguajes tienen lugar; analizando el sentido de las actividades que allí se entrama y organiza. En este trabajo se incluyen los desarrollos teóricos que amplían el concepto de educación, entendiendo el aprendizaje y la expresión como fenómenos dinámicos simultáneos. El objetivo es que estas reflexiones puedan constituir un aporte más para pensar la importancia del lugar de las artes en la escuela y del acceso a la experiencia estético- expresiva como derecho universal y factor fundamental del desarrollo humano.
In this work we reflect on the impact of the artistic-aesthetic issue on knowledge structure, analyzing it from a learning-cognition approach. It is of great importance that school favours creative thinking development, and we recognize in the artistic experience an important platform to enhance it. The different artistic languages (visual arts, music, theatre, body languages) constitute cultural symbolic systems that promote expression and communication possibilities. In our research², we are documenting situations where these languages have place, and analyzing the meaning that is weaved and organized throughout the different activities. In this work we include different theoretical developments that widen the concept of education, understanding learning and expression as dynamic and simultaneous phenomena. We intend these reflections to contribute in the thinking over the importance of art's place in school, and over the access to the aesthetic-expressive experience as a universal right and a fundamental factor of human development.
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Objective：To explore the difference in creative thinking and the related factors between deaf children and normal children.Methods：Observation group(n=122)with the hearing disability students were selected from 4 special education schools.Control group(n=122)was come from 2 ordinary primary schools and 2 ordinary middle schools.The two groups were given both the New Creativity Test and the Combined Raven's Test.Results：(1)Deaf children got lower scores than normal children in verbal fluency[(7.76±0.75)vs.(12.98±0.59),P<0.001],verbal flexibility[(4.28±0.33)vs.(7.87±0.28),P<0.001],verbal originality [(7.16±0.89)vs.(11.35±0.72),P<0.001],figural flexibility[(9.69±0.35)vs.(11.10±0.31),P=0.003]and IQ[(101.05±1.196)vs.(105.01±1.102),P=0.030].Deaf children got higher scores than normal children in figural elaboration[(3.24±0.40)vs.(1.96±0.22),P=0.006].There was no significant difference in fluency and originality of figural task between the two groups.(2)Deaf children's scores of verbal fluency and verbal originality were positively correlated with their age(β=0.310,0.301;Ps<0.01).Deaf children's scores of verbal flexibility were positively correlated with length of bilingual education(β=0.308,P<0.001).Deaf children's scores of figural fluency,figural flexibility,figural originalityand figural elaboration were correlated positively with their age of sign language(β=0.321,0.308,0.228,0.456;Ps<0.05).Conclusions:(1)Deaf children are lower than normal children in verbal fluency,verbal flexibility,verbal originality,figural flexibility,and are higher in figural elaboration.There is no difference in figural fluency and originality between them.(2)Sign language is a major related factor to deaf children's figural creative thinking.
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The basic medicine experiment plays a very significant role in training medical students'creative thinking and working ability.Meantime,it also plays an important role in understanding and exploiting related medical theories.It is the main access to the guarantee of experimental teaching quality to open the laboratory,to establish original experiments and to employ various academic attainments' assessment.