Exploring the relationships between analogical, analytical, and creative thinking

Kao, Chen-Yao

doi:10.1016/j.tsc.2014.03.006

Cited by 37 publications

(34 citation statements)

References 24 publications

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“…In contrast to that, Kao (2014) found positive correlation between analytical and creative thinking subscales positively among elementary school students. Although students in different level of education have different correlation strengths on creative and critical thinking, present result indicated that students in the Department of Visual Arts Education and Religion & Ethics Education had more correlation strength between two thinking skills than students in Mathematics Education and Preschool Education.…”

Section: The Relationship Between Elaboration and Truth-seekingcontrasting

confidence: 86%

The Relationship between Creative Thinking and Critical Thinking Skills of Students

Ülger¹

2016

HUJE

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This study aimed to determine the relationship between creative thinking and critical thinking skills of students. Participating university students (N= 174) during the 2012 fall semester had a mean age of 21.74 years. The data were obtained using the California Critical Thinking Disposition Inventory and the Torrance Test of Creative Thinking. A quantitative research method was used for collection, analysis and interpretation of data. According to the results, there was a significant positive correlation between creative thinking and critical thinking skills of students in the low level. The strength of this correlation varied from medium to significant in the Visual Arts Education and Religion & Ethics Education departments; however, it was not significant in Mathematics Education or Preschool Education departments. Accordingly, it can be concluded that the significant relationship between creative and critical thinking of students pursuing degrees within the departments of Visual Arts or Religion & Ethics Education originates from the tendency of these students to use non-routine problem solving processes resulting from the nature of their learning climate and educational outcomes. Thus, it can be put forward that the use of non-routine problem solving processes plays a vital role in the significant correlation between creative thinking and critical thinking skills of students. Keywords: Creativity, creative thinking, critical thinking, non-routine problem solving ÖZ: Bu araştırmanın amacı öğrencilerin yaratıcı düşünme ve eleştirel düşünme becerileri arasındaki ilişkiyi belirlemektir. Bu amaçla, 2012-2013 öğretim yılının güz döneminde 174 üniversite öğrencisine (yaş ort: 21.74) Torrance Yaratıcı Düşünme Testi ve California Eleştirel Düşünme Eğilimi Ölçeği uygulanmıştır. Araştırma, nicel yöntemlerden ilişkisel tarama modelindedir. Araştırmadan elde edilen bulgulara göre, öğrencilerin yaratıcı düşünme ve eleştirel düşünme becerileri arasında olumlu yönde, düşük düzeyde anlamlı bir ilişki bulunmuştur. Mevcut bulunan ilişki düzeyi öğrencilerin öğrenim gördükleri bölüme göre ise değişmektedir. Resim İş Eğitimi ve Din Kültürü ve Ahlak Bilgisi Eğitimi bölüm öğrencilerinin yaratıcı düşünme ve eleştirel düşünme becerileri arasındaki ilişki orta düzeyde anlamlı iken, Okul Öncesi Eğitimi ve Matematik eğitimi bölüm öğrencilerinin aynı türden ilişki düzeyi düşük ve anlamlı değildir. Bu sonucun nedeni olarak, Resim İş Eğitimi ve Din Kültürü ve Ahlak Bilgisi Eğitimi bölüm öğrencilerinin öğrenme -öğretme ikliminin doğal çevresinden kaynaklanan rutin dışı problemlerle karşılaşma sıklığı görülmüştür. Buna göre, rutin dışı problem çözmeye duyarlılık yaratıcı düşünme ve eleştirel düşünme becerisinin ortak özelliği olmasından başka iki düşünme biçimi arasındaki anlamlı ilişkide de önemli bir rol oynadığı sonucuna varılmıştır. Anahtar sözcükler: Yaratıcılık, yaratıcı düşünme, eleştirel düşünme, rutin dışı problem çözme

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Section: The Relationship Between Elaboration and Truth-seekingcontrasting

confidence: 86%

The Relationship between Creative Thinking and Critical Thinking Skills of Students

Ülger¹

2016

HUJE

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“…On the other hand, analogical thinking plays a critical role in many scientific inventions and discoveries Gentner, Brem, Ferguson, Wolff, Markman, & Forbus, 1997). Analogy is also central in many important creativity theories (Kao, 2014), such as Mednick's (1962) associative theory, Koestler's (1978) bisociation, and Gordon's (1961) synectics. In his study of 287 6th graders living in Taiwan, Kao (2014) found that the analogical-verbal subscale score could significantly explain the variance of creative thinking, independent of analytical thinking.…”

Section: Analogy's Spanning Analytical and Creative Thinkingmentioning

confidence: 99%

“…Analogy is also central in many important creativity theories (Kao, 2014), such as Mednick's (1962) associative theory, Koestler's (1978) bisociation, and Gordon's (1961) synectics. In his study of 287 6th graders living in Taiwan, Kao (2014) found that the analogical-verbal subscale score could significantly explain the variance of creative thinking, independent of analytical thinking. Moreover, in the study the subscale scores of the four different types of analogies were found to significantly explain the variance of analytical thinking, independent of creative thinking.…”

Section: Analogy's Spanning Analytical and Creative Thinkingmentioning

confidence: 99%

“…Despite the prevalence of analogy, its significance is not adequately appreciated. In the context of education, analogy is of great value for teaching and learning (Gavetti & Rivkin, 2004;Hanson & Phillips, 2006;Kao, 2014). It is meaningful to explore how analogy relates to analytical and creative thinking, two crucial abilities regarded as the key to success in modern competitive environments and increasingly emphasized by instructional programs.…”

Section: Introductionmentioning

confidence: 99%

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Analogy’s straddling of analytical and creative thinking and relationships to Big Five Factors of personality

Kao

2016

Thinking Skills and Creativity

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“…Proses pembelajaran yang berlangsung belum memberikan fasilitas kepada siswa untuk berpikir kreatif. Kemampuan berpikir kreatif yang rendah mengindikasikan kemampuan pemecahan masalah serta kemampuan menghasilkan penemuan-penemuan yang bersifat ilmiah juga rendah (Kao, 2014).…”

Section: Latar Belakangunclassified

Penerapan E-Module Berbasis Problem-Based Learning untuk Meningkatkan Kemampuan Berpikir Kreatif dan Mengurangi Miskonsepsi pada Materi Ekologi Siswa Kelas X MIPA 3 SMA Negeri 6 Surakarta Tahun Pelajaran 2014/2015

2015

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This research aimed to improve creative thinking ability and to reduce misconception on ecology in the students of X MIPA 3 of SMA Negeri 6 Surakarta in the academic of 2014/2015 through the application of e-module based on Problem-Based Learning. This research was a Classroom Action Research conducted in two cycles. Each cycle consisted of four stages: planning, acting, observing, and reflecting. The subject of research was the X MIPA 3 graders of SMA Negeri 6 Surakarta in the academic of 2014/2015 consisting of 9 boys and 21 girls. Techniques of collecting data used were essay test to measured creative thinking ability, open ended reasoning of two-tier diagnostic test to measure misconception, observation and interview as the proponent data. The data were analyzed using descriptive qualitative technique consists of three components: data reduction, data presentation, and taking the conclusion. Data validation of this research was triangulation method. Target of the research is an increase 20% on creative thinking aspects and decrease misconception 20% on ecology concepts at the end of the cycle. The result of research showed that there was an increase in each aspect of creative thinking ability: 24.68% of fluency, 34.17% of flexibility, 50% of originality, and 21.67% of elaboration. On the other side, the result of research also showed that there was a decrease in misconception in the important concepts of ecology including: 43.42% of population, 32.78% of community, 20.6% of food chain and web, and 47.92% of the ecology concept in science, environment, technology and community (salingtemas). The conclusion of this research described that the application of e-module based on Problem-Based Learning is able to improve the ability of creative thinking and reduce the students' misconception in ecology.

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Exploring the relationships between analogical, analytical, and creative thinking

Cited by 37 publications

References 24 publications

The Relationship between Creative Thinking and Critical Thinking Skills of Students

The Relationship between Creative Thinking and Critical Thinking Skills of Students

Analogy’s straddling of analytical and creative thinking and relationships to Big Five Factors of personality

Penerapan E-Module Berbasis Problem-Based Learning untuk Meningkatkan Kemampuan Berpikir Kreatif dan Mengurangi Miskonsepsi pada Materi Ekologi Siswa Kelas X MIPA 3 SMA Negeri 6 Surakarta Tahun Pelajaran 2014/2015

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