Torrance Test of Creative Thinking: The question of its construct validity

Some cognitive dimensions are internationally considered by psychologists to describe and to assess creativity. For example, (Guilford, P. (1976). Creatividad y Educación. Buenos Aires. Ed. Paidos) and (Torrance, E. P. (1977). Discovery and nurturance of giftedness in the culturally different. Reston, VA: Council on Exceptional Children) suggested fluency, flexibility, originality and elaboration are the main cognitive processes used to define and assess creativity. However, data from several empirical studies did not confirm a factor structure in accordance with such cognitive functions, despite of the wide use of TTCT (Torrance Tests of Creative Thinking) in different countries. In this paper, we present new data collected in Spain and Portugal with TTCT. According to our data, those cognitive functions supposedly present on a subject's performance are not so strong as to explain the variance in scores. Elaboration factors assume some variance explanation, but the main factors are identified with the products in each subtest, suggesting the importance of format, content and demand on TTCT specific tasks. Consequently, we suggest some reflections to amplify the debate concerning the definition of creativity and its evaluation in psychology.     

How teachers express their knowledge through narrative

The study we carried out deals with how teachers express their practical knowledge. The main objective was to classify how it is expressed, so that we can see its components, its limits, and how close it is to theoretical knowledge, understanding as such that which is based on research and aimed at explaining phenomena by looking for regular features.     

Stretching of DNA confined in nanochannels with charged walls

There is currently a growing interest in control of stretching of DNA inside nanoconfined regions due to the possibility to analyze and manipulate single biomolecules for applications such as DNA mapping and barcoding, which are based on stretching the DNA in a linear fashion. In the present work, we couple Finite Element Methods and Monte Carlo simulations in order to study the conformation of DNA molecules confined in nanofluidic channels with neutral and charged walls. We find that the electrostatic forces become more and more important when lowering the ionic strength of the solution. The influence of the nanochannel cross section geometry is also studied by evaluating the DNA elongation in square, rectangular, and triangular channels. We demonstrate that coupling electrostatically interacting walls with a triangular geometry is an efficient way to stretch DNA molecules at the scale of hundreds of nanometers. The paper reports experimental observations of λ-DNA molecules in poly(dimethylsiloxane) nanochannels filled with solutions of different ionic strength. The results are in good agreement with the theoretical predictions, confirming the crucial role of the electrostatic repulsion of the constraining walls on the molecule stretching.     

Imagining: Creating Spaces for Indigenous Ontologies

For at least half a century, catalogers have struggled with how to catalog and classify Native American and Indigenous peoples materials in library, archive, and museum collections. Understanding how colonialism works can help those in the field of knowledge organization appreciate the power dynamics embedded in the marginalization of Native American and Indigenous peoples materials through standardization, misnaming, and other practices. The decolonizing methodology of imagining provides one way that knowledge organization practitioners and theorists can acknowledge and discern the possibilities of Indigenous community-based approaches to the development of alternative information structures.     

“So it Takes Extra Time and Effort,Pero, Vale la Pena”: A Bilingual Teacher’s Testimonio Revealing Pedagogical Clarity

The Urban Review - This testimonio examines how a 3rd grade bilingual teacher unpacks the learning process as it relates to her agency in implementing culturally relevant (Ladson-Billings, Am Educ...     

Group work: Prospective teachers’ acquisition of transversal competences

The current training model being used in higher education advocates the acquisition of competences aimed at providing students with all-round training that will enable them to tackle their future work responsibilities effectively. This encompasses a number of different competences, most notably the transversal kind, especially in view of the important role they play in shaping the profile of any professional individual. The active learning methods applied to group work have shown to be the most suitable for achieving these competences. From this perspective, and considering their relevance, we present the results of a study that addresses the perceptions held by students from Education Degrees regarding the extent to which transversal competences are acquired by implementing active learning methods. The students perceive group work as a dynamic that teaches them how to be more self-critical and committed to group-oriented tasks, thus encouraging communication skills, personal relationships and motivation. However, a lesser degree of acquisition has been recorded in other equally important competences. As such, it is necessary to promote these learning methods from the start, carefully designing and planning the curriculum structure as well as the tasks to be performed in order to avoid any negative implications that may arise.     

Transformation of teacher training in a rapidly evolving digital environment

Education and Information Technologies - Today the increasing level of technology in education requires corresponding skills from the teachers. However, they often do not have them. The purpose of...