Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi,
Journal Year:
2024,
Volume and Issue:
12(2), P. 286 - 304
Published: Dec. 24, 2024
Bu
araştırma
üstbilişe
dayalı
öğretim
yönteminin
Türk
öğrencilerin
matematik
başarılarına
ve
problem
çözme
becerilerine
etkisini
inceleyen
önceki
nicel
araştırmaların
ortak
belirlemeye
yönelik
bir
meta-analizdir.
Çalışmaya
üstbilişin
başarısı
becerisi
üzerine
inceleyen,
2000-2023
yılları
arasını
kapsayan,
12
deneysel
dâhil
edilmiştir.
Üstbilişe
öğretimin
yapılan
çalışmaların
ortalama
etki
büyüklük
değeri
(g=1.17),
(g=1.39)
olarak
hesaplanmıştır.
Yapılan
analiz
sonucunda
değerlerinin
anlamlı
olduğu
belirlenmiştir.
Sonuç
çöme
üzerinde
olumlu
etkisi
tespit
Çalışmada
ulaşılan
sonuçlardan
diğeri
ise
hem
üzerindeki
de
ilkokul
öğrencilerinde
ortaokul
öğrencilerine
göre
daha
yüksek
olmasıdır.
meta-analiz,
etkisine
çalışmalardan
elde
edilen
verilerle
genel
sonuca
ulaşarak
gelecekteki
etkilerinin
karşılaştırılabileceği
referanslar
sağlamıştır.
Creativity Research Journal,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 12
Published: May 13, 2024
Creative
ideation
tasks
are
typically
ill-defined
and
thus
should
benefit
from
metacognition.
However,
the
role
of
metacognitive
processes―especially
control―in
creative
appears
understudied.
Therefore,
we
conducted
an
online
study
investigating
relationship
between
different
aspects
control
divergent
thinking
(DT)
performance.
In
line
with
recently
proposed
metacognition
framework
,
devised
measures
that
delineate
at
levels
task,
performance,
responses:
Metacognitive
task
level
was
assessed
in
terms
attention
focus
devoted
to
each
task;
performance
goal-directedness
employed
strategy;
response
how
effectively
uncreative
ideas
were
screened
out.
We
observed
substantial
individual
differences
all
three
as
well
first
evidence
their
validity.
Importantly,
independently
predicted
higher
DT
creativity.
Additional
analyses
suggested
effects
may
extend
behavior,
partly
mediated
by
DT.
sum,
this
provides
empirical
support
for
relevance
distinguishable
International Journal of Educational Technology in Higher Education,
Journal Year:
2025,
Volume and Issue:
22(1)
Published: March 4, 2025
Abstract
This
study
explores
the
effectiveness
of
chatbots
empowered
by
generative
artificial
intelligence
(GAI)
in
assisting
university
students’
creative
problem-solving
(CPS).
We
used
quasi-experiments
to
compare
performance
dialogue
dynamics,
learner
perceptions,
and
practical
competencies
CPS
during
interactions
with:
(1)
a
GAI
chatbot,
(2)
their
peers.
In
total,
80
postgraduate
students
participated.
The
assigned
task
was
creation
an
innovative
research
proposal.
found
that
there
were
significant
differences
dialogic
exchanges
observed
between
two
types
interaction.
Student-GAI
chatbot
featured
more
knowledge-based
elaborate
discussions,
with
less
subjective
expression
compared
student-peer
interactions.
Notably,
contributed
significantly
when
interacting
than
they
did
peer
arising
from
student-GAI
tended
follow
distinct
patterns,
while
those
predictable.
perceived
as
useful
easier
Furthermore,
exhibited
higher
intention
levels
utilising
tackle
engaging
discussions
Ultimately,
enhanced
through
chatbot.
implies
prudent
use
GAI-based
techniques
can
facilitate
learning
achievement.
The Journal of Creative Behavior,
Journal Year:
2024,
Volume and Issue:
unknown
Published: June 12, 2024
ABSTRACT
While
people
approach
creative
actions
in
diverse
ways,
navigating
them
effectively
requires
self‐regulatory
effort.
In
this
preregistered
experiment,
we
examined
whether
simple
self‐regulation
prompts,
provided
across
the
stages
of
process,
make
outcomes
more
creative.
Participants
(
N
=
332)
engaged
one
three
creativity
tasks—designing
a
logo,
writing
short
story,
or
preparing
greeting
card—and
documented
their
ongoing
progress
with
photos.
During
task,
half
participants
received
prompts
tailored
to
task
progress,
encouraging
employment
various
mechanisms
(e.g.,
uncertainty
acceptance,
adjusting
approach).
Consistent
our
predictions,
promoting
strategic
throughout
led
develop
products
than
those
no‐prompt
condition.
Moreover,
demonstrated
two
indirect
paths
behind
prompts'
effectiveness:
first,
via
enhancing
positive
active
emotions,
and
second,
through
fostering
greater
time
commitment
task.
On
theoretical
level,
proposed
prompting
highlights
advantages
engagement
during
beyond
solely
idea
generation
strategies.
Methodologically,
study
underscores
simplicity
such
interventions
potential
broad
applicability.
Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(8), P. 824 - 824
Published: July 27, 2024
This
systematic
review
identifies
the
contributions
of
creativity
to
learning
and
its
integration
into
teaching
within
educational
approaches
with
an
ecosocial
and/or
sustainable
perspective
based
on
scientific
publications
in
Web
Science
SCOPUS
databases,
following
PRISMA
methodology
guidelines.
study
establishes
a
comprehensive
understanding
from
sociocultural
examines
relationship
between
education.
The
results
highlight
that
is
incorporated
cross-cutting
manner
ideation,
design,
implementation
pedagogical
strategies
include
diverse
techniques,
resources,
methodologies.
Creativity
contributes
by
being
multifaceted
transforming
student
experience
through
identification,
understanding,
appropriation,
applicability
concepts.
Various
methodologies
are
identified
promote
involving
students
collaborative
reflective
processes.
stimulates
imagination,
interdisciplinary
intercultural
integration,
experimentation.
fundamental
role
teacher
environment
emphasized.
Finally,
need
integrate
plans
these
highlighted,
fostering
adaptability
uncertainty
generation
creative
responses.
provides
synthesized
updated
resource
for
teachers
individuals
interested
creativity,
learning,
sustainability.
