[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600346-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600346-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","effects-of-curriculum-intervention-on-divergent-thinking-abilities","Effects of Curriculum Intervention on Divergent Thinking Abilities","","This study evaluates the divergent thinking abilities of first-year architecture students enrolled in a course focused on divergent thinking in architecture. Statistical analysis of studio work using Wallach Kogan’s divergent thinking pre/post-tests shows higher post-test performance for verbal stimuli fluency than visual scores, while visual flexibility exceeds verbal performance. Originality received the highest post-test ratings in both visual and verbal tasks, with a strong correlation between fluency and originality.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/effects-of-curriculum-intervention-on-divergent-thinking-abilities/600346/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/effects-of-curriculum-intervention-on-divergent-thinking-abilities/600346.png","ImageObject",300,407,{"name":42,"@type":43},"RuangKosong","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the primary objective of the study?","Question",{"text":63,"@type":64},"To evaluate the divergent thinking abilities of first-year architecture students enrolled in a course focused on divergent thinking in architecture.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were students’ divergent thinking abilities measured?",{"text":68,"@type":64},"Using student studio works analyzed with Wallach Kogan’s divergent thinking pre/post-tests results.",{"name":70,"@type":61,"acceptedAnswer":71},"What key differences appeared between verbal and visual post-test scores?",{"text":72,"@type":64},"Post-test verbal stimuli fluency was higher than visual post-test score, and post-test visual flexibility was higher than verbal post-test score.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600346,1792171159,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Effects of Curriculum Intervention on Divergent Thinking Abilities  \nGökçe Ketizmen, Eskisehir Osmangazi University, Turkey Hakan Keleş, Eskisehir Osmangazi University, Turkey  \nAbstract  \nThe primary objective of this study is to evaluate the divergent thinking abilities of first-year architecture students who are currently enrolled in a course focused on divergent thinking in architecture. The statistical analysis of student’s studio works with Wallach Kogan`s divergent thinking pre/post-tests results demonstrated that the post-test score for verbal stimuli fluency was higher than the visual post-test score. In addition, the post-test score for visual flexibility was higher than the verbal post-test score. In originality students got the highest scores in posttests both in visual and verbal tasks. Besides, the correlation analysis indicated a strong correlation between fluency and originality. These results revealed that design training considerably enhances students' capacity to produce original ideas both in visual and verbal thinking. In terms of their ability to create considerably more and qualified ideas on related themes students demonstrate more improvement in their verbal reasoning abilities than their visual reasoning skills. The present study determined that curricular intervention in the first semester training where the instructor emphasized development of divergent thinking skills improved students' both visual and verbal divergent thinking skills, to a greater degree in originality and to a lesser degree in fluency and flexibility in idea generation.  \nKeywords  \ndivergent thinking, first-year architecture students, design training, Wallach Kogan`s divergent thinking test, Statistical Analysis (SPSS)  \nIntroduction  \nIn light of the significance of divergent thinking (DT) in design training, there has been a growing emphasis on developing creativity through training in divergent thinking abilities (Coleman et al., 2020; Doron, 2016; Raef et al., 2022; Rao et al., 2021; Sopher, 2020; Sowden et al., 2015; Sun et al., 2020; Tran et al., 2020; Van de Kamp et al., 2015) . Divergent thinking is considered essential for creativity, which suggests that design training focusing on alternative thinking may be more effective in fostering divergent thinking (Rao et al., 2021) . Sun et al.(2020) suggest that training in creative thinking, particularly divergent thinking, has shown promising results for enhancing creativity in higher education and corporate contexts. Similarly, Raef et al. (2022) asserted that students with divergent thinking were more creative. In addition, Tran et al. (2020) conducted a 14-week undergraduate course on creative approaches and found a substantial improvement in participants' divergent thinking in the post-test. Another study revealed that design thinking training promotes ideational fluency and elaboration (Rao et al., 2021) .  \nWithin the realm of architectural education, particularly in the context of design studios, students are consistently tasked with the responsibility of identifying and implementing resolutions to various challenges. The term 'designing' can be understood as the act of  \n'creating,' therefore emphasizing the importance of fostering creativity on an ongoing basis (Hassan, 2016) . The inclusion of architectural design education has the potential to not only foster product innovation, but also to strengthen the process of decision-making. The assertion can be made that the primary goal of architectural design education should be on theresolution of design difficulties. This assertion is based on the understanding that creativity inevitably encompasses the process of problem-solving. The problem-solving process necessitates the utilization of both divergent and convergent thinking processes, which are crucial in producing a novel solution as the result of the design process. Architectural education assumes a significant role in creating curriculum that facilitate the cul","cbCaialfFQrF5DbL","https://ap.wps.com/l/cbCaialfFQrF5DbL","pdf",503643,22,"English","# Introduction\n## Divergent thinking and creativity in design training\n## Architectural education, design studios, and thinking processes","[{\"question\":\"What is the primary objective of the study?\",\"answer\":\"To evaluate the divergent thinking abilities of first-year architecture students enrolled in a course focused on divergent thinking in architecture.\"},{\"question\":\"How were students’ divergent thinking abilities measured?\",\"answer\":\"Using student studio works analyzed with Wallach Kogan’s divergent thinking pre/post-tests results.\"},{\"question\":\"What key differences appeared between verbal and visual post-test scores?\",\"answer\":\"Post-test verbal stimuli fluency was higher than visual post-test score, and post-test visual flexibility was higher than verbal post-test score.\"}]","Effects of Curriculum Intervention on Divergent Thinking Abilities | PDF",1792090507,55]