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Journal articles on the topic 'Creative thinking'

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Published: 4 June 2021
Last updated: 29 July 2024

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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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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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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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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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11

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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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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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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14

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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15

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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16

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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17

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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18

Misechko, О., and T. Lytniova. "FROM CRITICAL THINKING – TO CREATIVITY: STEPS TO UNDERSTANDING." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(109) (October 19, 2022): 5–15. http://dx.doi.org/10.35433/pedagogy.2(109).2022.5-15.

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The paper contributes to the study of correlation between critical and creative thinking as the twenty-first century skills vital to succeed and stay competitive in the modern Information Age. The aim of the research is to ground a possibility of facilitating creativity with the help of critical thinking. The concepts of creative thinking and critical thinking are analysed. A synergetic correlation of creativity and critical thinking, with mutual reinforcement of both, is argued. Critical thinking is getting more innovative character, while creativity is raising to a higher level with more realistic results. To investigate the mechanism of reaching a creative result through critical thinking, original Bloom’s taxonomy of educational objectives and learning behaviours was compared with its revised version of 2001. It was highlighted that both versions of the taxonomy presuppose that critical thinking skills complement and reliably enable the creation of innovative ideas and new realities. The revised version recognizes and emphasises the creativeness of the critical thinking and, vice versa, the necessity of critical judgments in creating new products. The relevance of critical thinking skills for the development of creativity was considered with the help of an integrative model of critical and creative thinking proposed by L. Combs, K. Cennamo, and P. Newbill. It illustrates that critical and creative thinking overlap when it goes about the generation and refinement of ideas – at the level of high-order thinking processes, according to B. Bloom’s taxonomy. The article argues that collaboration of critical and creative thinking starts even earlier – namely, at the stage of setting a target for innovation, collecting information, interpreting and applying it – and continues throughout the entire path of constructing an innovative idea, its reflective evaluation and practical implementation. That is, critical thinking ensures self-regulation of creative thinking at all stages of creative activity and serves as a methodological tool of the creative process. It is concluded that application of critical thinking to creativity leads to better-grounded decisions, unbiased attitudes, more innovative solutions and higher quality deliverables.
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19

Tajiyevna, Jumaniyozova Mukhayo. "IMPACT OF CREATIVE THINKING ON TEACHER PROFESSIONAL DEVELOPMENT." International Journal of Pedagogics 4, no. 6 (June 1, 2024): 76–80. http://dx.doi.org/10.37547/ijp/volume04issue06-13.

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20

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

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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22

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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23

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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24

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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25

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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26

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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27

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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28

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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29

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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30

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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31

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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32

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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33

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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34

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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35

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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36

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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37

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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38

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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39

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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40

Purik, E. E., M. L. Akhmadullin, M. G. Shakirova, and V. R. Shakirov. "THE METHODS OF DEVELOPING COMPOSITIONAL THINKING OF DESIGN STUDENTS." Bulletin USPTU Science education economy Series economy 4, no. 42 (2022): 168–78. http://dx.doi.org/10.17122/2541-8904-2022-4-42-168-178.

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The article deals the problems of professional artistic training of design students in the process of teaching composition. The composition studies the laws of the creation of an artistic form and the means of artistic expression, organization of image perception. Compositional activity has an artistic and plastic character; it relies on the use of the language of art and consists in creating a new, holistic, original artistic image. The authors identify compositional thinking as one of the most important professional qualities of an artist and designer and reveal the methodology of its formation among students. The process of teaching composition – creating a painting, drawing, sculpture or design object – cannot be built as a simple linear process of learning image methods, compositional rules and techniques. The author's methodology is based on the method of problem tasks, which involves the formulation of an educational and creative task, the creation of a problem situation; comprehension, acceptance and resolution of the problem, during which students master generalized methods of artistic and creative activity. At the same time, the creative process is considered as a series of successive stages associated with the work of productive or creative imagination, and requiring the provision of visual or other information in the process of work. The article presents the results of the ascertaining and formative stages of experimental work on the development of compositional thinking of art students in the process of mastering expressive means, such as line, spot, texture, color, as well as compositional techniques and rules (static, dynamics, dominant, rhythm, etc.). The authors have developed a series of creative exercises, described the methodology of their implementation and the criteria are proposed to determine the level of development of students' compositional thinking based on the evaluation of their creative works.
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41

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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42

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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43

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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44

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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45

Hua, Wang Xiao, Lin Siew Eng, Wu Tong, and Yu Bin. "Developing a Graphic Design Thinking Model to Enhance the Creative Thinking." Academic Journal of Interdisciplinary Studies 12, no. 2 (March 5, 2023): 299. http://dx.doi.org/10.36941/ajis-2023-0050.

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In this paper, based on Bloom's Taxonomy and Double Diamond Model, this study explores to development of the Graphic Design Thinking Model, which involves the knowledge dimension and the cognitive dimension, and it will be used to improve creative thinking for solving problems in relevant design courses. To test this hypothesis, the researcher will measure the effectiveness of this model used in the implementation of design projects and compare the improvement of various indicators of creative thinking. The respondents are 30 students from one university in China majoring in art and design, who were asked to take a pre-test, and a post-test according to the GDT Model in the graphic design course. The researcher has referred to the Torrance Tests of Creative Thinking (TTCT) and used a Likert scale to determine the pre-test and post-test scores in the design projects. The results analyzed by SPSS show that the GDT Model can help students to realize the creation of graphics, significantly improving their creative thinking. Received: 15 December 2022 / Accepted: 26 February 2023 / Published: 5 March 2023
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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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47

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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48

Salah, Feda, and Hassan Abdalla. "Creative design tools (CDT): stimulating creative design thinking." International Journal of Design Engineering 1, no. 2 (2008): 125. http://dx.doi.org/10.1504/ijde.2008.021167.

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49

Utami, Retna, Aditya Marianti, and R. Susanti. "Analysis of the Creative Thinking Ability of Students SMA N 1 Pecangaan Jepara on Environmental Change Material." Journal of Biology Education 7, no. 2 (September 9, 2018): 190–96. http://dx.doi.org/10.15294/jbe.v7i2.24382.

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Creative thinking is an ability of creating a new thought as a result from combination of previous knowledge. It is needed to be developed in the 21st century because it is importance in work world. This study aims to analyze the students’ creative thinking of SMA N 1 Pecangaan on environmental material. The research used observational method. Population is whole students of tenth grade of SMA N 1 Pecangaan. The samples used purposive samplings were X MIA 1, X MIA 2 and X MIA 4 with total number 116 students. The students’ creative thinking was tested by essay test and instrument non-test which is scoring rubric of writing article about environment problems. The result showed that students’ creative thinking of SMA N 1 Pecangaan in answering question is 14.7% very creative, 31% creative, 20.7% creative enough and 33.6% less creative. The students’ ability in writing article showed 0% very creative, 16.4% creative, 30% creative enough, 49.1% less creative and 4.3% not creative. The research concluded that the creative thinking ability of students SMA N 1 Pecangaan is low. The highest aspects of creative thinking that is reached by students are originality and fluency, while the lowest is elaboration.
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50

Ibrahim, Ibrahim Alhussain Khalil, and Rully Charitas Indra Prahmana. "Mathematics learning orientation: Mathematical creative thinking ability or creative disposition?" Journal on Mathematics Education 15, no. 1 (November 23, 2023): 253–76. http://dx.doi.org/10.22342/jme.v15i1.pp253-276.

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Mathematical creative thinking skill often becomes the orientation of mathematics learning, aiming to enhance students’ creativity in mathematics. Recognizing that creativity encompasses the capacity for thinking creatively and creativity disposition is essential. Building on this conceptual foundation, the primary objective of this study is to develop a comprehensive model illustrating the relationship between students' aptitude for mathematical creative thinking and their creative disposition. The research methodology employed in this study aligned with the framework of cause-and-effect analysis. The study cohort consisted of 36 students, carefully selected by a cluster random sampling technique. The research instruments included a mathematical creative thinking ability assessment and a creative disposition scale. The data was analyzed using the Non-Recursive Structural Equation Modeling. The results showed the reciprocal cause-and-effect dynamic between mathematical creative thinking ability and creative disposition, exhibiting a mutually influential relationship with determination coefficients of 21.83% and 21.05%. This shows that mathematical creative thinking ability is better at explaining mathematical creative disposition than mathematical creative disposition explaining mathematical creative thinking ability, with a relatively small difference (0.78%). This study also concluded that an optimal approach to mathematics pedagogy entails a balanced and simultaneous focus on nurturing mathematical creative thinking ability and disposition.
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