STEM Activity Promoting 11th Grade Students' Creative Thinking Skills : Case Study from a Pre-service Teacher

2021 ◽  
Author(s):  
Arunrut Vanichanon ◽  
Nilubol Nuanjunkong ◽  
Witsarut Jonjerm
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Pre Service Teacher ◽  
11Th Grade

scholarly journals Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity

2020 ◽  
Vol 9 (3) ◽  
pp. 243
Author(s):  
MEHMET FATIH ÖÇAL ◽  
TUĞRUL KAR ◽  
GÜRSEL GÜLER ◽  
ALI SABRI İPEK
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Dynamic Geometry ◽  
Thinking Skills ◽  
Problem Posing ◽  
Dynamic Geometry Environment ◽  
Mathematical Concepts ◽  
Prospective Mathematics Teachers

This study aims to investigate the similarities and differences between prospective mathematics teachers’ creative thinking skills in paper-pencil test and on a Geogebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra’s main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were; (i) lack of problem-posing experience, (ii) the structure of problem-posing activity, and (iii) prospective teachers’ mathematical content knowledge.

scholarly journals Themes of Reflective Thinking as a Predictor of Physical Education and Sport Pre-Service Teachers’ the Entrepreneurial Characteristics

2018 ◽  
Vol 6 (10) ◽  
pp. 117
Author(s):  
Sadık Adatepe ◽  
Murat Kul
Keyword(s):  
Physical Education ◽  
Creative Thinking ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Industrial Society ◽  
Multilevel Regression ◽  
Higher Level Thinking ◽  
Entrepreneurial Characteristics ◽  
The Individual ◽  
Pre Service Teacher

Today, entrepreneurship has gained great importance, especially with the transition from industrial society to information society. Therefore, in order to ensure economic and social development of societies, entrepreneurship must comprehensively be supported, encouraged and entrepreneurship education has to be provided. Many similar qualities and skills among individuals having reflective thinking abilities and entrepreneurial individuals arise when reflective thinking, one of the higher-level thinking skills, is defined as the cognitive inquiry that will lead the individual to produce new knowledge and develop alternative ways. The purpose of this research is to identify whether physical education and sports teachers' reflective thinking themes predict entrepreneurial characteristics. Research is designed in accordance with the relational screening model. Semerci (2007), “Reflective Thinking Tendency Scale” and Yilmaz and Sunbul (2009), “Entrepreneurship Scale for University Students” were used as data collection tool. Multilevel regression analysis was benefitted in the analyze of the data.  As a result of this research, it is determined that effective and interrogated teaching sub-dimension was the most independent variable contributing to the entrepreneurial characteristics of physical education and sports pre-service teachers and this was followed by continuous and intentional thinking, responsibility of teaching and science and looking professional sub-dimensions. It has also been determined that sub-dimensions such as open-mindedness, foresighted and sincere and researcher do not make a meaningful contribution to the prediction of entrepreneurial characteristics. Based on these results, it can be said that a pre-service teacher with high entrepreneurial characteristics will have higher reflective thinking tendencies. Besides, it is also possible to analyze how thinking skills such as critical thinking, creative thinking, problem solving and supra-cognitive thinking predict entrepreneurial characteristics.

scholarly journals PROFIL KETERAMPILAN BERPIKIR KRITIS DAN KREATIF CALON GURU KIMIA PADA PERKULIAHAN BIOKIMIA

2020 ◽  
Vol 4 (2) ◽  
pp. 99-110
Author(s):  
Andi Wahyudi
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activity ◽  
Test Items ◽  
Critical And Creative Thinking

Critical thinking and creative thinking are important dimension in teaching of 21st century to facing the challenges of the industrial revolution 4.0. The aim of this research was to analyze undergraduate preservice teachers’ critical and creative thinking skills on a biochemistry course. It was conducted using case study to analyse real circumstance that happened in biochemistry course.  The instruments was observation sheet, test items of critical thinking skills, test items of creative thinking skills and questionnaires were used to determine the responses students towards learning activity. Participant was 30 undergraduate preservice chemistry teachers in 2015. The finding of this research showed that biochemistry course only emphasizes on critical thinking skills and not provided briefing creative thinking skills. This means that the biochemistry course has not showed students’ balance skills on critical and creative thinking skills. This study suggest that need further research to develop a biochemistry program who can improve students’ critical thinking and creative thinking.

scholarly journals Creative-Thinking Skills in Explanatory Writing Skills Viewed from Learning Behaviour: A Mixed Method Case Study

2020 ◽  
Vol 15 (01) ◽  
pp. 200
Author(s):  
Bening Sri Palupi ◽  
Slamet Subiyantoro ◽  
Triyanto Triyanto ◽  
Rukayah Rukayah
Keyword(s):  
Mixed Method ◽  
Cognitive Abilities ◽  
Creative Thinking ◽  
Writing Skills ◽  
Secondary Data ◽  
Thinking Skills ◽  
Primary Data ◽  
Personality Factors ◽  
Metacognitive Skills

Creative thinking involves the activities of complex skills and cognitive abilities, personality factors and motivations, styles, strategies, and metacognitive skills. Therefore, creative-thinking skills can reflect the students’ personality considered as unique individuals. On the other hand, the effectiveness of education can be seen from teaching practices and class climate. The application of guided inquiry learning (GIL) and problem-based learning (PBL) models is one effort to improve the effectiveness of education. This research is a mixed-method case study that aims to describe the behaviour of groups of students, studying with GIL and PBL, with high, moderate, and low creative-thinking skills. The mixed-method analysis applied is a concurrent embedded strategy that combines primary data (qualitative) and secondary data (quantitative) to complement each other. The results showed that the application of the GIL and PBL models was proved to be effective for learning explanatory writing skills. In terms of the creative-thinking skills, the higher the students' creative-thinking skills are, the higher their explanatory writing skills will be. Students who have high creative-thinking skills also exhibit prominent attitudes during the learning process, such as intensity of asking frequently with substantive questions on the subject matter and having good opinion and leadership skills.

scholarly journals ANALISIS BERPIKIR KREATIF DALAM MENYELESAIKAN MASALAH BARISAN DAN DERET ARITMATIKA DENGAN METODE OPEN-ENDED

2019 ◽  
Vol 1 (1) ◽  
pp. 1-16
Author(s):  
Bambang Priyo Darminto ◽  
Lilis Setianingsih
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Thinking Skills ◽  
School Students ◽  
Study Approach ◽  
Field Notes ◽  
The Subject ◽  
Selection Of

This study aims to determine students creative thinking skills in solving arithmetic progression and series problems with the open-ended method. The research method used is a qualitative method with a case study approach. The selection of subjects uses a purposive technique that is based on certain characteristics. The subjects in this study were 3 junior high school students selected in the category of high matematical abilities. Methods of collecting data using tests, interviews, field notes, and documentation. Data analysis techniques used the triangulation method to gain deeper understanding of the subject under study. Based on the results of the study show the ability of creative thinking of students because it meets the three indicators of creative thinking, namely fluency: students are able to calculate smoothly and solve problems correctly, flexibility: students are able to find other ways to find the same results, novelty: students are able to think in new ways and different from other subjects.

scholarly journals The Effect of English Language Learning on Creative Thinking Skills: A Mixed Methods Case Study

2017 ◽  
Vol 10 (3) ◽  
pp. 82 ◽  
Author(s):  
Sandro Sehic
Keyword(s):  
Mixed Methods ◽  
Language Learning ◽  
Quantitative Data ◽  
Creative Thinking ◽  
English Language ◽  
Thinking Skills ◽  
English Language Learning ◽  
Mixed Methods Case Study ◽  
Sequential Explanatory

The purpose of this sequential explanatory mixed-methods case study was to investigate the effects of English language learning on creative thinking skills in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test. Unlike the previous research studies that investigated the links between English language learning and cognitive skills and had large numbers of participants, this research study relied on small group of participants to provide detailed information about the effects of English language learning on their creative thinking skills in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test. This study involved the collection of quantitative data at the pretest and posttest stages and the explanation of the quantitative data using qualitative data. The quantitative findings of this sequential explanatory mixed-method case study indicated that there were no statistically significant differences between the pretest and posttest results in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test.

scholarly journals Kemampuan Berpikir Kreatif Siswa SMP dalam Menyelesaikan Soal Open-Ended

2019 ◽  
Vol 4 (2) ◽  
pp. 143-156
Author(s):  
Lilis Setianingsih ◽  
Riawan Yudi Purwoko
Keyword(s):  
Junior High School ◽  
Creative Thinking ◽  
Qualitative Method ◽  
Thinking Skills ◽  
Case Study Approach ◽  
Study Approach ◽  
Mathematical Abilities ◽  
Field Notes ◽  
The Subject

This study aims to determine students’ creative thinking skills to solve arithmetic progression and series with the open-ended method. The study uses a qualitative method with a case study approach. The subjects in this study were three students of junior high school have high mathematical abilities. Data were collected by tests, interviews, field notes, and documentation. Data were analyzed using the triangulation method to gain a deeper understanding of the subject under study. The results of this study show that the student's ability to creative thinking because it meets three indicators of creative thinking, namely fluency, flexibility, and novelty. For the research conducted to get good results, the subject should find answers that can be categorized in creative thinking indicators in the form of novelty.

scholarly journals THE EFFECT OF DREAM AND DOODLE BOOKS ON CHILDREN'S CREATIVE THINKING SKILLS

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
Arzu Akar Gençer ◽  
Abide Güngör Aytar
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Research Method ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Test Results ◽  
Analysis Method ◽  
Data Collection Tool ◽  
Post Test

<p>This study aimed to examine the effectiveness of dream and doodle books in developing children's creative thinking skills. In the study, the case study, which is a qualitative research method, was used. A total of 13 children, 6 girls and 7 boys aged 6-9, were selected through purposive sampling. For three months, a total of thirty-two pages of painting completion activities were held with each child by using dream and doodle books three times a day each week. "The Torrance Test of Creative Thinking" is used as a data collection tool to evaluate the creative thinking skills of children. Content analysis was used as the analysis method. The rate of seeing the Creative Strengths in the posttest (Torrance Test of Creative Thinking Form B) drawings of the children was higher than the pre-test (Torrance Test of Creative Thinking Form A) drawings. When the pre-test and post-test results of Creative Strengths are examined, it is seen that there is the most difference in favor of the post-test in the "Movement and Action and Storytelling Articulateness" aspects. The aspect with the least difference is "Synthesis of Lines and Circles". The dimension that has never been seen in children's drawings has been "Synthesis of Incomplete Figures". It was concluded that Dream and Doodle Books improve children's creative thinking skills. Dream and Doodle books are artistic studies that allow children to express themselves in different ways. In this context, it is recommended that teachers and families include these books in their activities.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0779/a.php" alt="Hit counter" /></p>

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