Development of students’ creative thinking skills by means of traditional art

2021 ◽  
Vol 46 (1) ◽  
pp. 101-108
Author(s):  
K. Ibrayeva ◽  
◽  
Zh. Ibrayeva ◽  
M. Tulin ◽  
◽  
...  
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Skills Development ◽  
Personal Problems ◽  
Holistic View ◽  
Traditional Art ◽  
New Information ◽  
Creative Solutions ◽  
Further Development ◽  
Development Of Students

Traditional art as a guarantee for the preservation of national foundations of the society, opposing its teaching potential to the crises of contemporary society and popular culture which contributes to the targeted person through the "language" of human emotions, the complexity and subtlety of expression, which is directly connected with the development of students’ creative thinking skills. Until now, there has been no holistic view of traditional art as a factor in the development of students’ creative thinking skills. The identification of potential of traditional art in the students’ creative thinking skills development will create preconditions for further development of vocational and personal problems of the teacher's personality, who is able to examine and learn new information and adopt unconventional creative solutions, conceptual and factual understanding of the problem, undoubtedly, enrich pedagogical science with new knowledge of the essential characteristics of forms and methods of using the traditional art as a a major factor in the development of students’ creative thinking skills.

scholarly journals ELEMENTARY STUDENTS’ CREATIVE THINKING SKILLS IN SCIENCE IN THE MALUKU ISLANDS, INDONESIA

2021 ◽  
Vol 14 (1) ◽  
pp. 74-89
Author(s):  
Marleny Leasa ◽  
John Rafafy Batlolona ◽  
Melvie Talakua
Keyword(s):  
Elementary Schools ◽  
Natural Resources ◽  
Elementary Students ◽  
Regional Development ◽  
Primary Education ◽  
Creative Thinking ◽  
Fourth Grade ◽  
Thinking Skills ◽  
Learning Improvement ◽  
Development Of Students

Learning that encourages the development of students’ creative thinking needs to be maximized since the level of primary education, including in the disadvantaged, outermost, and frontier regions that is referred to 3T areas (terdepan, terluar, tertinggal) in Indonesia is still categorized as underdeveloped that requires special attention. The main objective of this research was to diagnose students’ creative thinking skills for four components including fluency, flexibility, originality, and elaboration on students in the islands. The study was conducted on 161 students sitting in fourth grade from 6 elementary schools. The unique thing why this research was conducted because the research location was one of the Maluku Islands, which has abundant sea, air and land in terms of natural resources and is one of the areas that borders directly with Australia, so it can be predicted students’ creative thinking skills will be good. However, the analysis results report that students’ creative thinking skills were still very low and thus require comprehensive learning improvement to improve students’ creative thinking skills. It was hoped that good creative thinking skills of students will support better regional development in the future.

scholarly journals THE ROLE OF COLLABORATIVE LEARNING IN TEACHING FOREIGN LANGUAGES TO NON-LINGUISTIC STUDENTS

2021 ◽  
pp. 113-119
Author(s):  
Olha Chyzhykova
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Essential Elements ◽  
Student Interaction ◽  
Learning Activities ◽  
Foreign Language Study ◽  
Language Study ◽  
Development Of Students

The article analyzes the current stage of foreign language study in higher educational establishments. Student interaction and collaboration are considered as essential elements in the development of communication skills. Principal approaches to the definition of collaborative learning are analyzed in the article.The author analyzes advantages of collaborative learning in the process of foreign language study, including development of students’ communicative abilities and active participation in the learning process, fostering learners’ autonomy and creative thinking skills, development of students’ self-learning and cooperation abilities.A detailed description of collaborative learning activities in the process of teaching English to non-linguistic students is presented in the article. Keywords: collaborative learning, collaboration learning activities, student interaction, teaching a foreign language, non-linguistic students, teaching strategies, learning in cooperation, work in group, educational technology.

scholarly journals Improving professional methodical training for future chemistry teachers using creative methods

2020 ◽  
Vol 3 (10) ◽  
pp. 6-8
Author(s):  
Kamolova Nargiza Ibragimovna ◽  
Daminova Gulrux Baxromovna
Keyword(s):  
Creative Thinking ◽  
Thinking Skills ◽  
Teaching Chemistry ◽  
Teaching Process ◽  
Chemistry Teachers ◽  
Creative Methods ◽  
Development Of Students

This article describes the development of students' creativity through the teaching of chemistry, analysis of chemical and methodological literature, methods of using creativity in the teaching process, the use of creative psychological and pedagogical technologies in teaching chemistry, o Opinions and reflections were given on the formation of students' creative thinking skills and abilities by increasing their creative thinking.

PENGEMBANGAN PENDIDIKAN LIFE SKILL PEREMPUAN BERBASIS LOKAL

2017 ◽  
Vol 9 (2) ◽  
pp. 361-398
Author(s):  
Suharnis Suharnis
Keyword(s):  
Life Skills ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Skills Development ◽  
Life Skill ◽  
Her Family ◽  
Life Skills Development ◽  
The Way

Life skill education is education that provides basic provision and proper practice to the community about the values of life needed and useful for the development of people's lives, especially in women. The form or model of life skills development can be seen through the way of learning in developing life skills that is to provide questions/asks that encourage others to do/think. The types of questions asked or the tasks assigned by the teacher or instructor are very influential on the development of people's thinking skills. The questions/tasks are not only to focus on activities, but also to explore or know the potential of each region, so as to trigger analytical, evaluative, and creative thinking and can train in solving problems that occur in self, or in her family.

scholarly journals 2199 Critical and creative thinking course: Fundamental for a junior researcher

2018 ◽  
Vol 2 (S1) ◽  
pp. 52-52
Author(s):  
Lourdes E. Soto de Laurido ◽  
Marie K. Norman ◽  
Doris Rubio
Keyword(s):  
Critical Thinking ◽  
Creative Thinking ◽  
Information Source ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Junior Research ◽  
Creative Solutions ◽  
Innovative Thinking ◽  
The Difference ◽  
Critical And Creative Thinking

OBJECTIVES/SPECIFIC AIMS: Explain the difference between creative and critical thinking. Practice and enhance the critical thinking skills. Display innovative thinking through creative solutions and insights. Critically evaluate evidence in research. Think imaginatively, actively seeking out new points of view. METHODS/STUDY POPULATION: Offer an online course in Critical and Creative Thinking to junior researchers to improve their capacity to think and transforms their ideas in research questions and aims that bring new option to the field of clinical and translational research. Evaluate their improvement through evaluation forms and exercises that show their process to think imaginatively. RESULTS/ANTICIPATED RESULTS: The Scholars will understood the importance of critical and creative thinking in their careers, believed they could apply the insights and knowledge from the course in their grant and paper writing, recognized that they don’t always consider if they are being critical or creative in their thinking and actions. DISCUSSION/SIGNIFICANCE OF IMPACT: The course helped the participants to improve their capacity to think and saw a need to develop a more systematic thought processes in their life and work. The junior research will understand the difference between opinion, reasoned, judgment and fact and they will be able to judge the credibility of an information source using criteria such as authorship, currency and potential bias that can improve their grant submission and scientific writing skills.

scholarly journals Analysis of Creative Thinking Skills Development under Active Learning Strategies

2021 ◽  
Vol 11 (10) ◽  
pp. 621
Author(s):  
Jacqueline Forte-Celaya ◽  
Luis Ibarra ◽  
Leonardo David Glasserman-Morales
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Educational Environment ◽  
Skills Development ◽  
Educational Systems ◽  
Flipped Learning ◽  
Active Learning Strategies ◽  
Time Availability

Educational systems are now focusing on skills enhancement, such as creative thinking skills (CTS), as a means of long-lasting, significant learning. To this end, some universities and higher education institutions incentivize active learning (AL) strategies as CTS developers. Indeed, a positive link among creative results, time availability, and the educational environment has been reported; however, it is mainly based on qualitative and perceptual results. For this reason, we present this comparative, quantitative study in the context of a Mexican high school, weighing the effectiveness of the flipped learning and gamification teaching strategies against a conventional approach. The study revealed no differences in the learning environment; instead, the type of activity and the teamwork interaction affected CTS the most. However, those who participated in the learning Strategies (LS) evaluated themselves higher than their peers in the traditional classes. These results highlight the independence of CTS toward the referred LS and set a departing point for further research addressing the course activities’ qualities seemingly related to CTS enhancement.

scholarly journals DEVELOPMENT OF STUDENTS’ WORKSHEET WITH MIND MAPPING STRATEGY TO IMPROVE THE STUDENTS’ CREATIVE THINKING SKILLS ON STOICIOMETRY MATERIALS

2020 ◽  
Vol 3 (2) ◽  
pp. 58
Author(s):  
Hikma Wardani
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Learning Process ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Development Model ◽  
Mind Mapping ◽  
Mapping Strategy ◽  
The Mind ◽  
Development Of Students

The learning process of 2013 curriculum emphasizes on the students’ skill, it also demands them to be more active and have extraordinary abilities such as creative thinking skills. The purpose of this study is to describe the feasibility of the Students’ Worksheet with the mind mapping strategy to improve the students’ creative thinking skills on stoichiometry material. There are tree aspects which were observed in the students’ worksheets to measure the feasibility, those are content, presentation, and language. This study was conducted based on 4-D development model which has been modified into 3-D (define, design, and develop). The limited trial was implemented on 12 students of X Science 2 in Senior High School 3 Mojokerto. Furthermore, the results showed that from the three aspects of students’ worksheet which were content, presentation and language were categorized to be very feasible with the percentage 91.88%;93.55%;86.67 % . The students’ activities and responses were the data that obtained through the limited trials with the percentage 97.62% and 88.02% of each. Moreover, the increasing of the students’ creative thinking skills and learning outcomes can be seen from the N-Gain value which were 0.74 and 0.75, and belonged to high category. Based on the results it can be concluded that the students’ worksheet with a mind mapping strategy was feasible and able to improve the students’ creative thinking skills and learning outcomes on stoichiometry material

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