Questioning Skills among Advantaged and Disadvantaged Children in First Grade

1970 ◽  
Vol 27 (2) ◽  
pp. 617-618 ◽  
Author(s):  
Felix Martin
Keyword(s):  
Creative Thinking ◽  
First Grade ◽  
Developmental Level ◽  
Question Asking ◽  
Disadvantaged Children ◽  
Category System

The evaluation of questioning skills among 200 first-grade Ss (100 advantaged and 100 disadvantaged) on the question-asking activity of the Torrance Tests of Creative Thinking utilized an 11-category system of classification for analysis. A comparison of the categories indicate that the disadvantaged Ss seem to be at a lower developmental level of question-asking skills than their advantaged counterparts.

scholarly journals The Effect of Teaching Science on the Model of Development in Developing Creative Thinking Skills among Middle School Students in Al-Mahawabah School - Jeddah Educational Zone: أثر تدريس العلوم بالنموذج الإثرائي في تنمية مهارات التفكير الإبداعي لدى طالبات المرحلة المتوسطة بمدرسة الموهوبات- منطقة جدة التعليمية

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Hind Hadban Al Jahani
Keyword(s):  
Creative Thinking ◽  
Intermediate Stage ◽  
First Grade ◽  
Thinking Skills ◽  
T Test ◽  
Control Group ◽  
Research Experience ◽  
School Students ◽  
Control Group Design ◽  
Mean Values

The aim of the research was to investigate the effect of teaching based on the model of enrichment in the development of creative thinking skills in the science of gifted students in the intermediate stage. In Jeddah, the research used the pre-test, post-test, control group design. (32) students; of the new students in the first grade average, and after the completion of the research experience, which lasted throughout the first semester of the academic year 1435/1436 e and the rate of (4) weekly quotas, the same scale was applied on the same sample and then collected data for the tribal scale, , And conducted statistical analyzes using To detect the significance of the differences between the mean values ​​of the scores of the research sample in the Torrance scale of creative thinking skills, the research found the following results: - There are significant differences at the level of α (T- test) for the independent samples (T- test Independent-Sample) = 0.05); between the average scores of students in the tribal application and their mean scores in the post-application at the macro level of the scale, and in each skill in favor of the post-scale.

Developing Creative Thinking among Intellectually Able Filipino Children from Disadvantaged Urban Communities

1993 ◽  
Vol 9 (2) ◽  
pp. 119-123 ◽  
Author(s):  
Teresita Naval-Severino
Keyword(s):  
Urban Communities ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Test Design ◽  
Test Analysis ◽  
Disadvantaged Children ◽  
Physical Exercises ◽  
Filipino Children ◽  
Group A ◽  
Group B

The purpose of this research is to demonstrate the importance of training programs in developing creative thinking skills among gifted disadvantaged children. This study compares two groups of fast learners exposed to varying lengths of training in creative activities. Group A received a total of 20 sessions while Group B had a total of 46 sessions. Training consisted of structured as well as unstructured activities designed to enhance the creative abilities of fluency, flexibility, originality and elaboration. Techniques employed ranged from brainstorming, figural/verbal/physical exercises to problem solving. A prepost test design was used to compare differences between the two groups. While mean scores showed positive changes occurring in both groups, results of t-test analysis revealed significant differences only between the pre and post scores of Group B on three out of four categories of creative thinking, namely: fluency, flexibility and originality.

scholarly journals The Role of using smartphone applications in developing creative thinking among first-grade secondary students in the course of computer: دور استخدام تطبيقات الهواتف الذكية في تنمية مهارات التفكير الإبداعي  لطلاب الصف الأول الثانوي في مقرر الحاسب

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Abdulmajeed Mohamad Asiri
Keyword(s):  
Secondary Education ◽  
Secondary Students ◽  
Creative Thinking ◽  
Relative Weight ◽  
First Grade ◽  
Developed Countries ◽  
Thinking Skills ◽  
Smartphone Applications ◽  
Computer Course

The present research aimed to identify the role of using smartphone applications in developing the creative thinking skills among students in the first grade of secondary education in the computer course. The descriptive and analytical approach was adopted, and the research tool was represented in the questionnaire. The research population included all the first-grade students of Abha Department of Education in Asir region, which amounted to (367) students. About (88) students were randomly chosen. The research concluded several conclusions, the most important of which is that there is a role for using smartphone applications in developing the skill of (fluency) among students in the first grade of secondary education in the computer course with relative weight (71.2%), developing the skill of (Flexibility) with relative weight (70.2%), developing the skill of (originality) with relative weight (77.2%), and developing the skill of (brainstorming) with relative weight (73.8%). The researcher recommended the necessity of using smartphone applications because they are one of the most important sources for building, strengthening and developing creative thinking skills in the educational environment in which the education department operates, and increasing interest in these applications by examining the experiences of developed countries and making use of them in the best way possible, and preparing training programs required to increase awareness among students in the first grade of secondary education of the importance of using smartphone applications and their relationship to developing creative thinking skills.

Young Children's Perception of Implied Motion Portrayal in Still Photographs

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1267-1276
Author(s):  
Robert M. Bernard
Keyword(s):  
Young Children ◽  
First Grade ◽  
Developmental Differences ◽  
Developmental Level ◽  
Motion Cues ◽  
Implied Motion ◽  
Pictorial Stimuli ◽  
Main Effects

120 kindergarten and first grade children were classified by developmental level based upon the results of the Purdue Conservation Test. Subsequently subjects judged whether or not the content of 64 static photographic pictorial stimuli (16 per subject) contained action. In addition to the still items, three types of implied motion cues were included as stimuli, frozen content, blurred content, and frozen content with blurred background. Main effects for both age and developmental level were found as well as interactions of each of the between-group variables with motion cues, the repeated factor. The results suggest that cognitive-developmental differences in young children as well as difference in age may explain how children come correctly to perceive dynamic elements in static photographs.

Concrete and Verbal Reinforcement in Creative Thinking of Disadvantaged Children

1977 ◽  
Vol 45 (2) ◽  
pp. 675-678 ◽  
Author(s):  
Roberta M. Milgram ◽  
Sarah Feingold
Keyword(s):  
Individual Differences ◽  
Creative Thinking ◽  
Seventh Graders ◽  
Incentive Condition ◽  
Verbal Reinforcement ◽  
Disadvantaged Children ◽  
Verbal Praise ◽  
Treatment Design ◽  
Concrete Reinforcement ◽  
Ideational Fluency

The effects of verbal and concrete reinforcement on creative thinking were investigated in disadvantaged Israeli seventh-graders ( N = 90) in a baseline-treatment design. When compared to a no-incentive condition, both concrete (giving a piece of candy for each response) and verbal reinforcement (giving verbal praise to each response) raised the level of ideational fluency on the abbreviated Wallach and Kogan creativity battery by 114% and 61%, respectively. The high correlations between baseline and incentive creativity scores were interpreted as supporting either cognition or motivation but not exclusively the former as the source of individual differences in creative thinking among these disadvantaged children.

scholarly journals STEM Based Learning to Create Joyful Investigating Pumpkins for Mathematical Learning on Primary School

2019 ◽  
Vol 19 (1) ◽  
pp. 113-120
Author(s):  
Ghenny Aosi
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Elementary School Students ◽  
Creative Thinking ◽  
First Grade ◽  
Learning Outcome ◽  
Learning Science ◽  
School Students ◽  
The Subject ◽  
Classroom Action Research

This article was based on the results of classroom action research of STEM approach in investigating pumpkins at first grade of SDN 02 Aur Kuning Kota Bukittinggi. The students learn to know deeply about pumpkins that easily found in their sorrounding by investigating and combining science, mathematic, enggineering, drawing, and art in their learning process. The subject of this project was the first grader of 02 Aur Kuning elementary school students in Kota Bukittinggi. The methode used classroom action research methode in two cycles with two meeting per each cylce. Indikator of critical thinking that used in this study were basic operations of reasoning and metacognitive knowledge. The results of this research showed that by applying STEM approach in investigating pumpkin improved the learning outcome and students creative thinking in learning science and mathematic at elementary school in Bukittinggi.

Effect of Psychosocial Stimulation on Mental Development of Severely Malnourished Children: An Interim Report

PEDIATRICS ◽  
1983 ◽  
Vol 72 (2) ◽  
pp. 239-243 ◽  
Author(s):  
Sally Grantham-McGregor ◽  
William Schofield ◽  
Linda Harris
Keyword(s):  
Hospital Care ◽  
Developmental Level ◽  
Interim Report ◽  
Disadvantaged Children ◽  
Malnourished Children ◽  
Psychosocial Stimulation ◽  
Locomotor Development ◽  
Marked Deficit ◽  
Malnourished Group ◽  
Structured Play

The effect of adding psychosocial stimulation to the treatment of severely malnourished children was studied. The study period covered children from the time they left the hospital to 24 months later. The children's developmental levels (DQs) were compared with those of two other groups who were in the hospital—an adequately nourished group with diseases other than malnutrition, and a severely malnourished group who received standard hospital care only. The children receiving intervention had structured play sessions in the hospital and were visited weekly for 2 years after returning home. During the visits paraprofessionals showed mothers how to continue structured play with their children. The malnourished children who did not receive intervention showed a marked deficit in developmental level compared with that of control children throughout the study. The control children showed a decline in developmental level with age, which is characteristic of disadvantaged children. The children receiving intervention showed marked improvements and by 24 months were ahead of the children who did not receive intervention in every subscale and were ahead of the adequately nourished children in two subscales. Both groups of malnourished children remained behind the control children in nutritional status and locomotor development.

Sex-Role Stereotyping and Young Children's Divergent Thinking

1986 ◽  
Vol 59 (3) ◽  
pp. 1027-1033 ◽  
Author(s):  
Carol D. Lewis ◽  
John C. Houtz
Keyword(s):  
Creative Thinking ◽  
Divergent Thinking ◽  
Sex Role ◽  
First Grade ◽  
Early Age ◽  
Male And Female ◽  
Sex Role Stereotyping ◽  
Cultural Expectations ◽  
Opposite Sex ◽  
Similar Task

In two experiments 157 kindergarten and first-grade children were administered the Circles Subtest of the Torrance Tests of Creative Thinking. Boys and girls were given differential instructions to think of ideas typically thought of by members of the opposite sex. The contents of the children's ideas were analyzed and scored according to male- and female-dominant categories. Directions to generate ideas of the opposite sex inhibits performance, and considerable sex-role stereotyping of responses occurs at an early age. Without training on a similar task, however, boys appeared to be less able to follow directions and think of ideas typical of the opposite sex. Results are discussed in terms of the hypothesis that girls are more knowledgeable of the opposite sex-roles than are boys but are inhibited in the expression of this knowledge by cultural expectations.

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