Zeitschriftenartikel: „Creative thinking“

1

FINDLAY, C. "Thinking creatively about creative thinking." Journal of Social and Biological Systems 11, no. 1 (January 1988): 165–75. http://dx.doi.org/10.1016/0140-1750(88)90059-0.

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2

Bacanlı, Hasan, Mehmet Ali Dombaycı, Metin Demir, and Sinem Tarhan. "Quadruple Thinking: Creative Thinking." Procedia - Social and Behavioral Sciences 12 (2011): 536–44. http://dx.doi.org/10.1016/j.sbspro.2011.02.065.

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3

Smith, Janet. "Creative thinking." Nursing Standard 21, no. 39 (June 6, 2007): 24–25. http://dx.doi.org/10.7748/ns.21.39.24.s29.

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4

Dinsdale, Paul. "Creative thinking." Nursing Standard 16, no. 10 (November 21, 2001): 12. http://dx.doi.org/10.7748/ns.16.10.12.s30.

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5

LOW, ALBERT. "Creative Thinking." World Futures 62, no. 6 (September 2006): 455–63. http://dx.doi.org/10.1080/02604020600798635.

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6

Robinson, Andrew. "Creative thinking." Physics World 20, no. 12 (December 2007): 41–42. http://dx.doi.org/10.1088/2058-7058/20/12/34.

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7

Ghosh, S. "Creative thinking." IEEE Circuits and Devices Magazine 20, no. 1 (January 2004): 52–62. http://dx.doi.org/10.1109/mcd.2004.1263408.

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8

Johnston, David L. "Creative Thinking." American Journal of Islam and Society 23, no. 1 (January 1, 2006): 133–35. http://dx.doi.org/10.35632/ajis.v23i1.1658.

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Growing out of a course that the authors have taught jointly since 1996 atthe International Islamic University Malaysia (“Creative Thinking andProblem Solving”), this book is designed for use as an undergraduate textbookon these issues from an Islamic viewpoint. Since Muslims generally deplore their own community’s lack of creativity and desperately need toreverse their technological and scientific dependence on other countries, theauthors seek to present a realistic strategy to help them regain the innovativespirit that characterized classical Islamic civilization. Drawing on cognitivepsychology and related disciplines in western academia, they begin with theassumption that creativity is a learned skill, rather than the personal endowmentof an elite corps of humanity. The book then develops their secondassumption: Islamic values and perspectives can be enriched through a dialoguewith western social sciences.The first part is devoted to Islamic civilization’s contribution to humancivilization: tafakkur and other Qur’anic words calling for people to thinkcreatively (chapter 1); applying secular “thinking styles” literature to theQur’an, including the inquisitive, objective, positive, hypothetical, rational,reflective/contemplative, visual, metaphorical, analogical, emotional, perceptual,conceptual, intuitive, scientific, and wishful thinking styles (chapter2); analyzing the concept of ijtihad and its vocation to constantly adaptIslamic law to changing circumstances and find creative solutions to persistentsocioeconomic and political challenges (chapter 3); and summarizingMuslim contributions to science, philosophy, and medicine (chapter 4) ...

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9

Berman, Bruce. "Creative thinking." Nature Biotechnology 23, no. 4 (April 2005): 421. http://dx.doi.org/10.1038/nbt0405-421.

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10

Harding, Jacqueline. "Creative thinking." Nursery World 2025, no. 5 (May 2, 2025): 20–21. https://doi.org/10.12968/nuwa.2025.5.20.

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11

Lin, Ruilin. "Creative Thinking for Picture Book Creation." IERI Procedia 2 (2012): 30–35. http://dx.doi.org/10.1016/j.ieri.2012.06.047.

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12

Reid, Robert K. "Creative Thinking Exercise." American Biology Teacher 56, no. 4 (April 1, 1994): 226–28. http://dx.doi.org/10.2307/4449800.

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13

Graham, Jo. "Encouraging creative thinking." Practical Pre-School 2004, no. 45 (May 2004): 21–22. http://dx.doi.org/10.12968/prps.2004.1.45.40238.

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14

McFadzean, Elspeth. "Encouraging creative thinking." Leadership & Organization Development Journal 20, no. 7 (December 1999): 374–83. http://dx.doi.org/10.1108/01437739910302533.

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15

Temirov, Sirojiddin Shoymardon o'g'li. "CREATIVE THINKING SKILLS." GOLDEN BRAIN 1, no. 22 (August 15, 2023): 21–28. https://doi.org/10.5281/zenodo.8252167.

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<em>The main goal of this research article was to provide more information about creativity skills, which are among the most in-demand life and career skills in the twenty-first century, similar to creative thinking, problem-solving, or critical thinking ability, which is that the critically preliminary ability of global citizens in diverse societies.</em>

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Ali, Shabana. "Lateral Thinking Puzzles Encourage Creative Thinking." Nurse Educator 44, no. 4 (October 27, 2018): 191. http://dx.doi.org/10.1097/nne.0000000000000614.

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17

Lakshmi Kalam. "Design Thinking impact on Creative Thinking." International Journal for Modern Trends in Science and Technology 6, no. 8S (September 1, 2020): 171–74. http://dx.doi.org/10.46501/ijmtstciet33.

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18

Willings, David. "Creative Writing." Gifted Education International 5, no. 1 (September 1987): 24–28. http://dx.doi.org/10.1177/026142948700500105.

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The writer suggests that one can consider five modes of thinking; the non-creative or convergent modes which are defensive thinking and productive thinking and the creative or divergent modes which are adaptive thinking, elaborative thinking and developmental thinking. The author supports his argument with case studies of artistic, creative writing and gives details of a writing programme designed to identify these modes and consequently develop them.

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Jumaev, Jonibek. "Dialectics Of Religious And Creative Thinking." American Journal of Social Science and Education Innovations 03, no. 08 (August 31, 2021): 6–10. http://dx.doi.org/10.37547/tajssei/volume03issue08-02.

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This article analyzes the relationship between religious and creative thinking. A brief review of the history, development and current significance of religious thought was made. Creative ideas in the religion of Islam, their impact on the civilization and development of personality society have been studied. The role of creative thinking in creating an innovative environment is revealed.

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Moeller, Mary, Kay Cutler, Dave Fiedler, and Lisa Weier. "Visual Thinking Strategies = Creative and Critical Thinking." Phi Delta Kappan 95, no. 3 (November 2013): 56–60. http://dx.doi.org/10.1177/003172171309500312.

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21

Yesengeldievna Niyazova, Aigul, and Assiya Muratova. "The development of creative thinking of primary school students at the English lessons in Kazakhstan." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 282–90. http://dx.doi.org/10.18844/prosoc.v3i3.1571.

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In this article we consider different viewpoints on the terms â€œcreative thinkingâ€ and â€œcreativityâ€, the concept of creativity of primary school pupils. We highlight the main important components of a childâ€™s creativity and creative thinking. This article looks at the creative methods which allow building conditions for studentâ€™s communicative interaction and solving communicative problems with the help of creative thinking in English Language Teaching as Ð° foreign language and the benefits and downsides. The main aim of this article is to examine the impact of creative thinking development on improving speaking skills, creative approach to problem solving and expression of ideas of primary school students. Due to the fact that in Kazakhstan there is an artificial language environment in foreign language learning, our experimental research showed that the work at creative thinking at the English lessons can contribute to the development of the ability to think in the target language. It focuses on a particular class (English as Ð° foreign language), at Kazakhstani primary school.Keywords: creativity; creative thinking, creative activity; creative personality; problem solving method

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22

이은선. "Training of creative thinking." Korean Journal of Dance Studies 61, no. 4 (September 2016): 105–8. http://dx.doi.org/10.16877/kjds.61.4.201609.105.

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23

DONCEAN, Marilena, and Gheorghe DONCEAN. "CRITICAL AND CREATIVE THINKING." Journal of Public Administration, Finance and Law, no. 24 (2022): 123–32. http://dx.doi.org/10.47743/jopafl-2022-24-12.

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24

Cherniavska, Т. "CREATIVE THINKING OF MANAGERS." Market economy: modern management theory and practice 20, no. 1(47) (April 1, 2021): 146–57. http://dx.doi.org/10.18524/2413-9998.2021.1(47).227013.

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The article explores the creative thinking of managers and the creativity of the person. It has been established that among the ways of activating the internal reserves of a person the most effective is the disclosure, development and approval of natural creativity forming the life of orientation as a genetic given, which is embedded in the body and initially in it. It has been established that creative thinking of managers can develop, for example, by psychological training of innovative thinking, flexible thinking and communication, asertive behavior. The main ways of developing the creative thinking of managers are given, namely, purposeful modeling of business situations, in which participants of training are constantly faced with the need to apply existing knowledge, skills and abilities, with conditions requiring them to show imagination, improvisation, intuition, flexibility of thinking and communication, self-confidence, perseverance and perseverance, focus on efficiency and quality and the like.

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Hickey, Maud, and Peter Webster. "Creative Thinking in Music." Music Educators Journal 88, no. 1 (July 2001): 19–23. http://dx.doi.org/10.2307/3399772.

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26

Webster, Peter R. "Creative Thinking in Music." Music Educators Journal 76, no. 9 (May 1990): 21. http://dx.doi.org/10.2307/3401072.

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27

Webster, Peter R. "Creativity as Creative Thinking." Music Educators Journal 76, no. 9 (May 1990): 22–28. http://dx.doi.org/10.2307/3401073.

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28

Clarkin-Phillips, Jeanette. "Young children’s creative thinking." Early Years 33, no. 4 (December 2013): 427–28. http://dx.doi.org/10.1080/09575146.2013.852720.

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29

DeHaan, R. L. "Teaching Creative Science Thinking." Science 334, no. 6062 (December 15, 2011): 1499–500. http://dx.doi.org/10.1126/science.1207918.

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30

Runco, Mark A. "Metaphors and creative thinking." Creativity Research Journal 4, no. 1 (January 1991): 85–86. http://dx.doi.org/10.1080/10400419109534376.

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31

Wulandari, Hilaria Yesieka Ayu, Rooselyna Ekawati, and Ali Shodikin. "EXPLORING CREATIVE THINKING SKILL." Jurnal Pendidikan Matematika (JUPITEK) 7, no. 1 (July 6, 2024): 22–32. http://dx.doi.org/10.30598/jupitekvol7iss1pp22-32.

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This study aims to describe students' abilities with visual-spatial and logical-mathematical intelligence in solving contextual mathematical problems. This qualitative research involved two eighth-grade students from a junior high school, each with a background in logical-mathematical and visual-spatial intelligence. The task consisted of two questions that asked students to create two park designs and two alternative payment methods for the "Suroboyo Bus." These findings show both subjects’ complete fluency and flexibility indicators in creative thinking. Subjects exhibit the ability to generate diverse solution pathways and apply various problem-solving strategies. Furthermore, the creative thinking skills displayed by the subject contribute to their comprehensive understanding of mathematical concepts and foster deeper engagement with the subject. The analysis results show that students with logical-mathematical intelligence were able to solve the problems well and came up with various alternative answers that other students did not consider. Students with visual-spatial intelligence were able to solve the problems successfully but did not find ideas to search for alternative answers beyond what was already presented. These findings indicate that both students with visual-spatial and logical-mathematical intelligence were capable of solving the given contextual problems, although there is still room for improvement

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Im, Hyunjoo, Brad Hokanson, and Kim K. P. Johnson. "Teaching Creative Thinking Skills." Clothing and Textiles Research Journal 33, no. 2 (January 27, 2015): 129–42. http://dx.doi.org/10.1177/0887302x15569010.

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33

Chubinski, Suzanne. "Creative Critical-Thinking Strategies." Nurse Educator 21, no. 6 (November 1996): 23–27. http://dx.doi.org/10.1097/00006223-199611000-00007.

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34

Menard, Elizabeth. "Creative Thinking in Music." Music Educators Journal 100, no. 2 (December 2013): 61–67. http://dx.doi.org/10.1177/0027432113500674.

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35

Cohen, Shelley. "Don’t overlook creative thinking." Nursing Management (Springhouse) 33, no. 8 (August 2002): 9–10. http://dx.doi.org/10.1097/00006247-200208000-00005.

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36

Wolf, Stewart. "Learning and creative thinking." Integrative Physiological and Behavioral Science 34, no. 4 (October 1999): 213–14. http://dx.doi.org/10.1007/bf02688687.

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37

Kralj, Béla Szomi. "Necessity prompts creative thinking." Physics Education 39, no. 4 (June 22, 2004): 332–33. http://dx.doi.org/10.1088/0031-9120/39/4/f11.

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38

Bayley, Ros. "Promoting children's creative thinking." Early Years Educator 9, no. 11 (February 2008): 44–50. http://dx.doi.org/10.12968/eyed.2008.9.11.28607.

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39

Eysenck, H. J. "Fundamentals of creative thinking." Personality and Individual Differences 11, no. 4 (1990): 430. http://dx.doi.org/10.1016/0191-8869(90)90231-f.

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40

Mulia, Tri Cahya, and Wardani Rahayu. "Creative Thinking in Mathematics." Prima: Jurnal Pendidikan Matematika 7, no. 2 (July 25, 2023): 213. http://dx.doi.org/10.31000/prima.v7i2.8528.

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Creative thinking is important in increasing the formation and discovery of learning ideas in the 21st century. The 21st century is closely related to the era of the industrial revolution 4.0 which requires humans to have the ability to think more creatively and be able to accept rapid technological developments. Through education and learning, the ability to think creatively can be improved for the better. The ability to think creatively which is one of the cognitive abilities in learning activities needs to be developed. When the ability to think creatively develops, it will give birth to ideas, find interrelated relationships, create and carry out imaginations, and have many perspectives on things. Students who have high creative thinking skills tend to feel challenged and interested in solving various problems in learning. Interest in solving this problem also causes curiosity. A student with mathematical creative thinking has the ability to be able to solve problems he encounters in new or unusual ways. The tendency of mathematics teachers to dominate learning results in low student activity so that they do not provide opportunities to be directly involved in scientific activities. These conditions have an impact on students' limited opportunities to think creatively in finding new information or ideas from the learning process, it is necessary to increase creative thinking in learning which can be done in various ways.

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Villalustre Martínez, Lourdes. "Conocimiento del Proceso Creativo en Estudiantes Universitarios: Influencia del Género y la Edad." Educatio Siglo XXI 43, no. 1 (February 28, 2025): 57–76. https://doi.org/10.6018/educatio.575811.

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As an unavoidable element to develop innovative solutions to unexpected problems, creativity is fundamental in all fields. However, the study of the metaprocesses involved in creative thinking still requires further exploration. This study addresses this issue by investigating the level of knowledge about the creative process that university students have and, in particular, how this knowledge varies according to gender. To this end, an assessment instrument was designed consisting of three key dimensions involved in the creative process: divergent thinking, creative motivation, and creative leadership. This instrument was applied to 145 students of the Early Childhood and Primary Education degrees after undertaking an experience based on the creative design of a training activity, with the aim of identifying and analyzing their knowledge of the creative process developed. The results show that women have a higher level of knowledge in this area and that there are statistically significant differences in the dimension of “creative motivation”, favoring older students. These findings underline the need to transform the training plans of university teaching degrees in order to foster a culture that values creativity, as well as to implement strategies that enhance the conscious management of the creative process, considering gender diversity. La creatividad debe estar presente en todos los ámbitos como necesidad incuestionable para ofrecer soluciones imaginativas a problemas inesperados. Sin embargo, aún queda mucho camino por recorrer en lo que se refiere al análisis de los metaprocesos que intervienen en el pensamiento creativo. Así, en el presente estudio se analiza el nivel de conocimientos del proceso creativo que los estudiantes universitarios poseen, y más específicamente, el papel subyacente del conocimiento del proceso creativo a través de la variable género. Para ello, se elaboró un instrumento formado por tres dimensiones (pensamiento divergente, motivación creativa y liderazgo creativo) para identificar los conocimientos del proceso creativo de 145 estudiantes universitarios de los Grados de Maestro en Educación Infantil y Primaria. Los resultados revelan que las mujeres manifiestan poseer un mayor nivel de conocimientos del proceso creativo, así como la existencia de diferencias estadísticamente significativas en la dimensión “motivación creativa” a favor de aquellos estudiantes que poseen mayor edad. Se pone de relieve la necesidad de una trasformación de los planes formativos de los títulos universitarios de maestro/a para fomentar una cultura creativa junto con estrategias para potenciar la gestión de la conciencia del proceso creativo teniendo en cuenta la diversidad de género.

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Wongpinunwatana, Nitaya, Kunlaya Jantadej, and Jamnong Jantachoto. "Creating Creative Thinking in Students: A Business Research Perspective." International Business Research 11, no. 4 (February 23, 2018): 47. http://dx.doi.org/10.5539/ibr.v11n4p47.

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The objective of this study is to investigate how to create creative thinking in students through encouraging students’ logical thinking, motivation, and collaborative learning. The study also attempts to find suitable teaching procedures for the research subject. This study is based on qualitative research. Participants were graduate students studying business research methods. The results indicate that logical thinking affects the analytical skill. This skill, in turn, affects students’ creative thinking. A model of creating creative thinking in students is proposed from the research findings. Instructors may consider using the modeling to boost creative thinking in students. In addition, the findings suggest that the main teaching processes should be as follows: Instructors should encourage students to use their logical reasoning during the conceptual framework development. Workshops on students’ research projects should be conducted so students can practice doing research. Students should make oral presentations of their projects and experts invited to comment on them. Collaborative technologies need to be introduced so that instructors and students can communicate with each other on assignments. Apart from collaborative tools, instructors can set up additional sessions after hours to allow students to discuss problems they are facing. Research classes should incorporate in the coursework three student presentations: problem statement, research proposal, and completed research report. Finally, instructors should form students into groups and establish roles for the members.

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Jayanti, Ika Nur, and Denok Julianingsih. "KEMAMPUAN BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN SOAL OPEN ENDED DITINJAU DARI KEMAMPUAN MATEMATIKA." JUPIKA: JURNAL PENDIDIKAN MATEMATIKA 4, no. 2 (September 27, 2021): 121–31. http://dx.doi.org/10.37478/jupika.v4i2.1140.

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The research describes the students' creative thinking ability in solving open-ended questions based on mathematics ability. Indicators of the ability to think creatively used in this study are fluency, flexibility, and novelty. This research is qualitative descriptive research. The subjects in this study were eighth-grade students of Baitul Fattah Junior High School, Sambikerep, Surabaya, 2019/2020 school year. The instruments used were the mathematics ability test, creative thinking ability test, and interview. The sum of the subjects who do the mathematics ability test is 30 students, the researcher chooses six students for the creative thinking test. Of the six students, three students were select to be an interview. There are five levels of TKBK (Creative Thinking Ability Level), namely fourth level (very creative), third level (creative), second level (quite creatives), first-level (less creative), and level 0 (not creatives). Based on the results of the analysis and discussion, it can be concluded that subjects with high ability have TKBK at the third level, namely creative with the acquisition of a score of four. Subjects with moderate ability have TKBK at the fourth level, namely highly creative with the acquisition of a score of thirty-six. While subjects with low ability have TKBK at the first level, namely are less creative with the acquisition of a score of thirteen.

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Sultanova, Gulnoza Sabirovna. "Creativity And Innovation Thinking." American Journal of Social Science and Education Innovations 03, no. 04 (April 21, 2021): 93–98. http://dx.doi.org/10.37547/tajssei/volume03issue04-14.

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In this article, a comparative analysis of creative and innovative thinking in a similar and different way will be made. The peculiarities of creativity and the essence of innovation are considered to be brought up as an object of philosophical research. Within the framework of the theme, it is mentioned about how our young people can use the opportunities created in our country on a large scale, about the achievement of the goals, the pursuit of innovation, creative thinking consisting of creative processes in a specific way and the various methods used in the mobilization of its implementation and their practical opportunities. Also, analytical analysis of the characteristic aspects of innovative thinking was carried out.The essence and essence of creative and innovational thinking, its distinctive features are considered to be brought up as an object of philosophical research. The views on innovation and creative thinking were also analyzed comparatively. In particular, it is noted that the formation of creative and innovative thinking is a period demand as well as a social need.

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Choi, Seung Hee), and Jong Hum Kim. "A Study on the Creative Creation of Advertising Using Creative Visual Thinking Method." Journal of Cultural Product & Design 67 (December 30, 2021): 109–18. https://doi.org/10.18555/kicpd.2021.67.010.

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46

Guzmán Urrego, Luna, and Astrid Ramírez Valencia Ramírez Valencia. "Creative writing: Creating self-confidence." Revista Boletín Redipe 10, no. 13 (April 7, 2022): 112–19. http://dx.doi.org/10.36260/rbr.v10i13.1732.

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Developing teenage students’ self-confidence could be difficult. Their age, likes, beliefs, attitudes, and perceptions are constant obstacles to learning a new language, even more, if they do not feel comfortable in their classroom. This article reflects on the implementation of creative writing and how other aspects as critical thinking, development of language skills, motivation, among others, can be improved while focusing on writing in a “funny way” based on the information gathered through different researches and personal teaching experience.

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SYAHRIN, Alfi, DAWUD ., Heri SUWIGNYO, and Endah Tri PRIYATNI. "Creative Thinking Patterns In Student‘s Scientific Works." Eurasian Journal of Educational Research 19, no. 81 (May 29, 2019): 1–16. http://dx.doi.org/10.14689/ejer.2019.81.2.

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Dr. ec. Daniela Roxana Andron, Dr ec Daniela Roxana Andron. "Developing Creative Thinking of Economical Sciences Students." Indian Journal of Applied Research 3, no. 10 (October 1, 2011): 1–2. http://dx.doi.org/10.15373/2249555x/oct2013/34.

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49

Boynazarov, Odil Fayzullaevich. "Dialectics Of Information Culture And Creative Thinking." American Journal of Interdisciplinary Innovations and Research 02, no. 09 (September 30, 2020): 81–84. http://dx.doi.org/10.37547/tajiir/volume02issue09-13.

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50

Yanty Putri Nasution, Eline, Putri Yulia, Reri Seprina Anggraini, Rahmi Putri, and Maila Sari. "Correlation between mathematical creative thinking ability and mathematical creative thinking disposition in geometry." Journal of Physics: Conference Series 1778, no. 1 (February 1, 2021): 012001. http://dx.doi.org/10.1088/1742-6596/1778/1/012001.

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Zeitschriftenartikel zum Thema „Creative thinking“

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