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This paper investigates the effectiveness of improvisation in creative thinking development in dance education. The study used the experimental method, which implies conducting a survey and identifying the level of creative thinking development. The following methods were used to study the level of creativity: the Reisman Diagnostic Assessment of Creativity method, Assessment of the creative potential of an individual, The Torrance Tests of Creative Thinking (TTCT). The study was conducted at the School of Music and Dance at Hunan First Normal University. A total of 561 students participated in the study. The findings show there is a statistically significant (p <.05) difference between the students' self-assessment of creativity and their level of creativity, instructors' selected expertise, knowledge level, professional competencies and skills as the primary criteria. The results of the pre-test and post-test show that the indicators of the high level increased from 51% to 61%, and the average level from 27% to 34%. Low-level indicators, on the contrary, decreased from 12% to 5%. [ABSTRACT FROM AUTHOR]

The study aims to identify the expertise of college students in classical music and evaluate individual prerequisites for listening to classical music and their impact on creative thinking in connection with psychological defence among students. The study involved 200 students from a college in China. The Chinese college students' expertise in music was analysed based on the questionnaire method and the research design. The study revealed the following: prolonged listening to loud music, even classical, develops creative thinking and at the same time can lead to loss of self-control and partial loss of the listener's sense of reality; music volume correlates with the desire to hear the rhythm and the frequency of music listening; there is a correlation between musical rhythm and the psychological defence mechanisms of substitution, regression, compensation, as well as tension. [ABSTRACT FROM AUTHOR]

Esta investigación analiza la aplicabilidad de la metodología UX en el ámbito educativo, centrándose en estudiantes de arquitectura, periodismo y la Maestría de Comunicación Estratégica y Digital en Chile, de la Universidad Tecnológica Metropolitana y la Universidad Finis Terrae. La metodología UX, se enfocó en diseñar productos y servicios que satisfagan las necesidades y expectativas del usuario, se desplegó en cinco fases (Definir, analizar, diseñar, prototipar y testear), siguiendo los principios de la Escuela Bauhaus y las técnicas visuales de Dondis para fomentar la creatividad. Los resultados del estudio indican que la metodología UX es efectiva para desarrollar la creatividad e innovación en estudiantes de diversas disciplinas, promoviendo la coherencia en las acciones de diseño y considerando las necesidades del usuario de manera interdisciplinaria. Además, fortalece el pensamiento creativo y mejora las competencias académicas y laborales de los estudiantes, proporcionando herramientas para el diseño, creación de prototipos e investigación de proyectos. Se concluye que la creatividad desde proyectos de innovación impacta el aprendizaje estudiantil, abordando la naturaleza del curso y fomentando habilidades cognitivas, impulsando a los estudiantes hacia niveles superiores de exigencia, como el rediseño de proyectos, cumpliendo un proceso sistémico, de fases lógicas, fortaleciendo así su desarrollo académico.

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Continuing education as a space for attentive reflection needs to provide teachers with implications and inferences for the student to be at the center of the learning process. Based on this assumption, this article aims to reflect on the importance of innovative practices for the development of creative thinking and mathematics learning with teachers in continuing education. Supported by documentary research and a qualitative approach, this research highlights experiences experienced in teacher training through innovative practices and the development of creative thinking. The discussions presented are the result of the authors' reflections based on various training sessions carried out in recent years, so that the methodology used was in and through action, of a collaborative-participatory nature. This article constitutes an auxiliary document for the continuing education of teachers, pointing out the importance of exploring innovative practices with teachers so that they can experience, discuss and create proposals for the development of creative thinking. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using longitudinal data for a nationally representative sample of fifth-graders from the Korean Educational Longitudinal Study of 2013, this study examined the effect of shadow education — referred to as academically oriented extracurricular activities mainly aimed to prepare for examinations — on students' creative thinking. To estimate the effect of shadow education, we used propensity score matching approaches. We found no significant shadow education effect on gains (or losses) in students' creative thinking between the fifth and sixth grades. This finding does not support the arguments that students' participation in shadow education discourages or encourages their creative thinking. Implications, limitations and future research directions are discussed. [ABSTRACT FROM AUTHOR]

This systematic review explored how 3D printing as an educational tool favors learning and develops creative thinking in higher education students, particularly in the industrial design career. Furthermore, this tool potentiates specific educational and cognitive abilities in students. Therefore, we performed a literature analysis covering the years 2017 to 2022 on how 3D printing has been integrated into the educational area and where the work in the classroom is headed. In this context, we followed the inclusion, exclusion, and relevance criteria to search for articles, resulting in the analysis of 19 documents found in the Google Scholar, Sci-ELO, Redalyc and Scopus databases. We divided the analysis into five steps: planning, selection, extraction, results, and conclusions. The results show that most authors agree that the use of 3D printing helps to develop creativity and generate motivation in students. Therefore, it is necessary to promote an intelligent curriculum with scientific and technological innovations that reinforce the path toward their professional development. [ABSTRACT FROM AUTHOR]

This study examines the role of musical improvisation in the development of creative thinking in children studying at Harbin No. 3 Secondary School (Harbin, Heilongjiang Province, China). The creative thinking of two groups (experimental and control) was examined through pre- and post-tests aimed at musical creativity measurement and assessing the effectiveness of musical improvisation in the development of musical creativity. The post-test mean and standard deviations of each musical creativity factor in the experimental group showed an increase in four factors: musical extensiveness (by 65%), musical flexibility (by 37%), musical originality (by 34%) and musical syntax (by 42%). All correlations between the MCTM factors were significant (p <.01), demonstrating that the four factors are representative of creative thinking. The research is of practical and scientific significance as it proves the factor of the influence of musical improvisation on the development of creative skills in children. The research results can be applied by schools and other educational institutions that are interested in increasing the indicators of creativity of their students. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Las habilidades y competencias del siglo XXI enfatizan el desarrollo de habilidades de pensamiento superior (HPS) (Benjamin, 2008; Dwyer et al. 2014; Ku, 2009; Preus, 2012; Rosefsky-Saavedra y Opfer, 2012). La Organización para la Cooperación y el Desarrollo Económicos OCDE (2018) también hace hincapié en la preparación de estudiantado capaz de desempeñarse en el mundo global. De igual manera, la Secretaría de Educación Pública SEP (2020) señala que México impulsa el pensamiento crítico y la resolución de problemas como uno de los objetivos primordiales y transversales en los bloques de formación y niveles educativos. Sin embargo, existe una ambigüedad en la conceptualización de habilidades de pensamiento superior (Cuban, 1984; Lewis y Smith, 1993; Newmann, 1987; 1990; Stanley, 1998). Asimismo, existen escasos estudios en México (Díaz-Barriga, 2001) que investiguen la temática, especialmente respecto a la percepción y conceptualización de HPS del estudiantado y profesorado, las técnicas y actividades utilizadas por el profesorado para el desarrollo de HPS dentro y fuera del aula, y los factores que influyen en la implementación de HPS. Este manuscrito reporta los hallazgos obtenidos de una investigación cuyo propósito fue explorar las percepciones del profesorado y las técnicas utilizadas en escuelas primarias para el desarrollo de habilidades de pensamiento superior en escuelas públicas en el sureste de México. A través de un diseño mixto secuencial (Creswell y Plano Clark, 2018), utilizando una encuesta, se analizaron datos numéricos y datos nominales. El análisis cuantitativo consistió en una estadística descriptiva; el análisis cualitativo se realizó de manera inductiva y comparativa, bajo los principios del Método de Comparación Constante (Merriam y Tisdell, 2016). En ambos análisis se empleó el programa MAXQDA Pro, versión 15.0. Los resultados de esta investigación muestran las percepciones docentes respecto a las HPS, así como técnicas para la enseñanza y evaluación de las HPS en el aula.

Introducción. El artículo presenta una revisión de investigaciones y personas autoras que abordaron desde diferentes perspectivas los conceptos de competencia, pensamiento creativo y ambientes de aprendizaje como ejes en la formación de competencias en investigación. Estos conceptos describen los factores que incurren en las dinámicas educativas que tiene la población infantil. Objetivo. Identificar la relación existente entre competencias, emociones y ambientes de aprendizaje como ejes para el desarrollo de pensamiento creativo y crítico en los niños y las niñas. Análisis. Para el estudio se acudió a un paradigma cualitativo desde una perspectiva hermenéutica; se privilegió como estrategia de investigación el estudio documental. Resultados. Es fundamental iniciar en la primera infancia el fortalecimiento de las competencias científicas en articulación con la educación de las emociones. Esta diada es esencial para el desarrollo de capacidades y competencias no solo cognitivas y académicas, sino sociales. Los ambientes de aprendizaje deben, por un lado, propiciar contacto directo con los objetos de conocimiento y, por el otro, generar vínculos; ambos elementos potencializan el ser, saber y hacer materializados en el desarrollo de competencias científicas. Conclusiones. Los dispositivos básicos se activan en tanto se generan posibilidades educativas, en las que la niñez pueda sentir, tocar, ver y oler; asimismo, ello conlleva al desarrollo del pensamiento creativo-científico y crítico.

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing creativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies. Method: A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention (N = 38) involved a 12-week PBL unit focused on designing a video game using block-based programming through Scratch. The second intervention (N = 51), also lasting 12 weeks, comprised three separate projects involving vectorial design and programming of an Arduino-based robot. Both interventions used strategies for creative-thinking development. The sample included high-ability students from 8 to 12 years of age. Results: Both interventions significantly increased creativity, with no statistical differences between them. This suggests that both types of PBL interventions effectively improved participants' creativity. Conclusions: This study suggests that PBL-based curricular enrichment programmes are effective in fostering creativity among high-ability students. [ABSTRACT FROM AUTHOR]

Copyright of CEDOTIC Journal / Revista CEDOTIC is the property of CEDOTIC Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The obtained results in Ecuador in the report of the International Student Assessment Program administered by the Organization for Economic Cooperation and Development in 2018, the Ser Bachiller test; and, recently, the Higher Education admission exam reveals a deep weakness in learning and developing problem-solving skills. The methodological heritage of teachers is not helping to solve this issue, which is why this article aims to analyze the creative didactic strategies and the logical-mathematical thinking of adolescents from a public school in Portoviejo canton. A descriptive and correlational quantitative study was carried out to determine findings that facilitate the explanation of this problematic situation. In the fieldwork, a bank of questions was applied to students and a survey was applied to math teachers. The results show that 85.7 % of adolescents have a score lower than 7, which means that they have not exceeded the required learning levels in problem-solving. For their part, teachers use creative didactic processes very frequently but with limited time for students to reflect on possible solutions to a problem. The teacher assumes a great responsibility in the mathematics learning process because he is the mediator of building that knowledge so that students can understand it.

The purpose of the study is to determine the effectiveness of the exchange of knowledge between classmates and the teacher in the framework of interactive music education. This goal was achieved with the help of the questionnaire method, which involved measuring the effectiveness of schoolchildren's progress and the coefficient of effectiveness of the knowledge gained. The study was attended by 120 students from three music schools in Beijing. It was found that the greatest effectiveness of interactive learning can be achieved by taking into account the following elements: the development of communication skills, the creation of a comfortable atmosphere in the classroom, the formation of teamwork, the use of modern multimedia technologies and the involvement of highly qualified teachers. After a year of study, 39% of rising musicians showed an improvement in communication skills and 32% developed their creative skills. The performance of four interactive groups turned out to be highly efficient. The results of the study are of scientific value for teachers who ensure the effectiveness of the knowledge gained. [ABSTRACT FROM AUTHOR]

Modernity uncertainty demands to envision new responses, trends and opportunities to stay ahead of the curve. In light of that, people, workers and companies find themselves in the challenging task of generating a creative approach that takes into account the needs, realities and resources. Therefore, the objective is to analyze aspects of creativity, potential for the company, implementation process and reduction of barriers, carrying out a retrospective, descriptive, qualitative and documentary review analysis in three databases: Scopus, Web of Science and ScIELO. It was found divergence in creativity classification. However, its role within business development is highlighted, detailing two internal potentialities: results and impacts, as well as two external ones: entrepreneurship and business associativity. Also, it was perceived that the strategies for its promotion will vary according to individual and social characteristics of the population, and environmental ones. Moreover, the existence of barriers inhibits creativity, but not necessarily other activities' performance. Finally, the implication of the creativity management in business development is reaffirmed and research of educational systems, curricula and barriers linked to creativity from a national approach is encouraged. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La enseñanza de la Química, muchas veces, se torna automática y poco dinámica. Los conceptos químicos necesitan de procesos de pensamiento científico y pueden resultar abstractos para los estudiantes (hombres y mujeres). Por esto, es importante aplicar recursos educativos que promuevan la motivación e interacción con los mismos para los aprendizajes significativos. El objetivo principal de este estudio es analizar el grado de aceptación que se produce en los estudiantes hacia la tecnología de realidad aumentada. La muestra fue no probabilística intencional (N = 100) y estuvo compuesta por estudiantes de quinto grado del nivel secundario preuniversitario de la asignatura de Química en las ciudades de Santiago y Santo Domingo de la República Dominicana. El instrumento aplicado fue el modelo de aceptación de la tecnología (technology acceptance model [TAM]), creado por Davis en 1989. Los resultados obtenidos reflejan un elevado grado de aceptación de la tecnología de realidad aumentada por parte de los estudiantes participantes para conocer la distribución electrónica de los elementos de la tabla periódica. Asimismo, los estudiantes consideran que su uso es útil y muy divertido. En síntesis, la tecnología de realidad aumentada potencia la comprensión de conceptos de Química, ayuda a dinamizar las clases y facilita la enseñanza de temas abstractos a través del disfrute en la interacción con el objeto enriquecido en formato realidad aumentada.

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ensino em Artes, Moda e Design is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this article is, given the scarcity of studies in the field of education, to establish a model of the concepts underlying the methodological dimension of the construction of historical knowledge. To do so, we start by defining the operations of the historical method, which make up the empirical variables. We then consider the contributions from didactics to define the constructs. The initial model comprises two dimensions: structuring operations, which are defined as the operations essential for proceeding in accordance with the historical method, which entails methodical thought; and alternative operations, which provide divergence and multiplicity, in accordance with an avant-garde history. To verify the model, we designed an objective instrument with 44 items and carried out a study with 222 subjects, aged between 13 and 18. The data were analysed using a variety of procedures (Pearson correlations, CFA, descriptive statistics, etc.), using SPSS and MPlus statistical software. Among other interesting results, verifying the proposed model involves verifying a structure established in accordance with the nature of the operations, confirming the proposed dimensions. This configuration of the model has implications for the field of research as well as direct consequences for classroom practice. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El dibujo como medio de concepción ideacional es un factor clave para el proyecto arquitectónico y su estudio incide de manera directa en entornos educativos. En consecuencia, en el presente artículo de revisión, se realizó la indagación, organización, estructuración y análisis de documentos científicos y académicos publicados preferentemente con posterioridad al 2000 y disponibles en base de datos. A partir de esto, se realizó una aproximación conceptual, con el propósito de examinar y clasificar las posiciones argumentativas. La información recopilada se clasificó así: 1. Aportes del dibujo para el aprendizaje, los procesos creativos y el pensamiento de los diseñadores en términos de generación de ideas proyectuales, 2. Función que desempeña la relación mano, ojo y mente en relación con la generación de ideas mediante el acto de dibujar y 3. Incidencia en el entorno proyectual en relación con, si el dibujo es realizado de manera manual, digital o combinado. A modo de conclusión se menciona la conveniencia de promover la combinación del dibujo manual y el digital para dar respuesta a las nociones emergentes de la forma y la transmisión de la información acordes a los nuevos modos de representación.

Realizamos una intervención pedagógica en el desarrollo de las habilidades del pensamiento creativo de estudiantes de quinto ciclo en población universitaria. La investigación fue de tipo aplicada, cuasi experimental. Planteamos reforzar e influenciar en valores morales como la autoestima y confianza de los alumnos; a fin de destacar sus habilidades creativas en cuatro producciones audiovisuales dividas en dos programas de magazine televisivo y dos cortometrajes orientados a la responsabilidad social. Conformamos una muestra de 44 estudiantes provenientes de una población total de 1281 de una universidad privada de Lima. Estructuramos el experimento por un grupo de control y uno experimental con una cantidad de 22 alumnos cada uno y divididos en grupos de 5 o 6 equipos de trabajo para desarrollar el cuestionario de pensamiento creativo (TTCT) de Torrance. El grupo de control obtuvo un aprendizaje con herramientas básicas, a diferencia del grupo experimental en el cual se implementó durante 16 sesiones talleres con herramientas tecnológicas y dinámicas grupales. Evidenciamos la influencia positiva del programa en que los estudiantes desarrollaron su creatividad.

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este estudio se realizó con el objetivo de potenciar el pensamiento creativo mediante el cuento corto, en 44 estudiantes de tercero de primaria en la Institución Educativa Luis Carlos Galán Sarmiento sede Juan Ramón en la Jagua de Ibirico - Cesar. Para ello, se llevó a cabo un diseño metodológico desde el enfoque cualitativo de corte descriptivo, aplicando las técnicas e instrumentos de la observación directa y participante, partiendo de una prueba diagnóstica; posteriormente, se desarrolló los talleres mediante un programa didáctico, utilizando el cuento corto como estrategia didáctica. Como resultado, se pudo determinar que el cuento corto es un potenciador de la creatividad; su implementación aumentó la imaginación significativamente en los 44 estudiantes. A medida que fueron construyendo nuevos cuentos, pudieron expresar mayor originalidad y creatividad, incrementando así, su pensamiento creativo. Por tanto, se concluye que escribir cuentos cortos es una herramienta que contribuye a la estimulación del pensamiento creativo.

El pensamiento creativo es un aspecto esencial en el desarrollo íntegro de los estudiantes, que debe acompañar el espacio de las prácticas pedagógicas; sin embargo, hacen falta estrategias que apunten a desarrollarlo de una manera didáctica. Así, surge este trabajo investigativo, con el propósito de fortalecer el pensamiento creativo a partir de la implementación de las artes plásticas en los estudiantes del grado séptimo B de la Institución Educativa La Cabaña, Sede Principal, en el municipio de Saladoblanco, Huila. La investigación se enmarcó en una ruta cualitativa, con un enfoque de investigación acción, utilizando la técnica de la observación para determinar la problemática, analizarla y finalmente intervenirla. Se aplicó unos talleres artísticos que crearon la necesidad de implementar el pensamiento creativo en los estudiantes, obteniendo producciones que representaban su imaginación, emociones y originalidad, desarrollando así competencias específicas del área artística como, la sensibilidad, apreciación estética y la comunicación.

En el siglo XXI, el pensamiento creativo es asumido como esencial para abordar los desafíos de un mundo cada vez más globalizado e imprevisible. En este contexto, el pensamiento creativo adquiere un papel creciente en el desarrollo personal y la resolución de problemas cotidianos. En este artículo, abordamos el reto de incorporar el pensamiento creativo en la escuela. Para ello, discutimos el concepto de creatividad y abordamos tanto los factores favorables como las barreras que las instituciones educativas encuentran a la hora de querer incorporar la creatividad en sus clases. También analizamos algunos programas concretos de creatividad escolar y los factores que pueden estar a la base del éxito de estos programas en su vertiente práctica, destacando que su aplicación resulta cada día más necesaria para el desarrollo del pensamiento creativo tanto en los profesores como en los alumnos.

The current research context recommends employing conscious efforts to cultivate creativity. This study proposes the use of idea sheets and creativity sessions (with a change in one stage), within a contextualized process, to promote the generation of creative ideas. Following a posttest-only experimental design, the students in the experimental group proposed the problem to be solved while the control group solved a problem provided by the facilitator. The results show statistically significant differences in the idea assessment scale in the dimensions novelty, originality, and elaboration in the experimental group with respect to the control group, showing that choosing or searching for a problem to be solved can promote the generation of creative ideas. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Estudios Educativos (1900-9895) is the property of Universidad de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El estudio se enfoca en establecer la relación del pensamiento creativo con las relaciones interpersonales de los estudiantes de la Facultad de Educación y Ciencias de la Comunicación. La metodología presenta un enfoque cuantitativo de tipo correlacional y transversal; la técnica fue el cuestionario de respuesta múltiple en escala Likert; el tratamiento de los datos y análisis de los resultados fue un análisis bivariado mediante Correlación de Pearson. Los resultados del estudio determinaron la correlación significativa, según los resultados del coeficiente de correlación de Pearson, cuyo valor R=0,731 con un p-valor menor al grado de significancia del 5%, lo cual indica que el grado de innovación y adaptación que desarrollen los estudiantes, directamente incidirá en la capacidad de relacionarse con sus compañeros. Se concluye que el grado de pensamiento creativo es alto en la mayoría de los estudiantes, lo cual contribuye a la mejora de las relaciones humanas e interpersonales en las distintas actividades personales y académicas.

Este artículo plantea un estudio teórico sobre la discordancia que en la actualidad presenciamos entre los sistemas de información, comunicación y ocio en la juventud, esencialmente virtuales, y los discursos conceptuales, metodológicos y experienciales que proporciona la escuela. Para ello propone un recorrido por el impacto de las redes sociales en la juventud atendiendo a cómo repercuten en la configuración de sus identidades y la necesidad de generar alternativas educativas capaces de desarrollar una alfabetización audiovisual esencialmente crítica y activa. Tras la fundamentación teórica, se presenta un estudio de caso realizado en dos asignaturas del Grado de Educación Primaria de la Universidad de Málaga en torno al videoclip Malamente de la cantante Rosalía. Se propone que, a partir de un instrumento de análisis basado en la categorización sustantiva de problemáticas sociales, el alumnado deconstruya el videoclip y produzca relatos audiovisuales alternativos con el objetivo de desarrollar el pensamiento crítico, creativo y social, lo que permitirá, a su vez, profundizar en las características fenomenológicas de este proceso y así vislumbrar el impacto real de un proyecto de concordancia entre sistema educativo y sistema comunicativo en la formación de maestros y maestras. El doble proceso deconstructivo y creativo en torno a la cultura mediática experimentado por los grupos implicados, ha generado nuevas posibilidades de concebir la experiencia educativa en la formación de profesorado, posibilitando la extrapolación futura del proyecto.

Se describen aquí los esfuerzos en los que se han involucrado algunas instituciones de enseñanza privadas y públicas como el Massachusetts Institute of Technology, el Rhode Island School of Design o escuelas privadas como NuVu en Cambridge para incorporar el arte en la enseñanza de materias troncales en las que se incluyen ciencias, tecnología, ingeniería y matemáticas (STEM por sus siglas en inglés). Estas y otras instituciones están haciendo grandes logros para proveer a estudiantes de enseñanzas medias la capacidad para incorporar el pensamiento creativo, critical thinking, para ayudarles a ser mejores líderes en sus áreas de especialización.

This paper presents the results of the implementation phase of a case study that aims to establish a competency model for the development of creative and innovative thinking from concurrent engineering, as management of teaching and learning practices in an Institution of Higher Education (IHE) in Bogotá-Colombia. The activity was developed under a participatory action research method, which sought to explain the reasons for the different aspects involved in the planning, organization and study of a product or service, by intervening from a model established as a classroom project contrasting these analyses with the first results of an exploratory research type of qualitative approach taking organizations and / or companies in real contexts for their diagnosis of need for innovation. These criteria of transferability are based on one hand on an interpretation of the concurrent approach when making the existing state of the art and the patterns of behavior of the companies to thus emphasize the particular critical dimensions, on the other hand, it is based on an analysis of the type of intervention model that allows its implementation in this type of companies. Consequently, the simultaneous work model integrates experiences and information through a set of elements, which allow visualizing creative skills to formulate new ideas in the life cycle of a product or service, exposing the relevance of the present didactic strategy in integrating the academy with reality. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present a reflective essay about dimensions, that emerged from an exercise of approximations and distances from three structures of thought used as theoretical frameworks to establish curricular parameters in school science. These structures are thoughtful, critical, scientific, and creative. Among these structures, we highlight the approximations, distances and, mainly, the interactions between them. As a result, we find overlaps and interactions between Scientific and Critical Thinking, Creative and Scientific Thinking and between Critical and Creative Thinking. These interactions must be highlighted so that intentional and systematic activities are implemented aimed at promoting scientific, critical and creative thinking for the integral training of students. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

New technological tools, technology-based services and support are being introduced into our daily lives faster than ever. Among these technological advances robotic technology has increased dramatically in recent years, the same as its inclusion in education. The purpose of the paper is offer a compressive review about computational and creative thinking definitions and its measurement, furthermore, its relationship with coding, educational robotics and the maker movement. The review is based in the most cited papers publish in the last 10 years, retrieved from google scholar and other prestigious databases. The review has showed that with the use of coding and robotics kits there is generally no correct way to solve a challenge, and computational and creative thinking are related to find efficient and good solution to problems. Not having a correct answer but multiple ways of addressing a problem is an experience that many teachers are not familiar with. That is why more scientific research is needed in this regard, in terms of successful interventions that show evidence and good practices that serve as training and guides teachers.

Copyright of Revista de Arquitectura (1657-0308) is the property of Universidad Catolica de Columbia, Facultad de Arquitectura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)