Analysis of Creative Thinking Skills Development under Active Learning Strategies

Autor/inn/en	Forte-Celaya, Jacqueline; Ibarra, Luis; Glasserman-Morales, Leonardo David
Titel	Analysis of Creative Thinking Skills Development under Active Learning Strategies
Quelle	In: Education Sciences, 11 (2021), Artikel 621 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Forte-Celaya, Jacqueline) ORCID (Ibarra, Luis) ORCID (Glasserman-Morales, Leonardo David)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Creative Thinking; Problem Solving; Thinking Skills; Skill Development; Active Learning; Learning Strategies; Flipped Classroom; Game Based Learning; Teamwork; Group Dynamics; Instructional Effectiveness; High School Students; Adolescents; Time Management; Foreign Countries; Mexico + Suchen Sie Ihr Suchwort? Kreatives Denken; Problemlösen; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Aktives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Flipped classrooms; Flip teaching; Inverted teaching; Gruppendynamik; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Zeitmanagement; Ausland; Mexiko
Abstract	Educational systems are now focusing on skills enhancement, such as creative thinking skills (CTS), as a means of long-lasting, significant learning. To this end, some universities and higher education institutions incentivize active learning (AL) strategies as CTS developers. Indeed, a positive link among creative results, time availability, and the educational environment has been reported; however, it is mainly based on qualitative and perceptual results. For this reason, we present this comparative, quantitative study in the context of a Mexican high school, weighing the effectiveness of the flipped learning and gamification teaching strategies against a conventional approach. The study revealed no differences in the learning environment; instead, the type of activity and the teamwork interaction affected CTS the most. However, those who participated in the learning Strategies (LS) evaluated themselves higher than their peers in the traditional classes. These results highlight the independence of CTS toward the referred LS and set a departing point for further research addressing the course activities' qualities seemingly related to CTS enhancement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01