The Effect of Creative Thinking Challenges on Learning and Engagement.
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| Title: | The Effect of Creative Thinking Challenges on Learning and Engagement. |
|---|---|
| Authors: | Doss, Kristy1 kkdoss@wcu.edu, Bloom, Lisa1 bloom@wcu.edu, Poor, Jasmin1 jpoor@wcu.edu |
| Source: | Journal of the Scholarship of Teaching & Learning. 2026, Vol. 26 Issue 1, p1-23. 23p. |
| Subject Terms: | *Creative thinking, *Student engagement, *Divergent thinking, *Academic motivation, *Teacher education, *Creative ability |
| Abstract: | The purpose of this study was to examine the effect of creative thinking challenges on teacher education students' perceptions of learning, engagement with the course, and their creative attitudes and values. Researchers provided creative thinking challenges that promoted divergent thinking, metaphorical thinking, and creative problem-solving. Participants completed a post-only survey with Likert-style questions and open-ended responses to determine if the creative challenges enhanced student perceptions of learning, motivation, and engagement with the topics studied. Thematic analysis was used to determine student perception of the creative activities, their influence on personal creative abilities, and how the participants would promote creativity in their own classrooms. In addition, participants completed a pre- and post-assessment, the Creative Attitudes and Values (CA&V) which is a 25-item self-report that is part of the Runco Creativity Assessment Battery (rCAB). Results indicate that the challenges enhanced learning and engagement. Additionally, results of the CA&V indicated a statistically significant difference in scores from pre to post indicating the creativity challenges increased the participants' creative attitudes and values. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of the Scholarship of Teaching & Learning is the property of Journal of the Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195704296 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14434/josotl.v26i1.37710 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 1 Subjects: – SubjectFull: Creative thinking Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Divergent thinking Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Creative ability Type: general Titles: – TitleFull: The Effect of Creative Thinking Challenges on Learning and Engagement. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Doss, Kristy – PersonEntity: Name: NameFull: Bloom, Lisa – PersonEntity: Name: NameFull: Poor, Jasmin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 15279316 Numbering: – Type: volume Value: 26 – Type: issue Value: 1 Titles: – TitleFull: Journal of the Scholarship of Teaching & Learning Type: main |
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