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Download full textWan Mohd Faizal Wan Mohd Nasir; Lilia Halim; Nurazidawati Mohamad Arsad – Journal of Pedagogical Research, 2024
Mastering creative thinking skills (CTS) is crucial for enhancing students' science conceptual understanding. However, conventional teaching prioritizes linear thinking over the three sub-CTS essential to science learning: associative, visual, and divergent thinking. Weaknesses in these three sub-CTS cause students to have misconceptions,…
Descriptors: Foreign Countries, Public Schools, High School Students, Grade 8
Üçüncü, Göksen; Karakaya, Ferhat; Yilmaz, Mehmet – Participatory Educational Research, 2020
In this study, it is aimed to design an analogy-oriented activity to be used in teaching the concept of keystone species to students. The study was carried out with 25 gifted and talented students aged between 10 and 14 who were registered to the Science and Art Centers around in Turkey ( Istanbul, Izmir, Ankara, Antalya, Mugla, Manisa, Balikesir,…
Descriptors: Concept Teaching, Academically Gifted, Early Adolescents, Foreign Countries
Peer reviewedMilgram, Roberta M. – Journal of Educational Psychology, 1983
Original thinking was examined in 142 middle- and lower-class children across a wide range of age (7-13 years) and intellectual ability (low average to gifted). The instruments were lenient and stringent solution-standard measures of original problem solving and two subtests of the Wechsler Intelligence Scale for Children. (Author/PN)
Descriptors: Age, Associative Learning, Cognitive Ability, Creative Thinking
