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

The main purpose of this study was to determine the effectiveness of a training program based on the six hats model in developing creative thinking skills and academic achievements in the Arabic language for gifted and talented Jordanian students.The study sample consisted of 59 gifted male and female students of the 7th grade from King Abdullah II Elite School at the Directorate of Education in Salt City, Jordan. The sample was carefully chosen from students enrolled in the academic year 2014 and were divided randomly into two groups: an experimental group of 27 male and female students and a controlling group of 32 male and female students.For the purpose of this study, a training program was developed based on the Six Hats Model that tackled chapter 11 and 12 of the Arabic language syllabus of the seventh grade. Both groups had been given Torrance’s B Test for creative thinking that the authors of this research developed for the Arabic Test to the gifted and talented students with the required factors of reliability and consistency. Statistical tools and analysis on obtained data were applied including the analysis of Covariance (ANCOVA).The outcome of this research showed discrepancies of statistical significance (α =< 0.05) among the skills and measurements of the achievement test in favor of the experimental group. In view of the outcomes of this study, the authors strongly recommend that teachers and educators should be rehabilitated and trained to use and apply the latest educational methods and techniques such as: Alcort program, creative solutions of problems and obstacles, critical thinking, brainstorming, and to refrain from the conventional old methods used which commonly focuses on information storage and retaining crammed data, regardless of the active participation of students.

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Creative Thinking Techniques

Advances in Higher Education and Professional Development - Introducing Problem-Based Learning (PBL) for Creativity and Innovation in Chinese Universities ◽

10.4018/978-1-7998-3527-1.ch006 ◽

2021 ◽

pp. 129-154

Keyword(s):

Training Program ◽

Creative Thinking ◽

Group Learning ◽

Mind Mapping ◽

Chinese Universities ◽

Daily Group ◽

Creativity Training ◽

Collective Work ◽

Group Experience

This chapter suggests how to facilitate group learning by creative thinking techniques in PBL. Techniques of brainstorming, checklist, and mind mapping are usually used among students in daily group experience. Using techniques can be reflected by the knowledge conversation model introduced in Chapter 5. Then a case will be discussed on a 5-day creativity training program carried out in Medialogy education at Aalborg University in Denmark. The case brings implications for Chinese universities: ‘fun' as a key to creativity training, mediation between individual and collective work, increasing creativity as an identity, and inquires of a long-term effort.

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أثر برنامج تدريبي قائم على العمليات العقلية في تنمية مهارات التفكير الإبداعي لدى الطلبة الموهوبين = Impact of a Training Program Based on the Mental Processes in the Development of Creative Thinking Skills of Gifted Students

دراسات عربية في التربية و علم النفس ◽

10.12816/0022120 ◽

2014 ◽

pp. 101-123

Author(s):

حسن خليل المصالحة

Keyword(s):

Training Program ◽

Creative Thinking ◽

Gifted Students ◽

Thinking Skills ◽

Mental Processes

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The Effectiveness of Training Program Based on TRIZ Theory to Develop the Creative Thinking Skills for the Teachers of king Abdullah ll Schools for Excellence in Jordan: فاعلية برنامج تدريبي يستند إلى نظرية تريز لتنمية مهارات التفكير الإبداعي لدى معلمي مدارس الملك عبد الله الثاني للتميز في الأردن

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.l050820 ◽

2021 ◽

Vol 5 (4) ◽

Author(s):

Alaa Yousef Al-Sheyyab, Feryal Abd Al-Hadi Shnekat

Keyword(s):

Training Program ◽

Creative Thinking ◽

Gifted Students ◽

Thinking Skills ◽

Control Group ◽

Male And Female ◽

Female Teachers ◽

Academic Qualification ◽

Schools Of Excellence ◽

Experimental Group

The study aimed to reveal the effectiveness of a training program based on the Therese theory to develop creative thinking skills for teachers of King Abdullah II Schools of Excellence in Jordan. The study sample consisted of (40) teachers from teachers of King Abdullah II schools for excellence in Al Balqa governorate and Madaba Governorate, In the second semester of the year 2018/2019, and they were chosen intentionally from the study community. They were divided into two groups: the control group by (20) male and female teachers from the schools of King Abdullah II for Excellence in the Madaba governorate who were not subjected to treatment. The experimental group of (20) male and female teachers of King Abdullah II Schools of Excellence in Al Balqa governorate underwent the training program, and the researcher prepared a training program based on the theory of promotion to develop creative thinking skills. The Torrance test was used for creative thinking - the words "A"The study reached the following results: • There were statistically significant differences between the averages of the performance of the post-study members on the test of creative thinking skills, total and sub-due to the group variable (experimental, control), where the differences were in favor of the experimental group. The absence of statistically significant differences between the averages of the performance of the post-study individuals on the test of creative thinking skills, college and sub, due to the variable of the academic qualification and specialization and the interaction between the group variables and the academic qualification and specialization. The study recommended conducting studies to compare programs based on the Therese theory with programs based on other theories to see whether developing creative thinking skills among teachers improves their teaching methods for gifted students.

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Is it Possible to Enhance the Creative Thinking Skills of EFL Learners through Training?

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.9n.6p.172 ◽

2018 ◽

Vol 9 (6) ◽

pp. 172 ◽

Cited By ~ 1

Author(s):

Esim Gursoy ◽

Hatice Kübra Bağ

Keyword(s):

Training Program ◽

Language Learners ◽

21St Century ◽

Creative Thinking ◽

Training Session ◽

Thinking Skills ◽

Continuous Change ◽

Global Perspectives ◽

Post Test ◽

Collaboration And Communication

In the light of continuous change of global perspectives, current educational contexts have been evolving to cover the necessary 21st century skills that the individuals must acquire. Two of the 4Cs (creativity, critical thinking, collaboration and communication) of the 21st century educational trends; creativity and creative thinking are the key characteristics of the learners. Considering as one of the requirements of the global communication, knowing and learning a foreign language should keep up with the current improvements in the field of education. Language learners should think critically and creatively in order to communicate with people to enhance the global collaboration. The purpose of this study is to enhance students’ creative thinking skills through appropriate training and to understand the effectiveness of the stimuli type –visual or audio. A pre-experimental research design was chosen for the implementation of the training program. Two different groups –visual and audio – were given either visual or audio stimuli at the beginning of creative thinking tasks. 12 participants were chosen via convenience sampling for each group and the ages of the learners are between 12-13. The training continued for 6 weeks and the participants took 3 hours of training were week. Each training session covered creative thinking tasks which were adapted or designed for the development of creative thinking skills –fluency, flexibility, originality and elaboration. A task-based pretest was implemented before the treatment and the students’ creative thinking skills were measured through figural, written and oral tests and the post-test was implemented to check the effectiveness of the training program. The results were scored by two different raters and the scores were analyzed through SPSS program. The results indicate that the creative thinking capacity of both groups has improved however the visual group students have higher creative thinking after the completion of the training program. This study suggests that although regarded as a higher level of reasoning, creative thinking can be enhanced to some extent among the secondary school learners of English and it should be a part of EFL curriculum as an essential learning skill.

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Is There a Relationship between Creativity and Mathematical Creativity?

Journal of Education and Learning ◽

10.5539/jel.v6n4p239 ◽

2017 ◽

Vol 6 (4) ◽

pp. 239 ◽

Cited By ~ 1

Author(s):

Elif Esra Arikan

Keyword(s):

Content Analysis ◽

Mixed Method ◽

Creative Thinking ◽

Quantitative Methods ◽

Thinking Skills ◽

Mathematical Creativity ◽

Problem Situation ◽

Mixed Method Research ◽

Qualitative And Quantitative Methods ◽

One Year

The aim of this study is to examine the mathematical creativity of individuals who think they have creative thinking skills. Forty-four teachers who work in private schools participated in this study and they have their pedagogical formation training from a public university in order to be a public teacher. Also participants have at least one year of experience. Mixed method research is defined as combining qualitative and quantitative methods, approaches and concepts in successive studies (Creswell, 2003). This study was determined as a mixed method research since data first analyzed by content analysis (qualitative) and then relationship and comparison analysis (quantitative). In order to analyse problem situation of the study, two testing instruments one of which is ready to use were utilized. Problem solving and problem posing test as two items was developed by the researcher. On item was given to participants as a geometry problem in the testing instrument and they were asked to solve this problem by using as many different methods as they can. The other item was given to participants as a semi-structured geometry situation. They were asked to pose as many problems as they can by using this situation. Data obtained from solving draft were divided into categories in terms of flexibility, fluency and originality according to content analysis from qualitative data analyses for each participants.As a result of the study, according to the teachers’ creativity that they stated, we can talk about their mathematical creativity only if they can pose an authentic problem.

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Efficiency of an Educational Robotic Computer-mediated Training Program for Developing Students’ Creative Thinking Skills: An Experimental Study

10.31235/osf.io/bcm3u ◽

2019 ◽

Author(s):

Sobhy Ahmed Soliman

Keyword(s):

Training Program ◽

Creative Thinking ◽

Basic Education ◽

Thinking Skills ◽

Educational Robotics ◽

School Year ◽

Computer Mediated ◽

Computerized Training ◽

Before And After ◽

Experimental Group

This research aimed at detecting the efficiency of a computerized training program based on programming the educational roboticists to develop creative thinking skills for the eighth grade basic education students at Manba'a El-Hekma School in Dhofar Governorate. Also, it investigates the nature of the proposed program, the efficiency of the program, and the significance differences between the two groups. The researcher used the experimental curriculum with the two groups; controlled and experimental to achieve the aims of the research and to test its hypotheses. The sample of the research consisted of 30 Students during the first term of the school year 2018/2019 and they were selected intentionally. Each group included 15 students. The experimental group students were trained to program the educational robotics using the computerized training program. Torrance test of creative thinking was applied before and after on the two groups, in addition to an evaluation card to the projects of the Students. The results showed that there are differences with statistical indication on the level of 0.5 between the two averages of the degrees of the experimental and the controlled groups, before and after the application of the creative thinking test and in the evaluation card of the Students' projects in the experimental group. By implication the research recommended to merge the techniques of the educational robotics and the artificial intelligence in teaching and education and training for provide the female teachers on using that technology and encouraging them to employ it in the process of teaching, using the electronic program prepared in this study.

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