Relevant bibliographies by topics / Torrance Test of Creative Thinking

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Torrance Test of Creative Thinking'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Torrance Test of Creative Thinking.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Torrance Test of Creative Thinking"

1

Radiah. "DEVELOPMENT OF BIOLOGY TEST OF CREATIVE THINKING-TORRANCE TEST (BTCT-TT) ASSESSMENT TO IMPROVE STUDENTS’ CREATIVE THINKING SKILLS." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 6, no. 1 (February 23, 2020): 73–83. http://dx.doi.org/10.21009/jisae.061.06.

Full text
Abstract:
This research aims to developing the Biology Test of Creative Thunking-Torrance Test (BTCT-TT) assessment in studying Biology for high school student in grade 11. This type of research is Research& Development (R & D) with 4D (Define, Design, Develop, and Disseminate). This study have develodped 37 items that are valid and reliabel. BTCT-TT was tested on 150 high school students, the results showed the average score of students’ creative thinking skills was significantly releted to students who received BTCT-TT assessment and Conventional assessment. Keywords: Biology Test of Creative Thinking-Torrance Test (BTCT-TT), Creative Thinking
APA, Harvard, Vancouver, ISO, and other styles
2

Hahm, Jarang, Kwang Ki Kim, and Sun-Hyung Park. "Cortical correlates of creative thinking assessed by the figural Torrance Test of Creative Thinking." NeuroReport 30, no. 18 (December 2019): 1289–93. http://dx.doi.org/10.1097/wnr.0000000000001358.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cavallera, Guido M., Giuseppe Boari, Dina Labbrozzi, and Emilia Del Bello. "Morningness-Eveningness Personality and Creative Thinking Among Young People Who Play Recreational Sport." Social Behavior and Personality: an international journal 39, no. 4 (May 30, 2011): 503–18. http://dx.doi.org/10.2224/sbp.2011.39.4.503.

Full text
Abstract:
Morningness-eveningness personality and creative thinking were investigated in a sample of young people who play recreational sports. Results showed that male participants were more eveningness-oriented than females; evening types had lower scores in creative thinking, although these were not statistically significant; the elaboration factor of the Torrance Test of Creative Thinking (Torrance, 1989) was positively correlated with taking part in sport activities in the whole sample; and the elaboration and fluidity factors were negatively correlated with intermediate and morningness dispositions. The relationship between the number of hours per week of sport activity, morningness-eveningness personality, and creative thinking was also explored.
APA, Harvard, Vancouver, ISO, and other styles
4

Al Qadhi, Adnan M., Budoor M. Buhijji, and Seham E. Alrabeeh. "The Effectiveness of the ”Creative Thinking Course” in [eveloping Creative Thinking Abilities of a Sample of Students in the Kingdom University in Bahrain." Journal of Educational and Psychological Studies [JEPS] 11, no. 1 (January 1, 2017): 161. http://dx.doi.org/10.24200/jeps.vol11iss1pp161-177.

Full text
Abstract:
The aim of this study was to identify the effectiveness of the Creative Thinking Course (38121 on developing creative thinking skills (fluency, originality, elaboration, titling, resistance of closure, and the strength of creativity) in Bahraini University Students in the University of Kingdom. The study was based on a quasi-experimental method. Participants were (N=44) university students, (N= 24 female and N= 20 male). Torrance test of creative thinking (non-verbal A & B). Accordingly, this study attempted to verify the following hypothesis: Creative thinking skills are more improved after taking the Creative Thinking Course (38121. The study also sought to examine the differences between females and males in developing their creative thinking skills. The results indicate the effectiveness of the proposed training course in all creative thinking skills. There were significant differences (0.001) in the experimental group on post- non- verbal Torrance test (A, B) in all creative skills, which support the hypotheses of the study. There were no statistically significant differences related to gender differences.
APA, Harvard, Vancouver, ISO, and other styles
5

Sherrill, Claudine. "Fostering Creativity in Handicapped Children." Adapted Physical Activity Quarterly 3, no. 3 (July 1986): 236–49. http://dx.doi.org/10.1123/apaq.3.3.236.

Full text
Abstract:
The purpose of this paper is to increase awareness of creativity as a goal of adapted physical education, to describe assessment techniques, and to suggest instructional approaches for developing creativity in the movement setting. Creative behaviors that can be developed in handicapped children and youth include fluency, flexibility, originality, elaboration, risk-taking, courage, curiosity, and imagination. Research on creativity and handicapped children is identified and cited. Assessment instruments reviewed are Torrance Tests of Creative Thinking, Wyrick Test of Motor Creativity, Torrance Test of Thinking Creatively in Action and Movement, TWU Motor Creativity Rating Scale, and Brennan Test of Creative Motor Performance. Instructional approaches described are dance and movement education, games analysis intervention, and shared decision-making versus teacher decision-making. Also discussed are modeling and the influence of specific teaching behaviors on handicapped children’s classroom responses.
APA, Harvard, Vancouver, ISO, and other styles
6

Caplinska, Aina, and Janina Stasane. "The Concept of Creativity in Entrepreneurship." Kwartalnik Nauk o Przedsiębiorstwie 51, no. 2 (July 12, 2019): 43–53. http://dx.doi.org/10.5604/01.3001.0013.2838.

Full text
Abstract:
The aim of the article is to analyse the readiness of Daugavpils young people for entrepreneurship and to define the level of creative thinking. In 2016 the research “Readiness of Daugavpils youth for entrepreneurship” carried out based on the survey among Daugavpils young people showed that 54% of the respondents experience lack of ideas, which testifies to the fact that the young are not specifically creative. In 2017 the research into the creativity of Daugavpils youth was carried out with the use of E.P. Torrance test. According to the results of the research, Daugavpils youth in general think creatively within the normal limits, though there is also a big part of young people whose level of creative thinking according to E.P. Torrance test is lower than the norm.
APA, Harvard, Vancouver, ISO, and other styles
7

Almeida, Leandro S., Lola Prieto Prieto, Mercedes Ferrando, Emma Oliveira, and Carmen Ferrándiz. "Torrance Test of Creative Thinking: The question of its construct validity." Thinking Skills and Creativity 3, no. 1 (April 2008): 53–58. http://dx.doi.org/10.1016/j.tsc.2008.03.003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hamid Farha, M. Dr Qais. "Development Creative Thinking And Relation It Achievement School To The Secondary School Pupil." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 227, no. 3 (December 5, 2018): 53–75. http://dx.doi.org/10.36473/ujhss.v227i3.773.

Full text
Abstract:
The Research aims at Identifying The degree of creative Thinking among Secondary School Students in Baghdad – Al Kerkh 3 Sector of education, are there Significant differences in creative Thinking in accordance with (Scholar Stage , gender) Variables , are there Significant Relationship Between Creative Thinking and Scholar Achievement . The research Sample encompasses (90) student in First, Third and Fifth grade in Secondary School. To achieve the research aims, the researcher used the Creative Thinking test of (Torrance). In The Light of The research result the researcher presents several recommendation and suggestion
APA, Harvard, Vancouver, ISO, and other styles
9

Yaw Long, Chua, Balamuralithara Balakrishnan, Choong Pooi Ying, and Koh Yit Yan. "Effectivness of Creative Thinking Module on Figural Creativity of Engineering Undergraduate in Malaysia." International Journal of Higher Education 9, no. 4 (June 24, 2020): 233. http://dx.doi.org/10.5430/ijhe.v9n4p233.

Full text
Abstract:
This research paper presents the outcome of research conducted to improve and enhance the creativity level of engineering undergraduates at a private institution of higher learning in Malaysia. A Creative Thinking Module that features six proposed creative thinking tools was developed and administered to a group of 3rd Year Mechanical Engineering Undergraduates in the studied university. The Torrance Test of Creative Thinking Figural Forms were applied to measure the creativity level of respondents in this research. The effects of the Creative Thinking Skills Module developed is obtained through Pre-Test and Post-Test research method, Paired Sample T-Test and Wilcoxon Signed-Rank test are used to analyse the scores, and results indicated the module developed has significantly improved the creativity of the undergraduates.
APA, Harvard, Vancouver, ISO, and other styles
10

rad, Iraj safaei, Lotfollah Karimi, Valiollah Ramezani, Mohsen Ahmadi, Rasoul Heshmati, and Esa Jafar. "Psychometric properties of Torrance test (Persian version) of creative thinking (A form)." Procedia - Social and Behavioral Sciences 5 (2010): 1429–33. http://dx.doi.org/10.1016/j.sbspro.2010.07.301.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Torrance Test of Creative Thinking"

1

Ashkar, Ali. "La socialisation et la créativité chez les adolescents : étude menée auprès de participants français et syriens." Thesis, Montpellier 3, 2014. http://www.theses.fr/2014MON30036/document.

Full text
Abstract:
La créativité s’exprime dans tous les domaines de l'activité humaine et devrait êtreparticulièrement utile pour faciliter les transitions psychologiques de la période del’adolescence. Après avoir examiné les principaux travaux actuels sur l’adolescence, lasocialisation et la créativité, cette recherche s’engage sur l’étude des relations entre créativitéet socialisation au moment de l’adolescence. 149 adolescents français et 173 adolescentssyriens ont répondu à un questionnaire comportant : des items adaptés des tests de Torrance,des questions originales permettant d’apprécier la socialisation scolaire, la perception de laréussite scolaire, la socialisation extra-Scolaire, et certaines caractéristiques familiales.L’objectif était d’apprécier si les relations entre créativité et socialisation sont analogues dansles deux contextes culturels, pas de comparer les performances créatives des deux groupesd’adolescents, et d’évaluer séparément le développement de la pensée créative dans les deuxpopulations.Les données ont été analysées principalement en repérant les corrélations significativesentre les divers indices de créativité et de socialisation. Une analyse qualitative desproductions créatives a également été menée. Dans l’ensemble, contrairement à noshypothèses, les corrélations entre créativité et socialisation se sont révélées plutôt faibles saufpour la perception de la réussite scolaire, et pour la pratique des activités extrascolaire. Ellessont également peu systématiques et diffèrent sur de nombreux points quand on compare lesdonnées françaises et syriennes. L’analyse qualitative permet également de montrer quel’évaluation de la créativité dépend des représentations culturelles et de l’expérience acquise
Creativity is apparent in every domain of human activity. In particular, it should beespecially useful to facilitate the psychological transitions in the adolescent period. Followingan examination of main present studies on adolescence, socialization, and creativity, thisresearch contributes to investigate the relations between creativity and socialization duringadolescence. 149 French adolescents and 173 Syrian adolescents completed a questionnaireincluding items adapted from Torrance tests, original questions on school socialization,perception of school achievement, out of school socialization, and some family features. Theaim was to understand if the relations between creativity and socialization are analogous inthe two cultural contexts, not to compare the performance on creativity between the twoadolescent groups, and to evaluate independently the development of the creative thinking inboth samples.Data were mainly analyzed by stressing the significant correlations between the variousindex of creativity and socialization. A qualitative analysis of creative products was alsoconducted. As a whole, contrary to our hypothesis, the correlation between creativity andsocialization were quite low except for the perception of school achievement and the practiceof extracurricular activities. They were also not systematic and they differed in numerousaspects when French data and Syrian data were compared. Besides, the qualitative analysis letto show how creativity assessment depends on cultural representations and learnedexperiences
APA, Harvard, Vancouver, ISO, and other styles
2

Bradford, Linda M. "The Viability of Virtual Worlds in Higher Education: Can Creativity Thrive Outside the Traditional Classroom Environment?" BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3239.

Full text
Abstract:
In spite of the growing popularity of virtual worlds for gaming, recreation, and education, few studies have explored the efficacy of 3D immersive virtual worlds in post-secondary instruction; even fewer discuss the ability of virtual worlds to help young adults develop creative thinking. This study investigated the effect of virtual world education on creative thought for university level students. Over the course of two semesters, a total of 97 university students participated in this study. Forty-six of these participants (experimental group) spent time in a specially designed virtual world environment, the V.I.E.W., while 51 of the participants (control group) met exclusively in a real-world classroom. Creative thought was measured before and after the intervention with the Torrance Test of Creative Thinking Verbal Forms A and B. Although the experimental group's ending scores did not reach the level of the control group's scores, results showed overall statistically significant gains for the experimental group at p = .033. The experimental group also achieved greater gains in the subcategories of fluency and flexibility, with significance at p = .036 and p = .043, respectively. At the end of the course, independent raters measured the creativity expressed in student art critiques, using a scale developed for this study. No overall significant differences between groups were found in the art critiques, except in the category of spatial awareness, where the experimental group's scores were significantly higher than the control group's scores at p = .039. For both instruments, analysis of variance (ANOVA) was used to evaluate statistical data. Results suggest that immersive worlds can be at least as well suited as traditional university classrooms for developing creative thought—particularly in the context of art education. Implications for researchers, students, educators, and administrators are discussed.
APA, Harvard, Vancouver, ISO, and other styles
3

Cairns, Robert J. "A test of selected aspects of Peter Webster's conceptual model of creative thinking in music." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28544.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hedblom, Maria. "The Role of Working Memory in Creative Insight : Correlation analysis of working memory capacity, creative insight and divergent thinking." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-89603.

Full text
Abstract:
There is an ongoing debate about the components and processes of creativity. Within the subfield of creative insight, which is often considered to be the first measurable part of creativity, the role of working memory is discussed. Since creative insight appears to happen without conscious planning, the involvement of working memory appears to be limited; a hypothesis supported by several studies. However, there are several studies that support an opposing hypothesis. Namely, that creativity, including creative insights, is a form of divergent thinking and that working memory is needed for divergent thinking. This study investigated the role of working memory in creative insight through correlation analyses between working memory capacity, the frequency of insight and divergent thinking ability. The study was performed using Operation Span to test working memory capacity, Compound Word Association to assess the frequency of insight, and a part of Torrance Test of Creative Thinking to assess the ability for divergent thinking. The result show that working memory have little involvement in creative insight, but that it is involved in divergent thinking. This indicates that the nature of insight is different from divergent thinking.
APA, Harvard, Vancouver, ISO, and other styles
5

Naude, Talana. "The relationship between personality and creativity : a psychometric study." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05222007-124454.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lee, Young Ju. "Effects of divergent thinking training/instructions on Torrance Tests of Creative Thinking and Creative Performance." 2004. http://etd.utk.edu/2004/LeeYoungJu.pdf.

Full text
Abstract:
Thesis (Ed. D.)--University of Tennessee, Knoxville, 2004.
Title from title page screen (viewed Sep. 23, 2004). Thesis advisor: R. Steve McCallum. Document formatted into pages (ix, 60 p. : ill.). Vita. Includes bibliographical references (p. 36-42).
APA, Harvard, Vancouver, ISO, and other styles
7

Sabonová, Karolína. "Vliv hraní RPG na rozvoj tvořivého myšlení hráčů." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-365215.

Full text
Abstract:
This diploma thesis examines the impact of playing RPG on the development of players'creative thinking. Our aim was to analyze the development of creative thinking in relation with RPG playing. This development was observed in the group of beginners and advanced players and in the control group during six months using creative thinking tests (Torrance Tests of Creative Thinking - Figural, Urban's Test for Creative Thinking- Drawing Production). Tests were administered three times, in the beginning, after 3 months and after 6 months. During the second measurement the experimental group was also assigned a Creative Personality Scale (CPS). The obtained values were processed using descriptive statistics, correlation analysis and t-tests. Overall, it has not been conclusively proved that playing RPG influenced the creative thinking development of players, but a certain trend of improved creativity, especially in RPG-beginners was observed. We found out that the gaming intensity (hours per week) and the creativity are not related. A positive relation between the CPS score and the creativity improvement and also relation between the age and the creativity improvement was established. KEYWORDS RPG, creative thinking, Torrance Tests of Creative Thinking - Figural, Urban's Test for Creative Thinking-Drawing...
APA, Harvard, Vancouver, ISO, and other styles
8

Brancuská, Hana. ""Pozitivní aspekty" dyslexie." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-306558.

Full text
Abstract:
This thesis deals with the so called "positive aspects" of dyslexia, specifically enhanced creativity in dyslexics. It has recently become common to associate dyslexia not only with its symptoms and deficits, but also to emphasize its possible gains. Anecdotal evidence refers to enhanced creativity and more specific abilities of individuals with dyslexia. Based on the results of foreign studies that suggest a relationship between dyslexia and increased creativity, this research study was carried out in the environment of Czech secondary schools. The research group consisted of 67 adolescents with dyslexia and 67 intact counterparts at the age range from 17 to 20 years (including 108 boys and 26 girls). The data were obtained via figural Torrance Test of Creative Thinking. We then compared levels obtained within experimental and comparison groups in three specific fields - originality, elaboration and provision of non-standard and unusual responses. This was to lead to confirmation (or refusal) of a presumption that dyslexics show significantly higher scores in all three areas. Although the overall results of the research did not demonstrate a significant difference between the groups, we observed a trend indicating a higher score in dyslexics in all the defined areas. Results of our research study...
APA, Harvard, Vancouver, ISO, and other styles
9

YIN, KUEI-KAN, and 鄞桂甘. "A Study on the Graphic Creative Thinking Test for 4th to 6th Grade Elementary Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/31165216144349773740.

Full text
Abstract:
碩士
輔仁大學
兒童與家庭學系碩士在職專班
102
Abstract This study develops a reliable and valid testing system of graphic creative thinking to establish creativity norm and investigate the potential of 4th to 6th grade elementary students’ creativity, also serving as a reference for teaching and tutorship. Based on literature research, the test is scored on four scales: fluency, flexibility, originality and elaboration, which originated from divergent thinking under the theory of psychometric approach. The text has been analyzed and revised by experts for scorng criteria. The subject of the study is 4th to 6th grade elementary students in Taipei City, New Taipei City and Taoyuan County. 422 samples were collected via purposive sampling technique. The results are as following: 1.Reliability is confirmed acceptable by test-retest reliability (.745 to .855) and inter-rater reliability (.745 to .855). 2.The criterion-related validity of New Creative Thinking Test is acceptable (.568 to .806). 3.As for the differences in demographics, the result shows that gender, region, nationality and grade have different effects on creativity performance. Boys score higher than girls on originality. Pupils from distant places score lower on elaboration. Nationality does not show significant influence on any dimension of creativity. 5th grade students get better scores on fluency, flexibility and total performance than 6th students. 4.The study establishes 4th to 6th Grade Elementary Students’ norm (Z score, T score and percentile rank) on 4 dimensions of creativity. Basing on the results, the researcher proposes suggestions on how to edit and use the test for future research at the end of the thesis.
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Torrance Test of Creative Thinking"

1

Wechsler, Solange. Avaliação da criatividade por figuras e palavras: Testes de Torrance. Sao Paolo: Impressão Digital do Brasil Gráfica e Editora Ltda., 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Test your creative thinking. London: Kogan Page, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

The Torrance kids at mid-life: Selected case studies of creative behavior. Westport, Conn: Ablex Pub., 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ruesswick, Caroline W. Daily analogies Level 5: Oral Activities for Critical and Creative Thinking Vocabulary Development Test-Taking Skills. Evanston, IL: McDougall, Littell & Company, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Shattuck, John Bruce. Relationship of sorting activities to the Torrance Tests of Creative Thinking: Picture Completion Task. 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hassan, Mohie-Eldin Abdel-Gelil. Construct validity of Torrance tests of creative thinking: A confirmatory factor-analytic study. 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Corbett-Whittier, Constance. The relationship of learning style preferences to performance by high school gifted students on the Torrance tests of creative thinking: A project in creative studies. 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Elwell, Patricia A. An analysis of the field testing of creative problem solving for teenagers using Torrance tests. 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Baer, John. Creativity. Edited by Angela O'Donnell. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199841332.013.12.

Full text
Abstract:
This article reviews research and theory dealing with the psychology of creativity. It begins with a discussion of the most influential and widely known theory of creativity, which is based on the structure of the intellect model. It then considers four aspects of divergent thinking that are frequently mentioned in the literature, along with two models for classifying creativity: the “four P” model and the four C model. The article describes other theories of creativity, including the chance configuration theory, the propulsion model, and the five-factor theory of personality. Finally, it examines other important issues in creativity research, such as mental illness, gender differences, birth order, and IQ. It also looks at some of the approaches used in the assessment of creativity, including the Torrance Tests of Creative Thinking and the consensual assessment technique. Finally, it explores the issue of teaching creativity.
APA, Harvard, Vancouver, ISO, and other styles
10

Millar, Garnet W. The Torrance Kids at Mid-Life: Selected Case Studies of Creative Behavior (Publications in Creativity Research). Ablex Publishing, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Torrance Test of Creative Thinking"

1

Higuchi, Takeo, Takaya Yuizono, Kazunori Miyata, Keizo Sakurai, and Takahiro Kawaji. "Creativity Effects of Idea-Marathon System (IMS): Torrance Tests of Creative Thinking (TTCT) Figural Tests for College Students." In Knowledge, Information and Creativity Support Systems: Recent Trends, Advances and Solutions, 185–200. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-19090-7_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pellegrin, Liliane, Leila Chassery, Nathalie Bonnardel, Christelle Tong, Vincent Pommier de Santi, Gaëtan Texier, and Hervé Chaudet. "Using Torrance Creative Thinking Criteria to Describe Complex Decision Making During an Outbreak Management by Public Health Experts." In Advances in Intelligent Systems and Computing, 50–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96077-7_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kim, Kyung-Hee. "The Two Torrance Creativity Tests: The Torrance Tests of Creative Thinking and Thinking Creatively in Action and Movement." In Creativity, 117–41. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812770868_0007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gahl, Megan, and Vicki Chandler. "Empirical Analyses and Creative Thinking." In Building the Intentional University. The MIT Press, 2017. http://dx.doi.org/10.7551/mitpress/9780262037150.003.0007.

Full text
Abstract:
Our world is facing unprecedented challenges that will require novel approaches and creative solutions. In our general education course on Empirical Analyses we introduce skills and concepts that cultivate a systematic and creative approach to evidence-based analyses and problem solving. The overarching goal is to instill in students a deep understanding of how evidence is used creatively to generate hypotheses, test hypotheses, draw conclusions, and recognize biases. We lead students to develop creative solutions and designs; we also stress the ability to critically evaluate empirical research. Effective thinkers must think both creatively and critically, generating ideas and options and evaluating them rigorously. Although we draw on examples and questions from the physical, life, and social sciences, the skills and concepts we introduce apply well beyond science to the problems, decisions and challenges of our daily lives.
APA, Harvard, Vancouver, ISO, and other styles
5

Pavani, Silva. "Physics and Creative Thinking Connected by “Bit”." In Handbook of Research on Didactic Strategies and Technologies for Education, 810–20. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch071.

Full text
Abstract:
In this work, innovative methodologies to teach scientific matters have been put to test, aimed at recovering the those human attitudes that lies at the foundation of physics, including curiosity, ability to observe nature, and the search of explanations. Observations made during the experimentations can then be discussed together by the students and finally organized according to a layout to highlight logical connections. Through the new didactical path, personal motivations and inward reflection on one’s own ability to learn are encouraged, and the student is lead to gain skills for more effective study and to master memorization techniques. The mythology has been here put into practice in the first level at high school, also exploiting internet and multimedia facilities.
APA, Harvard, Vancouver, ISO, and other styles
6

Greher, Gena R., and Jesse M. Heines. "Imagination and Creativity: The School Based Paradox." In Computational Thinking in Sound. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199826179.003.0007.

Full text
Abstract:
People who are considered “creative”are generally respected and sought after in our society, both in the professional and social realms. Yet among the many paradoxes of our educational system is the strange fact that it does little to encourage a child’s imaginative and subsequent creative potential. As discussed by Judith Groch in her book The Right to Create, one reason might be a strongly held belief that creativity is innate and something one is born with. You either have it or you don’t. Another reason might be the difficulty in assessing creativity objectively. Unlike questions and problems with only one right answer, how can you make an objective value judgment on a student’s creative output? But imagine a young Pablo Picasso growing up in 21st-century America and attending a public school dominated by high-stakes testing. According to a case study by Howard Gardner in Creating Minds, our young Picasso had great difficulty mastering his numbers. Other than his artistic inclinations, which were nurtured by his family, he was an unremarkable student. In most of today’s public schools, Picasso would be force-fed a fairly prescribed curriculum that would ensure mastery of test-taking techniques but would be mostly devoid of opportunities for personal self-expression. In fact, in a climate focused on high-stakes testing, little attention would even be given to the arts. Picasso’s unique and imaginative vision of the world would probably be squelched for not conforming to the accepted adult views of how one draws the sun, trees, or sky. According to Feldman, Csikszentmihlayi, and Gardner, in Changing the World: A Framework for the Study of Creativity, creative people are shaped as much by their early experiences as by the natural abilities they are born with. Absent a home life where artistic insights are valued and nurtured, how many future Picassos are walking around America’s schools right now who will never know their potential because they will never come into contact with those experiences? Consider the following scenario. If Gena and Jesse walked into a cocktail party, who would be considered the more “creative” of the two? Why, certainly you would pick Gena.
APA, Harvard, Vancouver, ISO, and other styles
7

Diawati, C., L. Liliasari, A. Setiabudi, and B. Buchari. "Development and validation of creative thinking skills test in the project of laboratory apparatus modification." In Ideas for 21st Century Education, 185–88. Routledge, 2017. http://dx.doi.org/10.1201/9781315166575-37.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Cuque, Lucia Maria, and Joao Mattar. "The Use of Design Thinking to Develop Corporate Skills and Competencies." In Encyclopedia of Organizational Knowledge, Administration, and Technology, 1894–906. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3473-1.ch130.

Full text
Abstract:
Design thinking is a methodology for proposing creative and innovative solutions for problems that use the mindset of the designers. The Bootcamp Bootleg suggests the following steps for design thinking: empathize, define, ideate, prototype, and test. Corporate training usually aims to develop key analytical skills and competencies such as: analytical thinking, decision making, problem solving, leadership, and strategic thinking. However, 21st century holistic and intuitive skills are also required in management today, such as communication, creativity, innovation, and empathy. Design Thinking roots are business and design, and its application to the area of education is more recent. The purpose of this chapter is to discuss how design thinking, combined with information and communication technologies (ICT), can be used to promote 21st century skills and competencies in the corporate environment.
APA, Harvard, Vancouver, ISO, and other styles
9

Eguchi, Amy. "Educational Robotics as a Learning Tool for Promoting Rich Environments for Active Learning (REALs)." In Handbook of Research on Educational Technology Integration and Active Learning, 19–47. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8363-1.ch002.

Full text
Abstract:
In our ever-changing society where new technological tools are being introduced into daily life more rapidly than ever before, more and more innovative and creative people are needed for the work of advancing technology. However, current educational practice in schools seems to be moving away from helping to educate our future innovative and creative workforce. With the extensive focus on assessments through standardized testing, the concern is raised that more and more teachers are forced to teach to the test. In this chapter, educational robotics is introduced as a transformational tool for learning, which promotes learning of computational thinking, coding, and engineering, all increasingly being viewed as critical ingredients of STEM learning in K-12 education. The purpose of this chapter is to highlight the importance of integrating educational robotics as a technological learning tool into K-12 curriculum to promote Rich Environments for Active Learning (REALs) to prepare students for the technology-driven future.
APA, Harvard, Vancouver, ISO, and other styles
10

Allchin, Douglas. "The Dogma of “the” Scientific Method." In Sacred Bovines. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190490362.003.0009.

Full text
Abstract:
It’s altogether too easy to reduce all method in science to a simple algorithm. Hypothesize, deduce (or predict), test, evaluate, conclude. It seems like a handy formula for authority. “The” Scientific Method (expressed in this way) haunts the introductions of textbooks, lab report guidelines, and science fair standards. Yet it is a poor model for learning about method in science. One might endorse instead teaching about the scientist’s toolbox. Science draws on a suite of methods, not just one. The methods also include model building, analogy, pattern recognition, induction, blind search and selection, raw data harvesting, computer simulation, experimental tinkering, chance, and (yes) play, among others. The toolbox concept remedies two major problems in the conventional view. First, it credits the substantial work—scientific work—in developing concepts or hypotheses. Science is creative. Even to pursue the popular strategy of falsification, one must first have imaginative conjectures. We need to foster such creative thinking skills among students. Second, the toolbox view supports many means for finding evidence—some direct, some indirect, some experimental, some observational, some statistical, some based on controls, some on similarity relationships, some on elaborate thought experiments, and so on. Again, students should be encouraged to think about evidence and argument broadly. Consider just a few historical examples. First, note Watson and Crick’s landmark model of DNA. It was just that: a model. They drew on data already available. They also played with cardboard templates of nucleotide bases. Yes, their hypothesis of semiconservative replication was eventually tested by Meselson and Stahl—later. But even that involved enormous experimental creativity (essay 4). Consider, too, Mendel’s discoveries in inheritance (essay 22). Mendel did not test just seven traits of pea plants, cleverly chosen in advance (as the story is often told). Rather, he seems to have followed twenty-two varieties exhibiting fifteen traits, hoping for patterns to emerge. He ultimately abandoned those varieties whose results he called confusing. Nobelist Thomas Hunt Morgan, in Mendel’s wake, did not discover sex linkage through any formal hypothesis about inheritance.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Torrance Test of Creative Thinking"

1

Ng, Annie W. Y., and Chung-Yee Lee. "Assessment of Creative Thinking of Hong Kong Undergraduate Students Using the Torrance Tests of Creative Thinking." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9051.

Full text
Abstract:
Creativity has been a key graduate attribute and transferrable skill for the universities nowadays. A better understanding of freshmen students’ level of creativity thinking facilitates the cultivation of the ways for nurturing the development of creativity in students throughout their university education studies. The purpose of this study was to investigate creative thinking abilities of first-year undergraduates in Hong Kong using the Torrance Tests of Creativity Thinking (TTCT) – a commonly known assessment for creativity. A total of 492 first-year undergraduates at a university in Hong Kong were asked to complete TTCT Figural Form consisting of picture construction, picture completion and lines activities. Generally, the creative potential of Hong Kong undergraduates was well above the average. The students demonstrated their abilities in generation of a number of relevant ideas (fluency), producing novel responses (originality), abstract thinking (abstractness of titles), and open-minded thinking (premature closure). They exhibited creative strength of, for example, flexible imagination, thinking with senses, and thinking beyond boundaries. However, students’ elaborative thinking, metaphorical-thinking and sense of humor had a lot of room for improvement. Based on the assessment results, some implications on the possible institutional strategies for nurturing creativity among students during university education were discussed.
APA, Harvard, Vancouver, ISO, and other styles
2

Kwon, Jieun, Luke Bromback, and Barry Kudrowitz. "Divergent Thinking Ability + Interest = Creative Ideas: Exploring the Relationships Between Cognitive Creativity Assessments and Product Design Idea Generation." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67261.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

Higuchi, Takeo, Kazunori Miyata, and Takaya Yuizono. "Creativity Improvement by Idea-Marathon Training, Measured by Torrance Tests of Creative Thinking (TTCT) and Its Applications to Laboratories." In 2012 7th International Conference on Knowledge, Information and Creativity Support Systems (KICSS). IEEE, 2012. http://dx.doi.org/10.1109/kicss.2012.22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dippo, Caitlin, and Barry Kudrowitz. "The Effects of Elaboration in Creativity Tests as it Pertains to Overall Scores and How it Might Prevent a Person From Thinking of Creative Ideas During the Early Stages of Brainstorming and Idea Generation." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46789.

Full text
Abstract:
Previous studies have found that the first few ideas we think of for a given prompt are likely to be less original than the later ideas. In this study, 460 participants were given the Alternative Uses Test (AUT) where they were asked to list alternative uses for a paperclip, creating a database of 235 unique answers, each having a relative occurrence rate in that pool. It was found that later responses were significantly more novel than early responses and on average the originality of responses exponentially increased with quantity. A closer look at this data reveals that a person is likely to have a lower overall originality score if he or she has more elaborate responses. 89 of these participants were also given the Abbreviated Torrance Test For Adults (ATTA) and the data from both tests was used to study relationships between elaboration, fluency, and originality. The data from the AUT reveals a strong negative correlation between an individual’s average number of words per response and his or her average originality score. It is hypothesized that people who spend more time writing multiple-word responses have less time to generate many different ideas thus hindering their ability to reach the novel ideas. Similarly, the ATTA reveals that after two extraneous details, elaboration on a drawing will negatively impact fluency and originality scores. This is not to say that elaborate ideas cannot be original, but rather that in time-limited situations, elaboration may hinder the production of original ideas. In applying this to real world problem solving and idea generation, it is suggested that people may prevent themselves from finding creative solutions if too much time is spent on discussing the first few suggested ideas from a brainstorming session. It is suggested that a more effective brainstorming session will delay discussion until a significant number of ideas are generated.
APA, Harvard, Vancouver, ISO, and other styles
5

Trisnayanti, Y., A. Khoiri, Miterianifa, and H. D. Ayu. "Development of Torrance test creativity thinking (TTCT) instrument in science learning." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139861.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Xu, Dongmei, and Ye Wang. "Process-oriented Creative Thinking Education Model: the Perspective of Six-thinking-hats Based on T-test." In 2021 2nd International Conference on Education, Knowledge and Information Management (ICEKIM). IEEE, 2021. http://dx.doi.org/10.1109/icekim52309.2021.00142.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nogueira, Sara Ibérico, Leonor Almeida, and Tiago Souza Lima. "A STRUCTURAL MODEL OF THE TEST FOR CREATIVE THINKING-DRAWING PRODUCTION (TCT-DP) IN ADULTS- REVISED." In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact069.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Nix, Anthony, Ryan Arlitt, Sebastian Immel, Mark Lemke, and Rob Stone. "Investigating Divergent Thinking in Creativity Exercises Through Alternative Uses Tests." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35335.

Full text
Abstract:
Creativity is a valuable skill for today’s workplace and one that universities should be emphasizing in the classroom. Teaching creativity usually involves the completion of “creative exercises” that help an individual understand how to think outside the box. Often individuals that are considered creative “practice” creativity on a daily basis, either through their own will or through their occupation, which increases their creative potential. Creativity is shown to be divided into multiple aspects, one of which is divergent thinking. This study examines participants’ divergent thinking skills over nine weeks as they perform a simple design task each week. The participants are split into two groups as they perform an alternative uses test on a weekly basis. Each week a new item is presented and the results are collected and entered in a database. The number of entries per card is analyzed to determine if the participants have increased their divergent thinking ability throughout the nine weeks.
APA, Harvard, Vancouver, ISO, and other styles
9

Almeida, Leonor, Sara Ibérico Nogueira, Tiago Souza Lima, and Maria Manuel Sousa. "NORMATIVE VALUES FOR THE TEST FOR CREATIVE THINKING-DRAWING PRODUCTION (TCT-DP), OVER THE SCHOOL YEARS IN PORTUGUESE PRIVATE SCHOOLS." In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact071.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Shah, Jami J., Roger E. Millsap, Jay Woodward, and S. M. Smith. "Applied Tests of Design Skills: Divergent Thinking Data Analysis and Reliability Studies." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28886.

Full text
Abstract:
A number of cognitive skills relevant to conceptual design were identified. They include Divergent Thinking, Visual Thinking, Spatial Reasoning, Qualitative Reasoning and Problem Formulation. A battery of standardized tests have been developed for these skills. We have previously reported on the contents and rationale for divergent thinking and visual thinking tests. This paper focuses on data collection and detailed statistical analysis of one test, namely the divergent thinking test. This particular test has been given to over 500 engineering students and a smaller number of practicing engineers. It is designed to evaluate four direct measures (fluency, flexibility, originality, quality) and four indirect measures (abstractability, afixability, detailability, decomplexability). The eight questions on the test overlap in some measures and the responses can be used to evaluate several measures independently (e.g., fluency and originality can be evaluated separately from the same idea set). The data on the 23 measured variables were factor analyzed using both exploratory and confirmatory procedures. Two variables were dropped from these exploratory analyses for reasons explained in the paper. For the remaining 21 variables, a four-factor solution with correlated (oblique) factors was deemed the best available solution after examining solutions with more factors. Five of the 21 variables did not load meaningfully on any of the four factors. These indirect measures did not appear to correlate strongly either among themselves, or with the other direct measures. The remaining 16 variables loaded on four factors as follows: The four factors correspond to the different measures belonging to each of the four questions. In other words, the different fluency, flexibility, or originality variables did not form factors limited to these forms of creative thinking. Instead the analyses showed factors associated with the questions themselves (with the exception of questions corresponding to indirect measures). The above four-factor structure was then taken into a confirmatory factor analytic procedure that adjusted for the missing data. After making some adjustments, the above four-factor solution was found to provide a reasonable fit to the data. Estimated correlations among the four factors (F) ranged from a high of .32 for F1 and F2 to a low of .06 for F3 and F4. All factor loadings were statistically significant.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Torrance Test of Creative Thinking' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography