Designing a Transdisciplinary Approach to Elementary Math Literacy Learning through Science & the Arts

2019 ◽  
pp. 570-574
Author(s):  
Barbara Ann Temple
Keyword(s):  
Creative Thinking ◽  
Divergent Thinking ◽  
Research Process ◽  
Thinking Skills ◽  
Second Grade ◽  
Transdisciplinary Approach ◽  
The Arts ◽  
Elementary Math ◽  
Real World Learning ◽  
Initial Intervention

Engaging with subject matter in isolation stymies creativity, promotes rote learning, and limits development of divergent thinking skills. Conversely, a transdisciplinary approach to math develops critical and creative thinking skills, strengthens problem solving capacity, and promotes metacognition. In this pilot study, the design-based research process began with sharing initial intervention ideas for elementary Math lessons with participants at an international elementary Math conference. Utilizing participant feedback as part of the iterative process, three specific interventions for second-grade Math concepts were designed with intentional infusion of Science and the Arts. The ultimate goal for this research is the design of an effective elementary Math curriculum offering authentic, real-world learning through a transdisciplinary approach.

Integrating Computational Thinking and Mathematics

2022 ◽  
pp. 175-196
Author(s):  
Marja Bertrand ◽  
Immaculate Kizito Namukasa
Keyword(s):  
Education Reform ◽  
Creative Thinking ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Non Profit ◽  
The Arts ◽  
Learning Mathematics ◽  
Steam Education ◽  
Context Of Learning ◽  
And Mathematics

Globally, computational thinking and coding in schools has become more popular as well as a growing area of interest in education reform. Coupling coding with creative thinking promises to meaningfully engage students in their learning and to improve their coding and computational thinking skills. This prompts discussions about STEAM (Science, Technology, Engineering, Arts, and Mathematics), which promotes creativity and innovation through the integration of the arts in STEM subjects. This study addresses the following question: What mathematics and computational thinking do students learn through different models of STEAM education in non-profit and in-school contexts? A small sample was taken of four different STEAM programs in Ontario, Canada. We carried out a qualitative case study with 103 participants, 19 adults and 84 students. The findings from this study have implications for designing, implementing and researching K-8 STEAM programs that promote coding and computational thinking skills in the context of learning mathematics.

scholarly journals Divergent Thinking Abilities in Frontotemporal Dementia: A Mini-Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Giulia Fusi ◽  
Maura Crepaldi ◽  
Laura Colautti ◽  
Massimiliano Palmiero ◽  
Alessandro Antonietti ◽  
...  
Keyword(s):  
Frontotemporal Dementia ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Single Case ◽  
Case Series ◽  
Thinking Skills ◽  
Future Research ◽  
Functional Changes ◽  
Future Research Directions ◽  
The One

A large number of studies, including single case and case series studies, have shown that patients with different types of frontotemporal dementia (FTD) are characterized by the emergence of artistic abilities. This led to the hypothesis of enhanced creative thinking skills as a function of these pathological conditions. However, in the last years, it has been argued that these brain pathologies lead only to an augmented “drive to produce” rather than to the emergence of creativity. Moreover, only a few studies analyzed specific creative skills, such as divergent thinking (DT), by standardized tests. This Mini-Review aimed to examine the extent to which DT abilities are preserved in patients affected by FTD. Results showed that DT abilities (both verbal and figural) are altered in different ways according to the specific anatomical and functional changes associated with the diverse forms of FTD. On the one hand, patients affected by the behavioral form of FTD can produce many ideas because of unimpaired access to memory stores (i.e., episodic and semantic), but are not able to recombine flexibly the information to produce original ideas because of damages in the pre-frontal cortex. On the other hand, patients affected by the semantic variant are impaired also in terms of fluency because of the degradation of their semantic memory store. Potential implications, limitations, and future research directions are discussed.

scholarly journals PENGEMBANGAN BERPIKIR KREATIF

2018 ◽  
Vol 3 (1) ◽  
pp. 105
Author(s):  
Syarifan Nurjan
Keyword(s):  
Critical Thinking ◽  
Scientific Inquiry ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Thinking Skills ◽  
Thought Process ◽  
Complex Thinking ◽  
The Subject ◽  
Thinking Processes ◽  
Mind Maps

This study aims to develop students' creative thinking through mind map training by organizing information in learning. Students' thinking skills are needed to understand the subject matter, utilize information and creativity. Thinking is a mental activity in solving problems by distinguishing basic thinking skills and complex thinking skills. Two complex thinking processes namely critical thinking and creative thinking. Critical thinking is an organized process that involves mental activities such as problem-solving, decision making, analyzing assumptions, and scientific inquiry. Creative thinking is a thought process for developing original, aesthetic, constructive ideas or results that relate to views, concepts, and emphasize intuitive, rational, and creative aspects of thinking and synonyms of divergent thinking. The development of students' creative thinking is developing creative thinking, developing a link between mind maps and creative thinking skills, and describing the verses of the Qur'an about creative thinking.

Creative Confidence and the Arts: Measuring a Potential Contributing Factor to Students' Motivation to Engage in Engineering Creativity

2018 ◽  
Author(s):  
Hannah Smith ◽  
David Strong
Keyword(s):  
Self Efficacy ◽  
Creative Thinking ◽  
Engineering Students ◽  
Thinking Skills ◽  
Survey Instrument ◽  
Creative Arts ◽  
Internal Motivation ◽  
The Arts ◽  
Creative Self ◽  
Do So

Engineering is well established as a profession which requires complex, open-ended problem solving. Creativity is instrumental in these processes, but graduating engineering students have been found to lack creative thinking skills. In order to engage in creative thinking, students must first be motivated to do so. Creative self-efficacy (or creative confidence) has been tied to increased internal motivation, and involvement in creative arts activities can lead to increased self-efficacy beliefs. This paper will discuss the development of a survey instrument that will be used to investigate the potential correlation between student involvement in creative arts and their internal motivation to engage in engineering creativity.The survey instrument includes 1 open-ended question, a creative arts inventory, and 46 closed-ended questions to measure creative self, creative mindset, and tolerance of fears that hinder creative confidence. Evidence for validity of the instrument is established through the pilot study.

scholarly journals Divergent Thinking Ability + Interest = Creative Ideas: Exploring the Relationships Between Cognitive Creativity Assessments and Product Design Idea Generation

2017 ◽  
Author(s):  
Jieun Kwon ◽  
Luke Bromback ◽  
Barry Kudrowitz
Keyword(s):  
Product Design ◽  
External Validity ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Idea Generation ◽  
Thinking Skills ◽  
Assessment Technique ◽  
Two Factors ◽  
Consensual Assessment Technique ◽  
Product Familiarity

The external validity of existing creativity tests was examined in the product-design field. To examine the external validity, this study adopted the Consensual Assessment Technique (CAT), by which industry leaders directly rate product ideas for their creativity. A simple correlation analysis showed that among three broadly used creativity tests (Remote Associations Test, Alternative Uses Test, and Torrance Test for Creative Thinking), only the Alternative Uses Test (AUT) was found to predict creativity in the product-design industry. In addition to the correlations analysis, two factors, product familiarity and level of interest, were tested for moderation. The results show that familiarity with the product lessens RAT-CAT (Remote Associations Test - Consensual Assessment Technique) correlation, whereas level of interest strengthens the correlation. Thus, the less familiar and more interested an individual is in the product, the more likely the individual’s divergent thinking skills will translate into an actual creative product idea.

scholarly journals The Prototype Development of Creative Thinking Skills Model’s Book

2018 ◽  
Vol 42 ◽  
pp. 00116
Author(s):  
I Gusti Ayu Tri Agustiana ◽  
Rudiana Agustini ◽  
Muslimin Ibrahim
Keyword(s):  
Construct Validity ◽  
Creative Thinking ◽  
Cognitive Theory ◽  
Social Systems ◽  
Research Process ◽  
Thinking Skills ◽  
Learning Model ◽  
Theoretical Rationale ◽  
Prototype Development ◽  
The Impact

Model of book is an important part of the research process in developing creative thinking skills. Considering the importance of creative thinking skills, it is necessary to attempt developing such skills in the learning process by applying an appropriate and effective model. This research will develop the components of learning model that includes theoretical rationale, syntax, social systems, reaction principle, support systems, and the impact instructional companion. Learning model of science is developed with syntax orientation, excavation creative ideas, research, elaboration, presenting the results of the work, evaluation, and implementation (OPPEMEI) with indicators of creative thinking skills fluency, flexibility, originality, elaboration and evaluation. To achieve the goals, it should need a couple of steps, namely (1) analyzing and providing a rational basis to support the development of learning model for creative thinking skills. (2) analyzing and constructing the theories that support the development of the model. Some synthesis theories for reviews are a constructivism theory, creative thinking theories, a motivation theory, a theory of Vygotsky (the theory of socio-cultural) and cognitive theory, (3) Analyzing the flow of thought decrease hypothetical OPPEMEI Model, (4) providing guidelines for the implementation of learning using OPPEMEI learning model, (5) conducting Focus Group Discussions (FGDs) and (6) Revisions. Validity is assessed by expert judges in terms of content validity and construct validity. The construct validity includes the logic of stage model (syntax) and the support of relevant theory at each stage. Validation of the content reflects the state of the art or the strength of the device and the content materials are assessed based on the conformity with the applicable curriculum. The learning model is stated valid, if the expert judges and practical say that the model is developed based on strong and latest theoretical rationale and there is consistency between the components.

CONDITIONALS AT THE CROSSROADS OF CONVERGENT AND DIVERGENT THINKING

2021 ◽  
pp. 100-114
Author(s):  
MARINA KHARATYAN ◽  
LUSIK VARDANYAN
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Integrated Approach ◽  
Thinking Skills ◽  
Learning Goals ◽  
The Core ◽  
Core Elements ◽  
The Impact ◽  
Critical And Creative Thinking

MARINA KHARATYAN, LUSIK VARDANYAN - CONDITIONALS AT THE CROSSROADS OF CONVERGENT AND DIVERGENT THINKING The present research is an attempt to emphasize the current necessity in EFL teaching to reevaluate and reconsider the content of grammar on the discourse level through the core elements of critical and creative thinking. We do not seek to give a resourceful explanation to the concept and theory of critical and creative thinking; our foremost concern is to show how the knowledge of these two types of thinking can be linked to and identified in Grammar instruction. Driven by the pursuit of the 21st century learning goals and requirements and the urgent necessity of developing students’ higher order thinking skills, we seek to explore the impact of these two types of thinking on the quality of students’ academic performance in grammar classes through identifying the reciprocal link between grammar and critical-creative thinking. We also seek to evaluate students’ grammatical competence through determining the extent to which they acquire and master the core elements of grammar through the core elements of critical and creative thinking. We are free of the bias to regard Grammar as a sentence-level phenomenon as this kind of view is incompatible with the notion of competency-based instruction. Through introducing an integrated approach, we propose teaching Grammar in a variety of contexts with the intent of exposing not only morphological and syntactical peculiarities of a certain grammatical phenomenon but also its sociopragmatic aspects. What we should call in mind from the outset is that creative thinking is divergent and critical thinking is convergent. Divergent (creative thinking) focuses on a multitude of choices and solutions since it opens up the mind guiding it through different directions and possibilities; convergent (critical thinking) involves exact information and data, analysis and one possible solution to the problem.

scholarly journals Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea

2012 ◽  
Vol 28 (6) ◽  
Author(s):  
Hyeonjin Kim ◽  
Hyungshin Choi ◽  
Jeonghye Han ◽  
Hyo-Jeong So
Keyword(s):  
Teacher Education ◽  
Learning Environment ◽  
21St Century ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Knowledge Society ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Adaptive Expertise ◽  
Multiple Sources

<blockquote>Korean teachers are generally considered well trained to integrate ICT into their teaching since the inception of the first IT Master Plan of Korea in 1996. However, the emergence and adoption of cutting-edge technologies create demands for evolving roles and competencies of teachers in the new knowledge society. Given this changing landscape of teacher education, the purpose of this paper is to explore new educational approaches to enhance teachers' ICT capabilities in the 21st century learning environment in Korea. The literature indicates that the new roles of teachers include new media literacy skills and adaptive expertise with efficiency and innovation. From this perspective, we examined three cases: (1) learning Scratch for computational and creative thinking, (2) learning robotics as emerging technology for convergent and divergent thinking, and (3) learning by design with ICT for systems thinking. The new approaches, such as focusing on thinking skills rather than technical skills, and providing various contexts different from ordinary classroom lessons, help teachers to develop adaptive expertise. On the other hand, participants in all three cases indicated difficulties in integrating new ideas, dealing with various course activities, and understanding unfamiliar design contexts in their comprehensive projects. For further studies, it is necessary to investigate learning processes and outcomes of teachers' learning with more depth and a larger number of cases and multiple sources of data to verify the potentials and challenges of these approaches more rigorously.</blockquote><p> </p>

scholarly journals Addressing The Challenge of Building Research Capabilities in Business Management Undergraduate Students

2019 ◽  
Vol 17 (3) ◽  
Author(s):  
Martin Rich ◽  
Ann Brown ◽  
Aneesh Banerjee
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Business Students ◽  
Business Management ◽  
Problem Based Learning ◽  
Research Process ◽  
Thinking Skills ◽  
School Level ◽  
Subject Knowledge ◽  
Management Students

The research process is complex, involving many conceptually different steps that require a variety of skills. For instance, early on in the research process the task of identifying and articulating a suitable research problem often involves, amongst other skills, a high level of creativity and critical thinking, whereas later on in the process, application of a suitable research method would require deep knowledge of the state of art in that methodology. As the techniques used by researchers to iterate between current discipline theory, subject knowledge and research methodology gets increasingly specialized, it is also becoming more opaque to people outside the research community. Management students with little or no exposure to research find this puzzling because they are being encouraged to do something creative and original, and at the same time they are expected to build on existing knowledge using a set of conventions associated with the chosen methodology. Business students in their 1st year face many new situations. Most of them have little experience of what research is about or the various elements that are necessary for a successful project. The teaching at school level mostly focuses on imparting subject knowledge and instilling basic numeracy and literary skills. It does not prepare them so well for setting their own goals and working independently ‑ the core of research. Traditional teaching methods can help them acquire the relevant subject knowledge and basic research methods. But putting these together in a piece of practical research requires in depth understanding and creative thinking. Problem‑based learning (PBL) is a way to help UG students at the beginning of their research attempts to develop the mindset and skills needed. This paper makes the case for introducing Critical Thinking skills to Business Management students in their 1st year, using a problem‑based Learning (PBL) approach. It assesses what was involved in developing and delivering such a course. Both staff and students found the experience challenging, but the overall response was positive establishing that the approach taken was fundamentally effective.

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