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Relevant bibliographies by topics / Creative thinking. Creative ability. Children

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Academic literature on the topic 'Creative thinking. Creative ability. Children'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Creative thinking. Creative ability. Children"

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Kumari, Priya, Lata Pujar, and Shobha Naganur. "Creative Thinking Ability among High School Children." IOSR Journal of Humanities and Social Science 19, no. 1 (2014): 30–32. http://dx.doi.org/10.9790/0837-19143032.

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Kirk, Elizabeth, and Carine Lewis. "Gesture Facilitates Children’s Creative Thinking." Psychological Science 28, no. 2 (December 13, 2016): 225–32. http://dx.doi.org/10.1177/0956797616679183.

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Gestures help people think and can help problem solvers generate new ideas. We conducted two experiments exploring the self-oriented function of gesture in a novel domain: creative thinking. In Experiment 1, we explored the relationship between children’s spontaneous gesture production and their ability to generate novel uses for everyday items (alternative-uses task). There was a significant correlation between children’s creative fluency and their gesture production, and the majority of children’s gestures depicted an action on the target object. Restricting children from gesturing did not significantly reduce their fluency, however. In Experiment 2, we encouraged children to gesture, and this significantly boosted their generation of creative ideas. These findings demonstrate that gestures serve an important self-oriented function and can assist creative thinking.

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Lee, Kyung-Hwa. "Developmental Trends of Creative Thinking Ability and Creative Personality of Elementary School Children in Korea." Gifted and Talented International 20, no. 2 (December 2005): 31–37. http://dx.doi.org/10.1080/15332276.2005.11673451.

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KUMARI, PRIYA, and LATA PUJAR. "Problem solving and creative thinking ability of High School children." ASIAN JOURNAL OF HOME SCIENCE 9, no. 2 (December 15, 2014): 594–97. http://dx.doi.org/10.15740/has/ajhs/9.2/594-597.

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Naval-Severino, Teresita. "Cognitive and Creative Thinking: A Comparative Study among Filipino Children." Gifted Education International 9, no. 1 (January 1993): 54–59. http://dx.doi.org/10.1177/026142949300900112.

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This study compares two groups of children from disadvantaged socioeconomic backgrounds, in an attempt to determine the effects of training in the development of higher level cognitive thinking and creative thinking skills. Essentially, the study aims to answer the following questions: Given the same intellectual ability and socioeconomic background, are there any differences in the performance of children exposed to training in Bloom's cognitive levels of thinking and those without? Given the same intellectual ability and socioeconomic background, are there any differences in the performance of children exposed to training in creative thinking and those without?

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Yanovska, T. "CREATIVE THINKING AND IMAGINATION IN THE STRUCTURE OF JUNIOR SCHOOLCHILDREN CREATIVITY." Psychology and Personality, no. 2 (September 14, 2021): 170–80. http://dx.doi.org/10.33989/2226-4078.2021.2.239980.

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This article is devoted to the theoretical analysis of the problem of psychological features of the development of creative thinking of children of primary school age. Thinking is characterized as a cognitive process in which objects and phenomena of reality are reflected in their essential features, connections and relationships. Thinking arises on the basis of practical activities of sensory cognition. The difference between thinking and other mental processes is that it is almost always associated with the presence of a problem situation, the task to be solved and the active change of the conditions in which the task is set. The paper reveals the essence of the concept of “creative thinking” and analyzes its criteria. Creative thinking is seen as a type of thinking characterized by the creation of a subjectively new product and new formations in the cognitive activity on the way to its formation. The theory of creative thinking is substantiated, which contains many different approaches to determining its mechanisms and patterns: dialogic, dialectical, critical, reflexive, lateral, positive thinking. The peculiarities of the formation of creative thinking in primary school students are substantiated and the methods of its development are analyzed, namely: the development of students’ independence, their ability to move independently from one stage to another, mastering the ability to find the most rational way to solve non-standard problems. The main methods of research of psychological features of development of creative thinking of junior schoolchildren are analyzed: the technique “Drawing of figures” (modification of the technique of E. Torrens, developed by O. Dyachenko), which is aimed at assessing the abilities of junior schoolchildren to productive imagination (figurative creativity); the method “Invent a game” (according to R. Nemov) is aimed at assessing the flexibility, non-standard, originality of the child in the field of verbal creativity; Renzulli's creativity questionnaire (modified by O. Tunik) allows to diagnose the level of development of creative thinking (creativity) of primary school children by identifying the creative initiative of primary school students by the method of experts.The sample, stages of research are characterized and the received results of studying of psychological features of development of creative thinking of pupils of elementary school are analyzed.

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Mikhailiuk, Alina. "DIAGNOSIS OF CREATIVE THINKING IN MIDDLE SCHOOL STUDENTS AND ITS ASSISTANCE IN THE PROCESS OF PERFORMING CREATIVE ACTIVITIES." Globus 7, no. 5(62) (August 4, 2021): 38–45. http://dx.doi.org/10.52013/2658-5197-62-5-9.

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It is often claimed that it is impossible to teach a person to think creatively, but this is not at all the case. Both children and adults can become true “creatives”; the main thing is to achieve a certain level of skill in the ability to act and think creatively. Today, there are many tests, games, exercises that allow you to develop creativity, and this is easier for children than for adults. Is it possible to identify a «gifted child»? This article presents an approximate version of testing and analyzing ready-made data on diagnosing the level of creativity of a child.

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Ebrahim, Fawzy. "Comparing creative thinking abilities and reasoning ability of deaf and hearing children." Roeper Review 28, no. 3 (March 2006): 140–47. http://dx.doi.org/10.1080/02783190609554353.

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Wang, Wen-Cheng, Chung-Chieh Lee, and Ying-Chien Chu. "A Brief Review on Developing Creative Thinking in Young Children by Mind Mapping." International Business Research 3, no. 3 (June 11, 2010): 233. http://dx.doi.org/10.5539/ibr.v3n3p233.

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Mind mapping is a presentation form of radiant thinking, utilizing lines, colors, characters, numbers, symbols, image, pictures or keywords, etc. to associate, integrate and visualize the learned concept and evoke brain potential. Through mind maps, one’s attention, coordination ability, logic, reasoning, thinking, analyzing, creativity, imagination, memory, ability of planning and integration, speed reading, character, number, visuality, hearing, kinesthetic sense, sensation, etc. are significantly enhanced. “Picture” is not limited by nationality and language and is the best tool for young children to explore new things and learning. Because pictorial representation is one of the most primal human traits and drawing ability is better than writing ability in young children, learning and expressing through mind mapping prevents difficulties of writing, grammar and long description in children. Thus, this study reviews related researches to figure out whether mind mapping can be applied by young children to develop their creative thinking.

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Garber, A., and D. Ivanov. "Development of Creative Abilities in Preschool Children Through Play." Bulletin of Science and Practice 7, no. 9 (September 15, 2021): 511–20. http://dx.doi.org/10.33619/2414-2948/70/49.

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The article is devoted to the study of creativity and creative abilities of preschoolers, which are manifested in various types of activity, including visual. The authors proceed from the positions according to which creativity should be developed in a child from early childhood. The article contains a description of approaches to the development of the creative abilities of preschoolers. It is shown that creativity, divergent thinking abilities are successfully developed with purposeful learning. The description of the study of the effectiveness of play in the development of creative abilities in preschool children is given. The results obtained made it possible to assess the dynamics of the level of development of creative abilities in preschoolers. The main indicators in assessing the success of the test were fluency, flexibility, originality and sophistication. The analysis of drawings was focused on measuring the fluency of thinking by the number of figures completed in the allotted time; flexibility of thinking for a variety of ideas; originality of thinking according to the ability of children to put forward ideas that differ from generally known ones; elaboration according to the number of invented details of each drawing. The dependence of the manifestations of these characteristics by children on the program used by the teacher was found. A higher level of indicators was found in the group that was trained in visual arts through games. The program for the development of creative abilities has shown effectiveness in the development of the creative individuality of preschoolers. The program should become an integral and integral part of the work of preschool educational institutions to develop creative abilities in older preschoolers.

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Dissertations / Theses on the topic "Creative thinking. Creative ability. Children"

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De, la Cruz-Bechtel Rose Marie. "Unlocking creativity in the classroom." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Holliger, Yolanda Margaret. "An investigative study on developing divergent thinking responses in children using a cognitive approach in music education /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10742050.

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Czarniecki, Laura. "Teacher impact on student creativity." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Czarniecki_LMITthesis2009.pdf.

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Bijvoet-van, den Berg Catharina J. M. "Children's ability to generate novel actions." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20432.

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Social learning has given us insight into how children learn actions from others across different domains (e.g., actions on objects, pretend play, and tool use). However, little research exists to confirm whether young children can generate their own novel actions. Three different settings were chosen to offer a varied investigation of children’s ability to generate novel actions: generating multiple actions with novel objects; generating iconic gestures in order to communicate; and generating pretend actions using object substitution. Generating multiple actions with novel objects: The Unusual Box test was developed to investigate children’s ability to generate multiple actions with novel objects (Chapter 2). The Unusual Box test involves children playing with a wooden box that contains many different features (e.g., rings, stairs, strings), and five novel objects. The number of different actions performed on the box and with the objects (i.e., fluency) was used as a measure of their individual learning. Positive correlations between the fluency scores of 24 3- and 4-year-olds on the Unusual Box test and two existing measures of divergent thinking were found. Divergent thinking relates to the ability to think of multiple answers based on one premise. Furthermore, a large range of fluency scores indicated individual differences in children’s ability to generate multiple actions with novel objects. In addition, 16 2-year-olds were assessed on the Unusual Box test, twice two weeks apart, to investigate test-retest reliability and the possibility that the Unusual Box test could be used with children younger than 3 years. A strong positive correlation between the scores on the two assessments showed high test-retest reliability, while individual differences in fluency scores and the absence of a floor effect indicated that the Unusual Box test was usable in children from 2 years of age. Generating iconic gestures in order to communicate: Children’s ability to generate iconic gestures in order to communicate was assessed using a game to request stickers from an experimenter (N = 20, Chapter 3). In order to get a sticker children had to communicate to the experimenter which out of two objects they wanted (only one object had a sticker attached to it). Children’s use of speech or pointing was ineffective; therefore only generating an iconic gesture was sufficient to retrieve the sticker. Children generated a correct iconic gesture on 71% of the trials. These findings indicate that children generate their own iconic gestures in order to communicate; and that they understand the representational nature of iconic gestures, and use this in their own generation of iconic gestures. Generating pretend actions using object substitution: In order to determine whether children are able to generate their own object substitution actions and understand the representational nature of these actions, 45 3- and 4-year-olds were familiarized with the goal of a task through modelling actions. Children distinguished between the intentions of an experimenter to pretend, or try and perform a correct action. Children mainly imitated the pretend actions, while correcting the trying actions. Next, children were presented with objects for which they had to generate their own object substitution actions without being shown a model. When children had previously been shown pretend actions, children generated their own object substitution actions. This indicates that children generate their own object substitution actions, and that they understand the representational nature of these actions. An additional study with 34 3-year-olds, revealed no significant correlations between divergent thinking, inhibitory control, or children’s object substitution in a free play setting, and children’s ability to generate object substitution actions in the experimental setting.

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Evans, Michelle Louise. "Socioeconomic status and domains of creativity: Is the artist really starving?" CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3240.

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Socioeconomic status (SES) influences many aspects of a person's life, and stereotypes concerning level of SES and the domain of creativity exist. It was hypothesized that children classified as low SES would perform more creatively in the visual arts and language arts domains of creativity than in the mathematic and scientific domains.

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Guenther, Sammye J. "An examination of fifth grade students' consideration of habits of mind : a case study /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841295.

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Hetzel, Eugene David. "The mad rhetoric: Toward a rigor on radical creativity and its function in consciousness as a communicative principle." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3293.

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This thesis explores three creative works, "The music of Erich Zann" by H.P. Lovecraft; the film "Eraserhead" by David Lynch; and the "Self-Portrait (blue)" by Vincent Van Gogh, as examples of different forms of mad rhetorics as a way in which to demonstrate the application of the theory of "mad rhetorics" and the role "radical creativity" plays in the construction of mad rhetorics by "mad rhetors" play in society.

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Botch, Catherine F. "Creativity, the lateral path less taken lateral thinking in the art classroom /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only.xxx, 1997. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1997.
Source: Masters Abstracts International, Volume: 45-06, page: 2745. Typescript. Abstract precedes thesis as preliminary leaves iv-v. Includes bibliographical references (leaves 98-103).

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Kristiansen, Glenn. "Creative problem solving : the roles of moods and emotions." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708122.

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BOWERS, ROBERT SIDNEY EARL. "MANAGING CREATIVITY FOR PRODUCTIVITY: RATIONALE, DESIGN AND PROGRAMS (INNOVATION, CREATIVE, INVENTION, INNOVATE, CREATION)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188177.

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This study presents an operational definition of creativity within the contexts of business, school and community. A design for the strategic management of creativity is developed. Suggestions are made for programs to increase effectiveness in the use of creative skills. Creativity has been viewed in the past as something that happens rather than deliberate activity directed to specific goals. Numerous studies have failed to find a significant relationship between measurements of creative skills and intelligence as delimited by IQ tests and other measures of performance. Creativity can be distinguished as a category, process and quality of intelligence, and both can be defined in qualitative and theoretical terms. Models are constructed in the study to classify creativity. The components of the creative act can be tracked. A model sets parameters and categories for investigations to permit variation of content in a relatively stable sequence of steps. The sequence can be extracted as a method to process ideas from any discourse.

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Books on the topic "Creative thinking. Creative ability. Children"

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Chakraborty, Basanti Dey. Education of the creative children. Delhi: Konark Publishers, 1992.

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Einon, Dorothy. Creative child. Hauppauge, N.Y: Barron's, 2002.

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Einon, Dorothy. Creative child. London: Hamlyn, 2002.

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Kozhevnikova, L. A. Problemy teorii razvitii︠a︡ tvorcheskoĭ lichnosti: Sbornik nauchnykh trudov. Cheli︠a︡binsk: Izd-vo ChGPU "FAKEL", 1998.

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Reid, William. Developing creativity: A classroom resource. Portland, Me: J. Weston Walch, 1989.

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Maksić, Slavica B. Podsticanje kreativnosti u školi. Beograd: Institut za pedagoška istraživanja, 2006.

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Growing up creative: Nurturing a lifetime of creativity. New York: Crown, 1989.

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Skromme, Arnold B. The 7-ability plan. Moline, Ill: Self-Confidence Press, 1989.

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Maslova, S. V. Zadachi na poisk zakonomernosteĭ kak sredstvo formirovanii︠a︡ tvorcheskoĭ dei︠a︡telʹnosti mladshikh shkolnikov. Saransk: Mordovskiĭ gos. pedagog. in-t im. M.E. Evsevʹeva, 1998.

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Tamberg, I︠U︡ G. Uchisʹ soobrazhatʹ!: 10 treningov razvitii︠a︡ tvorcheskogo myshlenii︠a︡ deteĭ. Ekaterinburg: U-Faktorii︠a︡, 2007.

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Book chapters on the topic "Creative thinking. Creative ability. Children"

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Lew, Kyoung-hoon. "Relationships among Creative Thinking Ability, Creative Personality and Motivation." In Communications in Computer and Information Science, 120–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35251-5_17.

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Cramond, Bonnie. "Discovering Creative Thinking Process Skills: A Win-Win for Children." In Success Startegies for Parenting Gifted Kids, 135–39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238287-23.

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Said, Lara, and Rosienne C. Farrugia. "Teachers’ Pedagogy on the Creative-Thinking Preferences of Gifted Children, Influence of." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-1179-6_443-1.

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Gong, Yunpeng, Shujun Li, Zhang Yu, Haiyang Li, Cuiling Li, and Yu Guo. "An Approach to Foster Student Creative Thinking Ability in the Lectures of Mechanical Principles." In Mechanisms and Machine Science, 641–46. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0142-5_63.

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Yoon, Heojeong, Ae Ja Woo, David F. Treagust, and A. L. Chandrasegaran. "Second-Year College Students’ Scientific Attitudes and Creative Thinking Ability: Influence of a Problem-Based Learning (PBL) Chemistry Laboratory Course." In Affective Dimensions in Chemistry Education, 217–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45085-7_11.

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Abusaleh, Sumaya, Eman AbdelFattah, Zain Alabadi, and Ahmad Sharieh. "The Effects of Educational Multimedia for Scientific Signs in the Holy Quran in Improving the Creative Thinking Skills for Deaf Children." In Innovations in Computing Sciences and Software Engineering, 403–8. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9112-3_68.

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Muhammad, Amanda J., Gloysis Mayers, and Deborah G. Wooldridge. "Using Theory-Based Research in Supporting Creative Learning Environment for Young Children." In Early Childhood Development, 295–311. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch014.

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A supportive creative environment for young children is viewed as an essential element toward facilitating their creative thinking. Creativity requires imagination, insight, problem solving, divergent thinking, the ability to express emotions and to be able to make choices, thus we created a supportive learning environment to nurture creativity in three to four year olds. In this chapter creativity theory is discussed and how to apply to the early childhood educational setting. The Reggio Approach and creativity-provoking methods are discussed. Application of the theory relates to how children are immersed into activities encourages problem-solving, exploration, creativity and the learning supported by play based experiences for children. Examples are given as to how one child development center has provided curriculum, arranged the indoor and outdoor spaces, and integrated the artist in residence concept into the setting.

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Muhammad, Amanda J., Gloysis Mayers, and Deborah G. Wooldridge. "Using Theory-Based Research in Supporting Creative Learning Environment for Young Children." In Handbook of Research on Applied Learning Theory and Design in Modern Education, 589–603. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch029.

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A supportive creative environment for young children is viewed as an essential element toward facilitating their creative thinking. Creativity requires imagination, insight, problem solving, divergent thinking, the ability to express emotions and to be able to make choices, thus we created a supportive learning environment to nurture creativity in three to four year olds. In this chapter creativity theory is discussed and how to apply to the early childhood educational setting. The Reggio Approach and creativity-provoking methods are discussed. Application of the theory relates to how children are immersed into activities encourages problem-solving, exploration, creativity and the learning supported by play based experiences for children. Examples are given as to how one child development center has provided curriculum, arranged the indoor and outdoor spaces, and integrated the artist in residence concept into the setting.

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"Creative-Thinking Ability and Talent Development." In Preventing Talent Loss, 49–60. Routledge, 2011. http://dx.doi.org/10.4324/9780203931486-7.

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Gahl, Megan, and Vicki Chandler. "Empirical Analyses and Creative Thinking." In Building the Intentional University. The MIT Press, 2017. http://dx.doi.org/10.7551/mitpress/9780262037150.003.0007.

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Our world is facing unprecedented challenges that will require novel approaches and creative solutions. In our general education course on Empirical Analyses we introduce skills and concepts that cultivate a systematic and creative approach to evidence-based analyses and problem solving. The overarching goal is to instill in students a deep understanding of how evidence is used creatively to generate hypotheses, test hypotheses, draw conclusions, and recognize biases. We lead students to develop creative solutions and designs; we also stress the ability to critically evaluate empirical research. Effective thinkers must think both creatively and critically, generating ideas and options and evaluating them rigorously. Although we draw on examples and questions from the physical, life, and social sciences, the skills and concepts we introduce apply well beyond science to the problems, decisions and challenges of our daily lives.

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Conference papers on the topic "Creative thinking. Creative ability. Children"

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Lee, Kyunghwa, and Jusung Jun. "Developmental Characteristics of Creative Thinking Ability and Creative Personality of Elementary School Children in Korea." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.92.10.

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Yu-Che, Huang, Liu Cheng-Yu, and Chen Chia-Chi. "A Study for S-generation of Children's Creative Thinking Ability." In ICDTE 2019: 2019 The 3rd International Conference on Digital Technology in Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3369199.3369205.

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Costa, Rosalina Pisco, Beatriz Roque, and Vanessa Carreira. "Monsters, fear and fun. Bringing creative methodologies into the higher education classroom to study children and childhood." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13151.

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This paper addresses the methodology of Design Thinking and its applicability as a creative methodology when teaching and learning Sociology of Childhood in a higher education context. Students were asked to develop an exercise in order to expand and deepen the theoretical and conceptual knowledge discussed in theoretical classes. Active and creative methodologies were specifically and purposefully designed to develop the ability to think critically about the problems presented, stimulating debate and sociological imagination. Inspired by the Mindshake Design Thinking Model Evolution 6², practical classes were organized and oriented towards specific techniques, namely the “Inspiration Board”, “Intent Statement” and “Insight Clustering”, following, respectively, the phases of exploration, data collection and analysis and interpretation of results. Illustration is given through the development of a research itinerary committed to think, discuss and creatively research the meanings of the “dark” and “darkness” of the night for children. Incorporating Design Thinking in the teaching and learning process in the field of social sciences, namely when researching children and childhood from a sociological perspective, proved to be a both fruitful and engaging tool both for teachers and students.

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Lew, Kyoung-hoon, Jung-hwan Park, Kyung-cheol Lee, and Sun-mee Kang. "The Relationship Among Creativity Thinking Ability, Creative Personality and Creative Product." In Education 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.36.14.

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Fatra, Maifalinda, and Tita Khalis Maryati. "The Ability of Creative Mathematical Thinking of Madrasahrs Students." In International Conference on Education in Muslim Society (ICEMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.10.

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Liu, Ge, Hongwei Shi, and Yandong Qu. "Cultivation of Creative Thinking Ability of Students in English Class." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.213.

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Ningsih, Dwi Ayu, Hella Jusra, Ayu Faradillah, Fitri Alyani, and Fery Firmansah. "LAPS-Heuristik Learning Model Toward Students’ Mathematical Creative Thinking Ability." In 1st Annual International Conference on Natural and Social Science Education (ICNSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210430.028.

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Naparin, Akhmad, Agus Setiawan Riyadi, and Mr Dharmono. "Students' Creative Thinking Ability Profile in Problem Solving of Animals Ecology." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.29.

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Jusuf, Ridwan, Wahyu Sopandi, Ana Wulan, and dan Sa’ud. "Literacy Assessment Ability of Creative Thinking in 21st Century Science Learning." In The 1st International Conference on Teaching and Learning. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008896600110017.

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Jaenudin, Agus, Kartono, Y. L. Sukestiyarno, and Scolastika Mariani. "The Identification of Students’ Mathematical Creative Thinking Ability on Transformation Geometry." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.020.

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