2018
DOI: 10.1088/1742-6596/954/1/012023
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The Profile of Creativity and Proposing Statistical Problem Quality Level Reviewed From Cognitive Style

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Cited by 4 publications
(9 citation statements)
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“…认知风格能够介导开放 情境下认知抑制与创造性科学问题发现之间的关系, 即认知抑制程度高的个体更倾向于进行场独立的认知 风格, 更能够在开放情境下发现创造性科学问题 [14] . 场 独立认知风格的学生在解决与创造性紧密相关的数学 统计问题时, 能够额外再提出新的质量更高的问题, 而 场依存的学生只能够完成已提出的问题, 并不能基于 该问题提出新的问题 [15] . 同时, 眼动追踪方面的实验也 发现了场独立-场依存认知风格与创造性之间的关系, 在实验给出的视觉刺激中, 场独立个体分配的注视次 数更少且创造性水平较高, 即关注刺激的局部而不是 整体预示着更高的创造性 [16] .…”
Section: 场独立的个体将最重要的信息从环境中分离出来的难unclassified
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“…认知风格能够介导开放 情境下认知抑制与创造性科学问题发现之间的关系, 即认知抑制程度高的个体更倾向于进行场独立的认知 风格, 更能够在开放情境下发现创造性科学问题 [14] . 场 独立认知风格的学生在解决与创造性紧密相关的数学 统计问题时, 能够额外再提出新的质量更高的问题, 而 场依存的学生只能够完成已提出的问题, 并不能基于 该问题提出新的问题 [15] . 同时, 眼动追踪方面的实验也 发现了场独立-场依存认知风格与创造性之间的关系, 在实验给出的视觉刺激中, 场独立个体分配的注视次 数更少且创造性水平较高, 即关注刺激的局部而不是 整体预示着更高的创造性 [16] .…”
Section: 场独立的个体将最重要的信息从环境中分离出来的难unclassified
“…目前已有研究采用功能连接的方 式来探究创造性的大脑机制 [28] , 关于度中心性的方法 思维较差. 这与之前的许多研究一致 [12,14,15,44] . 双侧颞上回被证明和语言处理区域显著相关 [45] , 且左 侧颞上回与被试的言语感知有重要的联系 [46] , 是参与 自动概念启动和情感启动效应的大脑区域, 涉及了一 般的词汇语义处理 [47] .…”
Section: 场独立的个体将最重要的信息从环境中分离出来的难unclassified
“…The impact of scientific approach and what-if-not strategy utilization towards student's mathematical problem posing ability Azlina, Amin, & Lukito (2018) Creativity of field-dependent and field-independent students in posing mathematical problems Isnani, Waluya, & Rochmad (2020) Problem posing in the proof process identifying creative thinking in mathematics Suarsana, Lestari, & Mertasari (2019) The effect of online problem posing on students' problem solving ability in mathematics Cahyani, Putri, & Fitriani (2020) The influence of problem posing learning on mathematical solution ability of junior high school Nuraeni & Rosyid (2019) Implementation of index card match learning model with problem posing approach assisted by MATLAB software to improve students' problem solving ability Mahendra, Slamet, & Budiyono (2017) Problem posing with realistic mathematics education in geometry learning Darhim, Sufyani, & Bambang (2020) The effect of problem-based learning and mathematical problem posing in improving student's critical thinking skills Nuha, Waluya, & Junaedi (2018) mathematical creative process wallas model in students problem posing with lesson study approach Puspitasari et al (2019) Mathematical problem posing ability in terms of student learning style Toheri, Widodo, & Arif (2020) Where exactly for enhance critical and creative thinking: The use of problem posing or contextual learning Fauziah et al (2019) Student's creative thinking skill in mathematical problem posing based on lesson study for learning community Afrilianto, Sabandar, & Wahyudin (2019) Improving students' mathematical problem posing ability using PACE model Awi et al (2018) The profile of creativity and proposing statistical problem quality level reviewed from cognitive style Kadir, Adelina, & Fatma (2018) Solorzano (2014) Problem-posing as a didactic resource in fomal mathematics courses train future secondary school mathematics teachers The relationship between students' problem posing and problem solving abilities and beliefs: A small-scale study with Chinese elementary school children Van Harpen & Sriraman (2013) Berdasarkan Rajah 2 dapat disimpulkan bahawa kajian empirikal terpilih paling ramai dilaksanakan di negara Indonesia sebilang 26 kajian (Afrilianto, Sabandar, & Wahyudin, 2019;Amalina, Amirudin, & Budiarto, 2018;Awi et al, 2018;Azlina, Amin, & Lukito, 2018;…”
Section: Penulis (Tahun)mentioning
confidence: 99%
“…Berdasarkan Rajah 6, terdapat sembilan interpretasi berbeza berkenaan dengan definisi penjanaan masalah di bidang pendidikan matematik. Interpretasi yang paling banyak digunakan adalah bahawa keupayaan pelajar menjana masalah merupakan sumber pemikiran aras tinggi iaitu berfikir kreatif (Amalina, Amirudin, & Budiarto, 2018;Awi et al, 2018;Azlina, Amin, & Lukito, 2018;Dewi & Marsigit, 2018;Fauziah et al, 2019;Hendriana et al, 2019;Isnani, Waluya, & Rochmad, 2020;Nuha, Waluya, & Junaedi, 2018;Pelczer, Singer, & Voica, 2013;Puspitasari et al, 2019;Titikusumawati et al, 2019;Toheri, Widodo, & Arif, 2020;Ulfah, Prabawanto, & Jupri, 2017;Van Harpen & Sriraman, 2013). Interpretasi kedua tertinggi berkait dengan keupayaan menjana masalah ialah keupayaan berfikir secara menyeluruh dimulakan dengan membina masalah diteruskan dengan menyelesaikan masalah yang dibina (Amalina, Amirudin, & Budiarto, 2018;Candiasa, Santiyadnya, & Sunu, 2018;Dewi & Marsigit, 2018;Fauziah et al, 2019;Zahra & Md Nor Bakar, 2013;Gonzales, Gomez, & Alex, 2016;Hendriana et al, 2019;Nuraeni & Rosyid, 2019;Pelczer, Singer, & Voica, 2013;Siswono, Hartono, & Kohar, 2019;Titikusumawati et al, 2019).…”
Section: Definisi Penjanaan Masalah Matematikunclassified
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