creative thinking
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2022 ◽  
Vol 22 (2) ◽  
pp. 1-26
Author(s):  
Sadia Sharmin

Computer science is a fast-growing field in today’s digitized age, and working in this industry often requires creativity and innovative thought. An issue within computer science education, however, is that large introductory programming courses often involve little opportunity for creative thinking within coursework. The undergraduate introductory programming course (CS1) is notorious for its poor student performance and retention rates across multiple institutions. Integrating opportunities for creative thinking may help combat this issue by adding a personal touch to course content, which could allow beginner CS students to better relate to the abstract world of programming. Research on the role of creativity in computer science education (CSE) is an interesting area with a lot of room for exploration due to the complexity of the phenomenon of creativity as well as the CSE research field being fairly new compared to some other education fields where this topic has been more closely explored. To contribute to this area of research, this article provides a literature review exploring the concept of creativity as relevant to computer science education and CS1 in particular. Based on the review of the literature, we conclude creativity is an essential component to computer science, and the type of creativity that computer science requires is in fact, a teachable skill through the use of various tools and strategies. These strategies include the integration of open-ended assignments, large collaborative projects, learning by teaching, multimedia projects, small creative computational exercises, game development projects, digitally produced art, robotics, digital story-telling, music manipulation, and project-based learning. Research on each of these strategies and their effects on student experiences within CS1 is discussed in this review. Last, six main components of creativity-enhancing activities are identified based on the studies about incorporating creativity into CS1. These components are as follows: Collaboration, Relevance, Autonomy, Ownership, Hands-On Learning, and Visual Feedback. The purpose of this article is to contribute to computer science educators’ understanding of how creativity is best understood in the context of computer science education and explore practical applications of creativity theory in CS1 classrooms. This is an important collection of information for restructuring aspects of future introductory programming courses in creative, innovative ways that benefit student learning.


2022 ◽  
Vol 11 (1) ◽  
pp. 117-126
Author(s):  
Rosita Dwi ◽  
Manuharawati* Manuharawati* ◽  
Siti Khabibah

<p style="text-align: justify;">This study aimed to describe the creative thinking process of students with active learning styles in proposing and solving problems on geometry material. The research instruments were Honey and Mumford's Learning Style Questionnaire (LSQ), problem-solving and submission test sheets, and interview guidelines. The LSQ questionnaire was distributed to students majoring in mathematics education at a university in Malang, Indonesia, with a total of 200 students. Students who have an active learning style and meet the specified criteria will be selected as research subjects. Based on research on creative thinking processes in proposing and solving problems in students with active learning styles, it was found that there were differences in behaviour between subject 1 and subject 2 at each stage of creative thinking. However, based on the researcher's observations of the behaviour of the two subjects at each stage of their thinking, there are similarities in behaviour, namely, they tend to be in a hurry to do something, prefer trial and error, and get ideas based on daily experience.</p>


Author(s):  
خلفان بن زهران الحجي ◽  
رقية بنت خلفان العبدلية ◽  
ابتسام بنت سعيد الشهومية

This study aims to Identify the role of Academic Omani Libraries in supporting knowledge economy, through Bryson's five indicators appeared in 2001: library infrastructure, information services; activities carried out by the libraries for creative ideas, and for supporting innovation. In addition to building collections that are capable to new requirements of Knowledge management. The study adopted the questionnaire as a tool of the descriptive method to collect and analyze data. The results indicate that Omani academic libraries have a good infrastructure in communications and information technology that supports research, and facilitates the use of electronic services. Moreover, Library catalogues and databases have been indicated by respondents as sufficient tools for exploring relevant information, especially in libraries, which are continuously organizing training programs in new developments of knowledge economy. On the other hand, the results show weaknesses of Omani academic libraries in supporting creative ideas, and in encouraging their employees to find out creative solutions for various problems facing them. The study concluded with many recommendations, the most important of which are: the need, for Omani academic libraries, to keep up with developments in the fields of knowledge management and economy, and to support creative ideas through collaboration with local and international professional associations. In addition, to encourage creative thinking with collaboration with organizations concerned with innovation in the country.


2022 ◽  
Vol 9 (1) ◽  
pp. 142-150
Author(s):  
Kinanti Andartiani ◽  
Sri Sulistyorini ◽  
Yuli Kurniawati S Pranoto

This study aimed to analyze the validity, effectiveness, and practicality of the E-LKPD (Electronic Student Worksheet) to improve the creative thinking skills of fifth grade students at SDN 1 Kutoharjo and SDN 2 Kutoharjo after participating in STEAM-based learning (Science, Technology, Engineering, Art, and Mathematics). This study used research and development procedures with reference to the 4D model (Define, Design, Develop, and Disseminate) but this research was only up to the develop stage. The research design used was "One Groups Pretest-Posttest Design" with 72 students as research subjects. The research instrument used was observation sheet, interview sheet, expert validation test sheet, written test (pretest and posttest), and questionnaire sheet (questionnaire). The results of the research, it can be analyzed that the validity of the E-LKPD according to the material expert validator is 91.6 in the very valid category, the media expert validator was 75 in the valid category, and the language expert validator was 85 in the very valid category. The effectiveness of E-LKPD according to the results of the N-Gain test calculation of 0.61 was included in the category of quite effective and showed that there was a significant increase in creative thinking skills before and after using STEAM-based E-LKPD with 91% classical completeness results with complete criteria. STEAM-based E-LKPD was declared practical according to the results of teacher and student respondents which showed that teacher respondents scored 83 and 80 in the very attractive category and student respondents produced an average score of 81 in the very attractive category. The conclusion of the research was the development of STEAM-based E-LKPD was suitable for distance learning activities and can improve students' creative thinking skills. Keywords: E-LKPD IPA, STEAM, Creative Thinking.


2022 ◽  
Vol 3 ◽  
Author(s):  
Luise-Ch. Modrakowski ◽  
Jian Su ◽  
Anne B. Nielsen

The risk of compound events describes potential weather and climate events in which the combination of multiple drivers and hazards consolidate, resulting in extreme socio-economic impacts. Compound events affecting exposed societies can therefore be deemed a crucial security risk. Designing appropriate preparation proves difficult, as compound events are rarely documented. This paper explores the understanding and practices of climate risk management related to compound events in specific Danish municipalities vulnerable to flood hazards (i.e., Odense, Hvidovre, and Vejle). These practices illuminate that different understandings of compound events steer risk attitudes and consequently decisions regarding the use of different policy instruments. Through expert interviews supported by policy documents, we found that the municipalities understand compound events as either a condition or situation and develop precautionary strategies to some extent. Depending on their respective geographical surroundings, they observe compound events either as no clear trend (Odense), a trend to be critically watched (Hvidovre), or already as a partial reality (Vejle). They perceive flood drivers and their combinations as major physical risks to which they adopt different tailor-made solutions. By choosing a bottom-up approach focusing on local governance structures, it demonstrated that the mismatch between responsibility and capacity and the ongoing separation of services related to climatic risks in the Danish municipality context need to be critically considered. The findings highlight that the complex challenge of compound events cannot be solved by one (scientific) discipline alone. Thus, the study advocates a broader inclusion of scientific practices and increased emphasis on local focus within compound event research to foster creative thinking, better preparation, and subsequently more effective management of their risks.


Author(s):  
Iryna M. Goncharenko ◽  
Nina A. Krakhmalova

The article seeks to provide insights into the growing role of the research component within the higher education system as a key element in ensuring quality education and boosting student talent and potential. Given that modern society imposes new demands for a more skilled workforce, future professionals must demonstrate not only high-level professional competencies but also display well developed cognitive skills, independence, initiative and creative thinking. In the context of this study, a research competence is viewed as an integral personality trait which translates into the capacity and willingness to resolve research problems independently, mastering of research technology skills, recognition of the value of research and the ability to use it in the professional business settings. The dominant methodology of the study is to build a linear mathematical model that allows evaluating the readiness of student and post-graduates to conduct a research. The developed model provides the minimum, maximum and threshold values as well as diagnostic assessment indicators of the student readiness to perform research. In addition, the study presents a method to assess the readiness of student and post-graduates to research activities which was tested on the basis of the Hackathon Ecosystem of the Kyiv National University of Technologies and Design. The survey held has revealed the structure of a research competence that consists of ten main elements (competencies) of readiness of student and post-graduates to conduct research. Processing the results of the questionnaire has enabled to calculate the weight of each element, their mathematical expectation values, the density of probability distribution, and the average value of all the necessary characteristics for research. The calculation results have verified that the priority competencies of student and post-graduates are motivation to research and the level of academic training. University student and post-graduate engagement into research activities is an integral part of academic training to tackle professional issues. Within the study process, student research practices involve problem-based learning, a professional focus of training through a wide range of problem solving activities, as well as encouraging enhanced creativity. The findings demonstrate that making use of the University Hackathon ecosystem tools will contribute to identifying the students’ and post-graduates’ propensity to research activities, building relevant skills and abilities of research competence.


Athenea ◽  
2022 ◽  
Vol 2 (6) ◽  
pp. 22-27
Author(s):  
Luis Jose Gonzalez lugo

Scientific essay. References [1]G. Guerrero Pino, «Determinismo, modelos y modalidades,» Revista de Filosofía, vol. XIII, nº 24, pp. 191-216, 2000. [2]V. S. Pugachev and I. N. Sinitsyn, Stochastic Systems, Theory and Applications, 2002. [3]V. G. Kulkarni, Introduction to Modeling and Analysis of Stochastic Systems, Springer, 2011. [4]R. D. Snee, «Statistical Thinking and Its Contribution to Total Quality,» The American Statistian, pp. 116-121, 1990. [5]M. Pfannkuch and C. J. Wild, «Statistical Thinking in Empirical Enquiry,» International Statistical Review, vol. 67, nº 3, pp. 223-265, 1999. [6]E. Morin, Introducción al Pensamiento Complejo, Gedisa, 1998. [7]R. Corcho, Galileo y el método científico, NATGEO CIENCIAS, 2018. [8]A. L. Arango Arias, «Aporte de Galileo a la Ciencia Moderna,» Revista Académica e Institucional de la U.C.P.R., nº 75, pp. 57-65, 2006. [9]E. Morin, El Método, Ediciones Cátedra, 2017.


2022 ◽  
Vol 12 ◽  
Author(s):  
Wu-jing He ◽  
Wan-chi Wong

The present study aimed to conduct a cross-cultural comparison of creative thinking among Chinese middle school students from the rice- and wheat-growing areas in China through the lens of the rice theory, which postulates that there are major psychological differences among the individuals in these agricultural regions. Differences in cultural mindsets and creativity between the rice group (n = 336) and the wheat group (n = 347) were identified using the Chinese version of (1) the Auckland Individualism and Collectivism Scale (AICS) and (2) the Test for Creative Thinking–Drawing Production (TCT–DP), respectively. Interesting findings were obtained. The results of latent mean analyses indicate that the rice group showed significantly more collectivism and adaptive creativity than the wheat group but less individualism and innovative and boundary-breaking creativity. However, the two groups showed no significant differences in their overall creative performance, as reflected in the TCT–DP composite score. Moreover, results of hierarchical multiple regression analyses revealed that collectivism was positively related to adaptive creativity but negatively related to innovative and boundary-breaking creativity; however, a reverse pattern was found for individualism. These findings enrich the discourse regarding the rice theory and shed important light on the effect of culture on creativity.


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