Fostering children’s creative thinking skills with the 5-I training program

Gu, Xiaojing; Dijksterhuis, Ap; Ritter, Simone M.

doi:10.1016/j.tsc.2019.05.002

Cited by 47 publications

(35 citation statements)

References 53 publications

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“…A follow-up study with addition measurement moments during the first months of training can provide insight into the time that is needed to observe a training effect. This question is also interesting in the light of earlier studies showing a creativity training effect after a 2.5 hour of creativity training in both children and adults [21,66].…”

Section: Strengths and Limitationsmentioning

confidence: 90%

Fostering students’ creative thinking skills by means of a one-year creativity training program

Ritter¹,

Gu²,

Crijns³

et al. 2020

PLoS ONE

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Creative thinking is among the most sought-after life and work skills in the 21 st century. The demand for creativity, however, exceeds the degree to which it is available and developed. The current project aimed to test the effectiveness of a one-year creativity training program for higher education. The creativity of students following the training was measured before, halfway, and after the training. In addition to the within-subjects comparison across time, performance was compared to a matched control group. At each of the measurement points, different versions of seven well-validated creativity tasks (capturing divergent and convergent creative thinking skills) were employed. The creativity training increased students' ideation skills and, more importantly their cognitive flexibility. However, no difference in originality was observed. Finally, an increase in performance was observed for one of the convergent creativity tasks, the Remote Associate Test. Implications for educational settings and directions for future research are discussed.

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Section: Strengths and Limitationsmentioning

confidence: 90%

Fostering students’ creative thinking skills by means of a one-year creativity training program

Ritter¹,

Gu²,

Crijns³

et al. 2020

PLoS ONE

Self Cite

View full text Add to dashboard Cite

show abstract

“…As to the effectiveness of multimedia interactive in improving creative thinking skills, data analysis on the validation of programs-interactive programs shows that overall, multimedia interactive improves student creative thinking skills more effectively than conventional media. As for the role of multimedia interactive in promoting creative thinking studied, multimedia is more effective at improving student creative thinking skills than conventional media (Gu, Dijksterhuis, & Ritter, 2019;Perry & Karpova, 2017;Schmid, 2008). In interactive media, opportunities for learners to respond or engage in activities that can also be reversed by multimedia programs, causing multimedia interactive can be designed by combining learning strategies to enhance students' creative thinking skills (Hidayat, Susilaningsih, & Kurniawan, 2018;Huang, Chang, & Chou, 2020;Kuk, Milentijevic, Rancic, & Spalevic, 2012).…”

Section: Resultsmentioning

confidence: 99%

Interactive multimedia: Enhacing students’ cognitive learning and creative thinking skill in Arthropod material

Darmawan¹,

Redjeki²,

Widhorini³

2020

JPBI

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Interactive multimedia based on Adobe Director, as a learning medium, is important in optimizing students’ learning outcomes. This study aimed to develop interactive multimedia in Arthropod topic as a learning media based on Adobe Director in optimizing students’ cognitive learning outcomes as well as their creative thinking skills. This Research and Development (R & D) adopted Borg & Gall model. The validity of the media developed was assessed by material and media experts. The product trial was done by involving ten of X graders. The students' cognitive learning outcomes and creative thinking skills were measured using pretest and posttest. The data obtained were then analyzed using N-gain calculation. The results showed that the interactive multimedia based on Adobe Director was categorized as feasible (based on material expert) and very feasible (based on media expert). The N-gain scores of cognitive learning outcomes of C1, C2, C3, C4 were 0.70, 0.75, 0.71, and 0.56 respectively. Moreover, the N-gain scores of creative thinking skills were 0.55 (widening), 0.43 (connecting), and 0.73 (reorganizing). It can be concluded that the interactive multimedia based on Adobe Director developed is feasible and able to improve cognitive learning outcomes and students' creative thinking skills.

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“…The first dimension; fluency refers to the number of ideas, solutions, or answers generated (Altan & Tan, 2020;Bai et al, 2020). The second dimension; flexibility refers to the number of ideas produced in different categories (Gu et al, 2019). The third dimension; originality refers to the uniqueness of an idea, in which a high score on this dimension means the ability to produce thoughts that are original and different from others (Gong et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Fostering Children's Creativity Through Preschool Stem Creativity Module

Aziz¹,

Bakar²

2021

IJARPED

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Creativity is a very important skill in 21st century education and need to be nurtured since early age. Previous researchers had claimed that creativity skills could be improved by learning Science, Technology, Engineering, and Mathematics (STEM). However, less attention is given towards fostering creativity through STEM in preschool. Therefore, this study aimed to identify the potential contributions of Preschool STEM Creativity Module on creativity development among preschool children. In this quasi-experimental study, 30 children (aged 6 years old) were divided into experimental and control groups. In the experimental group, the researchers fostered children's creativity through Preschool STEM Creativity Module. Creativity Test was used as an instrument to assess creativity development and the level of creativity through four dimensions of creativity namely fluency, flexibility, originality, and elaboration. Scores for pre and post-tests were analyzed using descriptive, independent ttest, paired sample t-test, and Wilcoxon test. The results were indicated that the Preschool STEM Creativity Module intervention have led to a positive impact on the development of children's creativity. Furthermore, this study had also found that the intervention of this module could help to improve the level of creativity among children in terms of flexibility, fluency, originality and elaboration. Nevertheless, the improvement in fluency for the experimental group was seen to be lower when compared to the control group. Even so, in overall, STEM learning has been found to contribute to preschool children's creativity. And due to that reason, STEM learning should be implemented into the preschool curriculum in responds to the national education initiatives by strengthening STEM and achieving the 21st century skills.

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Fostering children’s creative thinking skills with the 5-I training program

Cited by 47 publications

References 53 publications

Fostering students’ creative thinking skills by means of a one-year creativity training program

Fostering students’ creative thinking skills by means of a one-year creativity training program

Interactive multimedia: Enhacing students’ cognitive learning and creative thinking skill in Arthropod material

Fostering Children's Creativity Through Preschool Stem Creativity Module

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