What stands and develops between creative and critical thinking? Argumentation?

Glassner, Amnon; Schwarz, Baruch B.

doi:10.1016/j.tsc.2006.10.001

Cited by 69 publications

(40 citation statements)

References 12 publications

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“…Hence, present result indicates that creative thinking correlate with the critical thinking in the context of the problem solving mutually in terms of the Analiticy and Creative Strengths subscales. As Glassner and Schwarz (2007) stated, there is interesting interaction between critical and creative thinking when individuals need to solve difficult problems, thus, one of the possible explanation of this relationship between critical and creative thinking is analytic and divergent regarding critical and creative thinking respectively. Particularly, the relationship between creative thinking and critical thinking comes forward for solution of non-routine problems due to both thinking involves seeking alternatives solution ways.…”

Section: The Relationship Between Analiticy and Creative Strengthsmentioning

confidence: 99%

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 Analiticy and Creative Strengthsmentioning

confidence: 99%

The Relationship between Creative Thinking and Critical Thinking Skills of Students

Ülger¹

2016

HUJE

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“…In turn, they must realize through practice that rehearsal facilitates storage of new information in long-term memory for later use and that this may be tested by asking questions to themselves (Dehn 2008). Building associations and relating new with prior knowledge helps learning, but variation and differentiation helps originality in problem solving (Glassner and Schwarz 2007;Siegler 1996;Simonton 2000).…”

Section: Learning To Learn: Knowing One's Own Mind and Dispositionsmentioning

confidence: 99%

Educating the Developing Mind: Towards an Overarching Paradigm

Δημητρίου

Spanoudis

Mouyi³

2011

Educ Psychol Rev

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This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2) a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact dynamically during development so that changes in each are related to changes in others. The changes in all systems and the change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and the education of the human mind.

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“…Quando ocorre a chamada argumentação intrapsicológica (Garcia-Mila & Andersen, 2008), é necessário que uma audiência seja imaginada para que a argumentação seja persuasiva (Voss & Van Dyke, 2001). O aspeto fundamental de considerar o interlocutor para se produzirem argumentos válidos, contra-argumentos e réplicas a contra-argumentos (refutações) representa a aptidão de antilogos (Glassner & Schwarz, 2007). A não utilização desta técnica leva a uma série de defeitos de raciocínio tais como tendências de confirmação (my-side bias) (Wolfe, Britt, & Butler, 2009), viés de confirmação (Schwarz, 2009), ou repetição (Gilabert, Garcia-Mila, & Felton, 2013).…”

Section: A Argumentação Como Atividade Sócio-discursivaunclassified

Professores como Facilitadores da Argumentação entre Estudantes: Uma Necessidade Emergente

Rapanta

2017

RPP

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A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos.Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença.Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra.Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso. Professores como facilitadores da argumentação entre estudantes: uma necessidade emergente Autor(es):Rapanta, Chrysi ResumoNas últimas décadas, a relação entre a argumentação e a educação tem sido alvo de interesse de variadas investigações. Até agora, intervenções pedagógicas têm sido desenvolvidas para ensinar os estudantes a melhor argumentar ou a ajudá-los a aprender através do uso da argumentação. Na maioria dos estudos o papel do professor tem sido crucial. No entanto, não existem diretivas claras sobre como podem/devem os professores implementar a argumentação com os seus alunos em aula. Este artigo apresenta uma revisão qualitativa de estudos empíricos chave que descrevem o papel do professor como mediador da prática argumentativa dos estudantes, acabando com uma explicação integradora sobre o que tem de ser feito, como e quando, para apoiar o processo argumentativo na aula.Palavras-chave: argumentação; educação K-12; professor; métodos; discurso na sala de aula; revisão qualitativa 1 Universidade Nova de Lisboa, Portugal. Email: crapanta@fcsh.unl.pt Artigo recebido a 04-04-2016 e aprovado a 17-11-2016. 42 Teachers as Facilitators of Students' Argumentation Ability: An Emerging Need AbstractThe connection between argumentation and education has been the focus of extended research in the last decades. Thus far, pedagogical interventions have been designed to teach students how to argue or help them learn through argumentation. The role of the teacher has been crucial in most of the studies. Nonetheless, no clear guidelines yet exist on how teachers should/ could implement argumentation with their students in the classroom. This paper presents a qualitative review of key empirical studies that describe the role of teachers as mediators of students´ argumentation practice, to finish with an integrative account of what, how, and when (it) needs to be done to support teachers´ development and application of arguing skills in the classroom.Keywords: argu...

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What stands and develops between creative and critical thinking? Argumentation?

Cited by 69 publications

References 12 publications

The Relationship between Creative Thinking and Critical Thinking Skills of Students

The Relationship between Creative Thinking and Critical Thinking Skills of Students

Educating the Developing Mind: Towards an Overarching Paradigm

Professores como Facilitadores da Argumentação entre Estudantes: Uma Necessidade Emergente

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