Creative Thinking for 21st Century Composing Practices: Creativity Pedagogies across Disciplines

Lee, Sohui; Carpenter, Russell

doi:10.37514/atd-j.2015.12.4.12

Cited by 8 publications

(4 citation statements)

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“…Creative thinking skill is highly demanded in this current era (Ersoy & Baser, 2014;Larson & Miller, 2011;Lee & Carpenter, 2015;Ritter & Mostert, 2016;Silva, 2009;Tofade, Elsner, & Haines, 2013). Through creative thinking skills, students will be able to modify, reuse, or even create new ideas or products.…”

Section: Introductionmentioning

confidence: 99%

Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher

Rahardjanto¹,

Husamah²,

Fauzi³

2019

INT J INSTRUCTION

108

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Hybrid-PjBL is an innovative learning model relevant to the demands of the twenty-first century scheme. The study on Hybrid-PjBL is still rarely conducted by Indonesian researchers and the studies are still limited to the effect of this model on student's thinking skills and metacognitive awareness. Thus, this study aims to examine the effect of Hybrid-PjBL implementation on learning outcomes, creative thinking skills, and student's learning motivation. This study used quasiexperiment, through Nonrandomized Control Group Pretest-Posttest Design. The population was all the sixth-semester students in the Biology Education Department, University of Muhammadiyah Malang. The study sample involved two classes randomly selected from a total of three classes at this institution, comprising students who took Environmental Knowledge course; each class consisted of fifty students. Learning outcomes test sheets, creative thinking skill notes, and motivation questionnaires were instruments used to collect the data. The data obtained were then analyzed using one-way analysis of covariance with the significance level of 5%. The results showed that the application of Hybrid-PjBL had a significant influence on the achievement of learning outcomes and creative thinking skills. The results of this study indicate that Hybrid-PjBL is an alternative learning, suitable to the demands of the twenty-first century.

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Section: Introductionmentioning

confidence: 99%

Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher

Rahardjanto¹,

Husamah²,

Fauzi³

2019

INT J INSTRUCTION

108

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“…Undergraduate students, along with companies like Adobe and Canva, argue that instructors across the disciplines should assign multimodal projects as a way to improve their creative and digital literacies (e.g., EDUCAUSE, 2018). Needless to say, just as agreeing upon definitions of rhetoric and rhetorical concepts can be messy, agreeing upon the definitions and descriptions of creative (e.g., Lee & Carpenter, 2015;Miller, 2015) and digital literacies (e.g., Adams Becker, Pasquini, & Zentner, 2017) is a contested arena as well. Even when faculty are provided lists, objectives, or outcomes to help describe, identify, and measure creative and digital literacies, they should map specific literacies to specific multimedia 1 projects and their scaffolded academic modules or units.…”

Section: Rochelle Rodrigo and Teresa Davis University Of Arizonamentioning

confidence: 99%

�Pandemic Pedagogy� as a Framework for DIY Professional Development

Evans

2023

Proceedings of the Computers &Amp; Writing Annual Conference, 2022

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“…Creative thinking is fundamental to 21st century skills because it promotes students' cognitive skills to generate novel ideas and solve problems [27,28]. It was concluded that creative thinking is inherent in human development and personality, evolving from the first year of schooling and continuing through higher education [24].…”

Section: Studies On Creative Thinking and Stemmentioning

confidence: 99%

STEM-Based Curriculum and Creative Thinking in High School Students

Khalil,

Tairab,

Qablan

et al. 2023

Education Sciences

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Creative thinking as a 21st century skill is fundamental to human development and a catalyst for innovation. Researchers frequently study it as it encourages students to analyze, synthesize, and evaluate information from different angles, vital for making informed decisions and solving complex problems. Therefore, this study aimed to assess the impact of a STEM-based curriculum on the development of creative thinking in high school students studying physics. Employing a quasi-experimental design, data were collected from 94 high school students of mixed gender and grade levels using the Torrance Tests of Creative Thinking (TTCT). Data analyses involve multivariance analyses (MANOVA) to answer the research questions. The findings showed that a STEM-based curriculum significantly impacted the development of students’ creative thinking compared to students who studied under a traditional curriculum regarding the metrics of fluency, flexibility, and originality. However, the development of participants’ metric of elaboration remained the same. Furthermore, the findings showed a significant influence of the grade level of participants who studied under a STEM-based curriculum on the metrics of fluency and elaboration. On the other hand, the findings revealed that grade level did not relate to the STEM-based curriculum for the metrics of flexibility and originality. The findings are discussed in light of recent research on the impact of STEM education.

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Creative Thinking for 21st Century Composing Practices: Creativity Pedagogies across Disciplines

Cited by 8 publications

References 0 publications

Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher

Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher

�Pandemic Pedagogy� as a Framework for DIY Professional Development

STEM-Based Curriculum and Creative Thinking in High School Students

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