A list of new (compared with those summarised in [1]) experimentally determined SMN-related structures as of 25 September 2018 [40].
\r\n\tThe primary objective of this book is to provide the specialists involved in the clinical management and experimental research of acute and chronic leukemias updates on the theoretical aspects as well as state-of-the-art diagnostic and clinical management of acute and chronic leukemias.
\r\n\r\n\tThe book is intended to cover a broad spectrum of leukemia-related topics such as:
\r\n\t-novel and still evolving insights into the biology and diagnosis and how these result in new drug approvals and new therapeutic options with a focus on molecular and immunotherapeutic targeted therapeutics,
\r\n\t- the molecular and functional features of leukemic stem cells and their interaction with the microenvironment,
\r\n\t- preleukemic hematopoiesis and clonal diversity,
\r\n\t- new standard treatment algorithms,
\r\n\t- mechanisms of resistance and disease progression
\r\n\t- diagnosis and management of rare acute leukemia subtypes,
\r\n\t- Covid-19 aspects in specific leukemia categories,
\r\n\t- real-world data
\r\n\t- new drugs in development
On 1 June 2017,
A flow chart for the computational analysis of structural/functional consequences of clinically identified genetic diseases-linked missense mutation(s) of key gene(s) and protein(s). In [
SMA is an autosomal recessive neuromuscular disease with
The survival motor neuron (SMN) protein is the product of
In the molecular pathogenesis of SMA, of particular interest is an exon 7-skipping splicing defect identified in the pre-mRNA editing of the
In pre-mRNA editing, spliceosome is the major functional unit, and spliceosomal small nuclear ribonucleoproteins (snRNPs) are essential components of the nuclear pre-mRNA processing machinery [13, 14, 15, 16, 17]. In the pathogenesis of SMA, the SMN protein plays a critical role in pre-mRNA processing, because the biogenesis of spliceosomal snRNPs is promoted by the SMN complex [14, 18, 19], which consists of SMN (Gemin1), Gemin2–8 and UNR-interacting protein (UNRIP) [13, 16, 20]. In the formation of the SMN complex, SMN forms oligomers and directly interacts via its N-terminus with Gemin2 and via its tudor domain with spliceosomal (Sm) proteins [13, 21, 22]. A key component of the SMN complex, SMN first assembles the essential SMN/Gemin complex, which in turn mediates the formation of the Sm core domain of the spliceosomal snRNPs [13, 21, 22].
In general, genetic mutation includes missense, nonsense, insertion and deletion mutations. A nonsense mutation is a point mutation in a DNA sequence that results in a premature stop codon, or a nonsense codon in the transcribed mRNA, and in a truncated, incomplete and usually functionally deficient protein product. In contrast, a missense mutation involves substitution of one single amino acid residue, and therefore is able to provide unique access to residue-specific structural insights into the role of the residue in the structure and function of the target protein, provided that the three-dimensional structure of the target protein is experimentally determined and deposited in the Protein Data Bank. Thus, this chapter focuses on SMA-linked missense mutations of SMN and aims to provide a brief update of their structural and functional consequences with a set of computational structural analysis as described in [1].
A set of point mutations (missense and nonsense mutations) have been previously summarised in [1], including A2G [23], nonsense mutation Q15X [24], D30N [25], D44V [25, 26, 27], V94G [28], G95R [25], Y130C [29], nonsense mutation Q157X [30], A188S [31], nonsense mutation W190X [32], nonsense mutation L228X [33], P245L [34], L260S [28], S262G and S262I [4, 25], M263T [32], S266P [29], Y272C [4, 35, 36], H273R [29], T274I [4, 35, 36], G275S [32], G279C and G279V [4, 35, 37, 38]. As of 25 September 2018, eight more missense mutations of SMN were summarised and reported, including A2V, Y109C, Y130C, Y130H, P221L, S230L, P244L and R288S [39].
In [1], 11 SMN-related structures were retrieved from the PDB database [40] with 2 search parameters (text search for: survival motor neuron protein and molecule: survival motor neuron protein). In a new search of the PDB database (accessed 25 September 2018) [40] with the same parameters, 14 PDB entries were retrieved, including
In light of the six new experimentally determined SMN-related structures (Table 1), a new set of computational structural analysis, as previously described in detail in [1], is within the reach of this chapter to provide an update of it. Two aspartates (Asp 35 and Asp44) of SMN stood out in the structural analysis of both intramolecular and intermolecular salt bridges for this SMA protein, as listed in Table 2.
PDB ID | Structure title | Method | Release date |
---|---|---|---|
5XJL | Crystal structure of the Gemin2-binding domain of SMN, Gemin2 in complex with SmD1/D2/F/E/G from human | X-ray | 2 May 2018 |
5XJQ | Crystal structure of the Gemin2-binding domain of SMN, Gemin2 in complex with SmD1(1–82)/D2/F/E/G from human | X-ray | 4 July 2018 |
5XJR | Crystal structure of the Gemin2-binding domain of SMN, Gemin2dN39 in complex with SmD1(1-82)/D2/F/E/G from human | X-ray | 4 July 2018 |
5XJS | Crystal structure of the Gemin2-binding domain of SMN, Gemin2dN39 in complex with SmD1(1-82)/D2/F/E from human | X-ray | 4 July 2018 |
5XJT | Crystal structure of the Gemin2-binding domain of SMN, Gemin2 in complex with SmD1(1-82)/D2.R61A/F/E/G from human | X-ray | 4 July 2018 |
5XJU | Crystal structure of the Gemin2-binding domain of SMN, Gemin2dN39 in complex with SmD1(1-82)/D2.R61A/F/E/G from human | X-ray | 4 July 2018 |
PDB ID | SBnum | Residue A | Atom A | Residue B | Atom B | Distance (Å) |
---|---|---|---|---|---|---|
5XJL | 4 | M_ASP_44 | OD1 | 2_ARG_213 | NH1 | 2.946 (Yellow) |
5XJL | 4 | M_ASP_44 | OD1 | 2_ARG_213 | NH2 | 3.579 (Red) |
5XJL | 4 | M_ASP_44 | OD2 | 2_ARG_213 | NH1 | 3.236 (Brown) |
5XJL | 4 | M_ASP_44 | OD2 | 2_ARG_213 | NH2 | 3.848 (Blue) |
5XJQ | 3 | M_ASP_44 | OD1 | 2_ARG_213 | NH1 | 2.760 |
5XJQ | 3 | M_ASP_44 | OD1 | 2_ARG_213 | NH2 | 3.593 |
5XJQ | 3 | M_ASP_44 | OD2 | 2_ARG_213 | NH1 | 2.968 |
5XJR | 2 | M_ASP_44 | OD1 | 2_ARG_213 | NH1 | 2.385 |
5XJR | 2 | M_ASP_44 | OD2 | 2_ARG_213 | NH1 | 2.871 |
5XJS | 3 | M_ASP_44 | OD1 | 2_ARG_213 | NH1 | 3.078 |
5XJS | 3 | M_ASP_44 | OD1 | 2_ARG_213 | NH2 | 3.670 |
5XJS | 3 | M_ASP_44 | OD2 | 2_ARG_213 | NH1 | 2.631 |
5XJT | 3 | M_ASP_44 | OD1 | 2_ARG_213 | NH1 | 2.335 |
5XJT | 3 | M_ASP_44 | OD1 | 2_ARG_213 | NH2 | 3.386 |
5XJT | 3 | M_ASP_44 | OD2 | 2_ARG_213 | NH1 | 3.067 |
5XJU | 2 | M_ASP_44 | OD1 | 2_ARG_213 | NH1 | 2.302 |
5XJU | 2 | M_ASP_44 | OD2 | 2_ARG_213 | NH1 | 2.989 |
5XJQ | 1 | M_ASP_35 | OD1 | M_LYS_41 | NZ | 3.921 |
5XJS | 2 | M_ASP_35 | OD1 | M_LYS_41 | NZ | 3.670 |
5XJS | 2 | M_ASP_35 | OD2 | M_LYS_41 | NZ | 3.803 |
5XJT | 2 | M_ASP_35 | OD1 | M_LYS_41 | NZ | 2.416 |
XJT | 2 | M_ASP_35 | OD2 | M_LYS_41 | NZ | 2.931 |
5XJU | 1 | M_ASP_35 | OD1 | M_LYS_41 | NZ | 3.274 |
A summary of salt bridge analysis of the six new SMN-related structures as of 25 September 2018 [40].
In this table, the residue naming scheme is
Asp44 is in the exon 2a of
In a solid alignment with the computational analysis in [1], a set of salt bridges were structurally identified between SMN’s Asp44 (M_Asp_44) and Gemin2’s Arg213 (2_Arg_213), as shown in Table 2. In particular, four intermolecular salt bridges were identified between the buried side chains (Table 3) of these two charged residues, i.e. according to the coordinates data in the PDB entry
Residue | SASA (Å2) | SASA-intrinsic (Å2) | SASA-Ratio |
---|---|---|---|
2_Arg_213 | 57 | 238.76 | 0.238 |
M_Asp_44 | 67 | 140.39 | 0.477 |
Solvent accessible surface area (SASA) values of SMN’s Asp44 and Gemin2’s Arg213 (PDB ID:
In this table,
Four salt bridges formed between the buried side chains of SMN’s Asp44 (M_Asp_44 in red text) and Gemin2’s Arg213 (2_Arg_213 in white text). In this figure, the residue naming scheme is
Taken together, it is conceivable that the buried side chains of SMN’s Asp44 and Gemin2’s Arg213 form a salt bridge, which constitutes a favourable electrostatic energy contribution to the SMN-Gemin2 complex structural stability [41], and highlights the functionally indispensable roles of the two residues’ charged side chains, considering the experimental observation that the SMN-Gemin2 binding is abrogated by the D44V mutation [41], resulting in a functionally deficient SMA-linked D44V SMN mutant.
In addition to the intermolecular salt bridges formed between SMN’s Asp44 and Gemin2’s Arg213, a set of intramolecular salt bridges were also identified between side chains of SMN’s Asp35 and Lys41 (Table 2), which was reported in [1], too, where 15 salt bridges were identified between the side chains of SMN’s Asp35 and Lys41 in the salt bridge analysis of the NMR-determined SMN-Gemin2 complex ensemble (PDB ID: 2LEH) [22, 41]. In SMN, Lys41 is a positively charged residue and also a neighbouring residue of Asp44. Functionally different to the SMA-linked D44V mutation, a Lys41Ala (K41A) mutation (not SMA-linked) does not affect SMN-Gemin2 binding [41]. Thus, in another solid agreement with the structural analysis in [1], the structural analysis highlights that the salt bridges between SMN’s Asp35 and Lys41 are intramolecular, i.e. within the apo SMN protein, instead of intermolecular, i.e. at the SMN-Gemin2 complex structure interface, which help to explain why the Lys41Ala (K41A) mutation is not SMA-linked [41].
Overall, there is a solid agreement between the old [1] and the new (this chapter) sets of computational structural analysis for both NMR and X-ray SMN-related structures, reflecting the technical maturity of the two main biophysical tools for biomolecular structure determination, particularly in light of the booming number of cryo-electron microscopy (cryo-EM) images uploaded to the Electron Microscopy Data Bank (EMDB), where a long way is there to go still for cryo-EM to match NMR spectroscopy and X-ray crystallography in terms of technical maturity and the urgent need of tools for structural model quality validation [45].
Although not located in the structurally determined region of the six new structures (Table 1), Gly95 is a residue in the SMN tudor domain, and it is involved in a Gly95Arg (G95R) mutation [25]. This G95R mutation significantly reduces SMN’s ability to bind Sm proteins, such as Sm-B and Sm-D1 [25], confirming that tudor domain is the essential binding site of SMN to Sm proteins.
In a further inspection of the computational analysis as reported in [1], no salt bridge or hydrogen bond was identified for Gly95. Nonetheless, in the SMN tudor domain NMR ensemble [46], between the side chains of Asp96 and Lys93, 1 salt bridge was found for PDB ID
Two salt bridges formed between the side chains of SMN’s Asp96 and Lys93 (shown as sticks here) according to a salt bridge analysis of the third structural model of the NMR ensemble (PDB ID
Quite interestingly, Gly95 sits right between the two oppositely charged neighbouring residues (Asp96 and Lys93), which are the only two charged residues in the tudor domain that are in the spatial proximity of Gly95. Thus, it is conceivable that a G95R mutation disrupts the Asp96-Lys93 salt bridge and/or builds another one (possibly even stronger) between the side chains of Lys95 and Asp96, which either perturbs the structure-stabilising activity of the Asp96-Lys93 salt bridge, and/or makes it energetically more unfavourable for Asp96’s side chain to orient towards positively charged side chains in Sm proteins and thereby affect the binding of SMN to Sm proteins. While the potential local electrostatic interaction disruption mechanism here for this SMA-linked G95R mutation is similar to that of the E134K and the Q136E mutations of SMN [1], the former mechanism is dependent on the occurrence of energetically unfavourable electrostatic interaction(s), but the latter mechanism is dependent on the loss of energetically favourable electrostatic interaction(s) for local structural stability of the SMN tudor domain, the essential part of SMN for the Sm protein-binding, which can help explain the reduced Sm core assembly activity of the two SMA-linked SMNE134K and SMNQ136E mutants.
Among the eight SMN residues with SMA-linked missense mutations [39], only Y109 and Y130 are located in the structurally determined region of SMN [1], according to the updated list of SMN-related structures as of 25 September 2018. Although Y109C, Y130C and Y130H are not located in the structurally determined region of the six new structures, the three missense mutations are located in the structurally determined region of the experimentally determined structures [1].
Tyr130 is a tudor domain hydrophobic residue with a Tyr130Cys (Y130C) mutation [29]. In the computational analysis in [1], no salt bridge or hydrogen bond was identified for Tyr130. Nonetheless, Tyr130 is
What is more, in the computational analysis in [1], 10 side chain hydrogen bonds (Table 4) were identified between SMN’s Tyr109 and Asp105 in the PDB entry
PDB File | Acceptor (A) | Donor (D) | Hydrogen (H) | D-A (Å) | H-A (Å) | |
---|---|---|---|---|---|---|
0.pdb | OD2, A_ASP_105 | OH, A_TYR_109 | HH, A_TYR_109 | 2.73 | 1.80 | 13.75 |
3.pdb | OD2, A_ASP_105 | OH, A_TYR_109 | HH, A_TYR_109 | 2.69 | 1.77 | 15.61 |
4.pdb | OD2, A_ASP_105 | OH, A_TYR_109 | HH, A_TYR_109 | 2.67 | 1.72 | 10.96 |
5.pdb | OD2, A_ASP_105 | OH, A_TYR_109 | HH, A_TYR_109 | 2.77 | 1.86 | 17.26 |
6.pdb | OD2, A_ASP_105 | OH, A_TYR_109 | HH, A_TYR_109 | 2.71 | 1.78 | 15.09 |
8.pdb | OD2, A_ASP_105 | OH, A_TYR_109 | HH, A_TYR_109 | 2.78 | 1.87 | 16.14 |
12.pdb | OD2, A_ASP_105 | OH, A_TYR_109 | HH, A_TYR_109 | 2.83 | 1.95 | 20.70 |
14.pdb | OD2, A_ASP_105 | OH, A_TYR_109 | HH, A_TYR_109 | 2.71 | 1.78 | 13.76 |
18.pdb | OD2, A_ASP_105 | OH, A_TYR_109 | HH, A_TYR_109 | 2.71 | 1.76 | 10.91 |
19.pdb | OD2, A_ASP_105 | OH, A_TYR_109 | HH, A_TYR_109 | 2.63 | 1.70 | 13.36 |
The hydrogen bonds formed between the residue side chains between SMN’s Tyr109 and Asp105 (PDB entry
In this table, the names of the PDB files correspond to the single NMR structural model split from the NMR ensemble (PDB entry
Taken together, the computational findings here indicate that SMN’s Tyr109 and Asp105 contribute to the structural stability of SMN through hydrogen bonding between their side chains, as it is quite clear that if Tyr109 is replaced by Cys109, then the side chain hydrogen bond (Figure 4, Table 4) will disappear, and that the negatively charged side chain of Asp105 will gain more geometric freedom due to the disappearance of the hydrogen bond, which can cause a potential disruption of the (either intramolecular and/or intermolecular) electrostatic interaction network, not to mention the possibility of a disrupted disulphide bonding network within the SMN protein, the SMN complex or even the snRNP assembly, which is critical to ensure that pre-mRNA editing of the
The hydrogen bond (
In light of the six new experimentally determined SMN-related structures (Table 1), a new set of hydrogen bonding analysis is conducted according to the details in [1], the result of which is briefly summarised in Table 5.
PDB ID | Acceptor (A) | Donor (D) | Hydrogen (H) | D-A (Å) | H-A (Å) | |
---|---|---|---|---|---|---|
5XJR | OE1, A_GLN_24 | NH2, B_ARG_94 | HH21, B_ARG_94 | 3.00 | 1.99 | 1.79 |
5XJR | OD2, B_ASP_104 | NH1, B_ARG_102 | HH12, B_ARG_102 | 2.98 | 2.07 | 20.93 |
5XJS | OD1, B_ASP_93 | NE, 2_ARG_235 | HE, 2_ARG_235 | 2.94 | 1.96 | 11.86 |
5XJS | OD1, B_ASP_93 | NH2, 2_ARG_239 | HH21, 2_ARG_239 | 2.98 | 1.98 | 5.80 |
5XJS | OD2, B_ASP_60 | ND2, B_ASN_64 | HD22, B_ASN_64 | 2.99 | 2.13 | 25.53 |
5XJT | OD1, B_ASP_93 | NE, 2_ARG_235 | HE, 2_ARG_235 | 2.65 | 1.75 | 21.43 |
5XJU | OD1, B_ASP_93 | NE, 2_ARG_235 | HE, 2_ARG_235 | 2.98 | 2.08 | 23.00 |
5XJU | OD2, B_ASP_60 | ND2, B_ASN_64 | HD21, B_ASN_64 | 2.80 | 1.99 | 29.63 |
The hydrogen bonds formed between the residue side chains within the six new experimentally determined SMN-related structures.
In this table, the residue naming scheme is
Table 5 shows the four hydrogen bonds formed between snRNP Sm-D2’s Asp93 and Gemin2’s Arg235 and Arg239. Functionally, Gemin2 is closely linked to SMN (formerly known as Gemin1), and NMR spectroscopy was used to experimentally determine a Gemin1-Gemin2 complex structure (PDB ID: 2LEH) [22, 41], making a closer visual inspection worthwhile of the SMN-related structures (PDB IDs: 5XJS, 5XJT and 5XJU [42], Table 1).
From Figure 5 (PDB ID:5XJS), it is quite clear that the three charged residues (snRNP Sm-D2’s Asp93 and Gemin2’s Arg235 and Arg239) sit right at the structural interface between Sm-D2 (pink) and Gemin2 (green), with their oppositely charged side chains closely facing each other, similar to the situation as reported by [1], where the deeply buried side chains of SMN’s Lys45 and Asp36 act as two electrostatic clips at the SMN-Gemin2 interface via interactions with both the side chains and the backbone of Gemin2’s Gln105, Gln109, His120, His123 and Trp124.
Crystal structure of the Gemin2-binding domain of SMN, Gemin2 in complex with SmD1/D2/F/E (PDB ID:
In the subsequent computational salt bridge analysis of the six new SMN-related structures, it turned out that the three charged residues did form salt bridges between their closely facing oppositely charged side chains, as listed in Table 6 below and illustrated in Figure 6.
PDB ID | SBnum | Residue A | Atom A | Residue B | Atom B | Distance (Å) |
---|---|---|---|---|---|---|
5XJL | 3 | B_ASP_93 | OD1 | 2_ARG_239 | NH1 | 3.734 |
5XJL | 3 | B_ASP_93 | OD1 | 2_ARG_239 | NH2 | 3.052 |
5XJL | 3 | B_ASP_93 | OD2 | 2_ARG_239 | NH2 | 3.052 |
5XJQ | 3 | B_ASP_93 | OD1 | 2_ARG_239 | NH1 | 3.817 |
5XJQ | 3 | B_ASP_93 | OD1 | 2_ARG_239 | NH2 | 3.059 |
5XJQ | 3 | B_ASP_93 | OD2 | 2_ARG_239 | NH2 | 3.004 |
5XJR | 3 | B_ASP_93 | OD1 | 2_ARG_239 | NH1 | 3.811 |
5XJR | 3 | B_ASP_93 | OD1 | 2_ARG_239 | NH2 | 3.022 |
5XJR | 3 | B_ASP_93 | OD2 | 2_ARG_239 | NH2 | 2.938 |
5XJS | 3 | B_ASP_93 | OD1 | 2_ARG_239 | NH1 | 3.688 |
5XJS | 3 | B_ASP_93 | OD1 | 2_ARG_239 | NH2 | 2.983 |
5XJS | 3 | B_ASP_93 | OD2 | 2_ARG_239 | NH2 | 3.092 |
5XJT | 2 | B_ASP_93 | OD1 | 2_ARG_239 | NH2 | 3.251 |
5XJT | 2 | B_ASP_93 | OD2 | 2_ARG_239 | NH2 | 3.163 |
5XJU | 3 | B_ASP_93 | OD1 | 2_ARG_239 | NH1 | 3.634 |
5XJU | 3 | B_ASP_93 | OD1 | 2_ARG_239 | NH2 | 3.084 |
5XJU | 3 | B_ASP_93 | OD2 | 2_ARG_239 | NH2 | 3.089 |
5XJL | 2 | B_ASP_93 | OD1 | 2_ARG_235 | NH2 | 3.657 |
5XJL | 2 | B_ASP_93 | OD2 | 2_ARG_235 | NH2 | 3.475 |
5XJQ | 2 | B_ASP_93 | OD1 | 2_ARG_235 | NH2 | 3.686 |
5XJQ | 2 | B_ASP_93 | OD2 | 2_ARG_235 | NH2 | 3.647 |
5XJR | 2 | B_ASP_93 | OD1 | 2_ARG_235 | NH2 | 3.847 |
5XJR | 2 | B_ASP_93 | OD2 | 2_ARG_235 | NH2 | 3.800 |
5XJS | 2 | B_ASP_93 | OD1 | 2_ARG_235 | NH2 | 3.548 |
5XJS | 2 | B_ASP_93 | OD2 | 2_ARG_235 | NH2 | 3.379 |
5XJT | 2 | B_ASP_93 | OD1 | 2_ARG_235 | NH2 | 3.258 |
5XJT | 2 | B_ASP_93 | OD2 | 2_ARG_235 | NH2 | 3.766 |
5XJU | 1 | B_ASP_93 | OD1 | 2_ARG_235 | NH2 | 3.996 |
A summary of salt bridge analysis of the six new SMN-related structures as of 25 September 2018 [40].
In this table, the residue naming scheme is
Crystal structure of the Gemin2-binding domain of SMN, Gemin2 in complex with SmD1/D2/F/E (PDB ID:
Collectively, snRNP Sm-D2’s Asp93 and Gemin2’s Arg235 and Arg239 are three structurally important residues which help stabilise the structural interface through intermolecular electrostatic interactions, including both salt bridges and also hydrogen bonds, similar to the way SMN’s Asp44, Gemin2’s Arg213 and the two SMN residues (Lys45 and Asp36) play stabilising roles in the SMN-Gemin2 complex structure formation [1].
Considering the intimate functional relationship between Gemin2 and SMN, a further set of structural analysis was conducted for the hydrogen bond and the salt bridge for Arg235 and Arg239 of PDB entry 2LEH [22, 41], and it turned out that the two arginines did not form any intermolecular electrostatic interaction with SMN, neither salt bridge nor hydrogen bond. Instead, the 2 arginines of Gemin2 only formed 2 hydrogen bonds with Gln272 and His231 of Gemin2, and 1 stable salt bridge with Asp274 of Gemin2, where 16 salt bridges were identified for the 32 NMR structural models (Table 7), according to the structural analysis of PDB entry
PDB ID | SBnum | Residue A | Atom A | Residue B | Atom B | Distance (Å) |
---|---|---|---|---|---|---|
24.pdb | 2 | A_ASP_274 | OD1 | A_ARG_239 | NH2 | 3.797 |
24.pdb | 2 | A_ASP_274 | OD2 | A_ARG_239 | NH2 | 2.738 |
01.pdb | 1 | A_ASP_274 | OD2 | A_ARG_235 | NH2 | 3.577 |
02.pdb | 1 | A_ASP_274 | OD2 | A_ARG_235 | NH2 | 3.164 |
04.pdb | 1 | A_ASP_274 | OD2 | A_ARG_235 | NH2 | 3.195 |
09.pdb | 1 | A_ASP_274 | OD2 | A_ARG_235 | NH2 | 2.692 |
16.pdb | 1 | A_ASP_274 | OD2 | A_ARG_235 | NH1 | 3.871 |
17.pdb | 1 | A_ASP_274 | OD2 | A_ARG_235 | NH1 | 2.868 |
19.pdb | 1 | A_ASP_274 | OD2 | A_ARG_235 | NH1 | 3.718 |
21.pdb | 2 | A_ASP_274 | OD2 | A_ARG_235 | NH1 | 3.457 |
21.pdb | 2 | A_ASP_274 | OD2 | A_ARG_235 | NH2 | 3.429 |
23.pdb | 1 | A_ASP_274 | OD2 | A_ARG_235 | NH2 | 3.798 |
24.pdb | 1 | A_ASP_274 | OD2 | A_ARG_235 | NH2 | 2.888 |
26.pdb | 3 | A_ASP_274 | OD1 | A_ARG_235 | NH2 | 3.770 |
26.pdb | 3 | A_ASP_274 | OD2 | A_ARG_235 | NH1 | 3.836 |
26.pdb | 3 | A_ASP_274 | OD2 | A_ARG_235 | NH2 | 2.442 |
31.pdb | 1 | A_ASP_274 | OD2 | A_ARG_235 | NH2 | 3.403 |
Given SMN’s critical role in the maturation of snRNP and in the development of SMA [2, 6, 11], it is necessary for the structure-activity relationship (SAR) characterisation to continue for the SMA protein. With various biophysical tools available for structural determination, for SMN-related proteins and biological complexes, such as the SMN complex and snRNPs, their structure determination and functional characterisation will undoubtedly continue to advance, which will be helpful both in further understanding of SMN’s role in SMA from a molecular structural point of view. In practice, however, advancements do not come easy. For instance, although both full-length structures of FL-SMN (with 294 residues) and SMN
As of 25 September 2018, there is still no full-length SMN (or the SMN complex or the snRNP assembly) structure deposited in the wwPDB website [40], although it contains six new experimentally determined SMN-related structures, in addition to those reported in [1]. In terms of amino acid sequence, those SMN-related structures are still only SMN fragments, ranging from Gly26 to Lys51, and from Asn84 to Glu147. In between, there is still structurally not-determined-yet regions (referred to as
As a 38-kD protein, SMN is essentially a small one in terms of molecular weight, in comparison with all proteins whose structures have been deposited in the Protein Data Bank (PDB), a primary database for experimentally determined structures of biological molecules [40]. As discussed above, even for a protein as small as SMN, experimental structure determination does not seem simple or easy, especially when it has to be done in a full-length and gapless manner. Therefore, to test whether any residue-specific statistical pattern (not known yet before this chapter) exists in the structural gaps in the whole Protein Data Bank (accessed 25 September 2018), this chapter presents a set of residue-specific distributional analysis of all structural gaps throughout PDB.
While the number of experimentally determined protein structures keeps increasing in the PDB, with the number of cryo-EM structures [49] on the rise, X-ray crystallography and NMR spectroscopy remain to date the two main (Table 8) supplementary biophysical tools in structural biology, both with strengths and weaknesses [50, 51].
Experimental method | Proteins | Nucleic acids | Protein/NA complex | Other | Total |
---|---|---|---|---|---|
X-ray | 121,081 | 1958 | 6257 | 10 | 129,306 |
NMR | 10,848 | 1256 | 250 | 8 | 12,362 |
Electron microscopy | 1750 | 31 | 623 | 0 | 2404 |
Other | 244 | 4 | 6 | 13 | 267 |
Multi-method | 117 | 5 | 2 | 1 | 125 |
A summary of the number of experimentally determined biomolecular structures in PDB as of 25 September 2018.
In PDB-format data, the atomic coordinates presented in ATOM records in a PDB file may not exactly match the sequence in the SEQRES records. However, these amino acids will often be included in the SEQRES records, since the portion of the chain was present during the experiment. In these cases, a ‘REMARK 465’ entry will be included in the header of the PDB file to identify each missing residue. For X-ray crystallography data, the ends of chains and mobile loops are often not observed in crystallographic experiments, and as a result, atomic coordinates are not included as ATOM records in the file, leading to the occurrence of gaps for structure determined by X-ray crystallography. Among currently available biophysical tools, NMR spectroscopy is able to provide unique access to atomic-level structural dynamic behaviour of protein molecules in solution under physiological conditions (such as temperature, pH, etc.). As a result, this chapter focuses on the structural gaps within protein structures determined by NMR spectroscopy, and aims to test whether any residue-specific statistical pattern exists in them. Here, structural gaps are defined as protein fragments with residues which exist in the originally studied molecule as shown in the SEQRES records, but not in the observed structure/atomic coordinates.
As of 20 September 2018, 10,844 NMR-determined protein structures have been deposited in the Protein Data Bank, according to a structure search with two parameters (molecule type = protein, experimental method = NMR). After the 10,844 PDB files were downloaded from the PDB website, the numbers of the total and the missing amino acid residues were extracted with an in-house python script for all proteins, as listed in Table 9.
Residue | Missing no. | Total no. | Ratio = Missing no./Total no. |
---|---|---|---|
A | 1782 | 75,627 | 0.023 |
C | 152 | 25,777 | 0.00589673 |
E | 1811 | 79,729 | 0.022 |
D | 1390 | 59,908 | 0.023 |
G | 3321 | 81,347 | 0.041 |
F | 615 | 38,993 | 0.015 |
I | 640 | 55,070 | 0.011 |
H | 5146 | 26,182 | 0.196 |
K | 1442 | 75,766 | 0.019 |
M | 1203 | 23,652 | 0.050 |
L | 1439 | 90,833 | 0.015 |
N | 831 | 43,080 | 0.019 |
Q | 1273 | 44,594 | 0.028 |
P | 1518 | 46,205 | 0.032 |
S | 3159 | 73,904 | 0.042 |
R | 1234 | 52,761 | 0.023 |
T | 1112 | 56,787 | 0.019 |
W | 138 | 13,211 | 0.010 |
V | 980 | 70,252 | 0.013 |
Y | 626 | 32,905 | 0.019 |
Sum | 29,812 | 1,066,583 | 0.027 |
The numbers of the total and the missing amino acid residues in NMR-determined protein structures as of 25 September 2018.
In total, the 10,844 protein structures contains 1,066,583 amino acid residues,
From Figure 7, it can be seen that for 19 residues (excluding histidine), the missing ratio is well below or pretty close to 5%, while the missing ratio is 19.6% for histidine, as shown by the blue sharp peak on Figure 7. In a statistical one sample t-test analysis of the 19 missing ratios, it turned out 100% acceptable (
A residue-specific distribution of the missing residues in NMR-determined protein structures as of 25 September 2018. In this figure, x-axis represents the one-letter codes for amino acid residues, and y-axis represents the residue-specific ratio of missing versus total residues in those NMR structures. The red vertical line highlights histidine as a particular residue with an outstanding missing ratio.
A residue-specific scatter plot of the missing residues in NMR-determined protein structures as of 25 September 2018. In this figure, x-axis represents the one-letter codes for amino acid residues, and y-axis represents the residue-specific ratio of missing versus total residues in those NMR structures. The red horizontal line represents the average missing ratio level of the 19 residues.
While a missing ratio of 5% might be considered statistically insignificant, a missing ratio of 19.6% is clearly not to be ignored here, raising one obvious question: what on earth is so special about histidine that makes it so special among the 20 naturally occurring amino acids in this residue-specific distributional analysis of the structural gaps?
Similar to the other 19, histidine is a naturally occurring amino acid that is used in the biosynthesis of proteins. Also similar to the other 19, it contains an amino group (which is in the protonated ▬NH3+ form under biological conditions) and a carboxylic acid group (which is in the deprotonated ▬COO− form under biological conditions). In particular, histidine has an imidazole side chain (which is partially protonated), classifying it as a positively charged amino acid at physiological pH (
To sum up, it is probable that the missing ratio of histidine is much higher than the other 19 because it has a special side chain with special dynamic structural and physicochemical properties (such as stacking interaction [56]), and with a special imidazole ring in constant protonation-deprotonation equilibrium [57] and two tautomeric states [52, 54, 55], making its NMR-observables (chemical shift for instance) difficult to be experimentally observed and measured by NMR spectroscopy and structurally calculated by NMR-related software in the structural determination of proteins. To address this issue of PDB-wide structural gaps, selective isotope labelling of histidine residues (the side chains in particular) can be a useful approach in biomolecular structural determination by NMR spectroscopy, not just alone, but also in collaboration with other biophysical tools, not just for the special histidine, but also for its 19 siblings in the fundamental building block of life.
Modern society is involved in the processes of globalization and increased industrial competition. Individuals must respond quickly to changes, apply nonstandard solutions, and generate new original ideas. Society needs unusual solutions to familiar problems, new approaches to solving broadly known and investigated problems, as well as new ways of behaving in typical situations. Most professions in the modern world need highly developed creative skills. In the cutting-edge socioeconomic system, experts have always seen creative thinking in various forms. It is associated with scientific discoveries, entrepreneurship, technical inventions, the creation of works of art, and relations with people or public administration.
In the history of creative thinking development, the focus has always been on the mechanisms of its development, its interdisciplinary nature, and the desire of a person to understand his/her abilities with the respect to creative thinking. It is considered at the philosophical, pedagogical, psychological, and other research levels. The past decade has seen a renewed importance in creative thinking development, its special features, and ideas of designing a comfortable environment to enhance creativity. It can happen due to several factors. The first one is that creativity is assigned the role of an instrument in solving diverse and constantly growing interdisciplinary problem-based tasks; the second one is that creativity performs an important function in the process of forming maturity thinking of an individual.
Based on the survey conducted with the World Economic Forum (WEF) [1] that represents more than 7.7 million employees worldwide, creativity and innovation are considered by employers as rising in prominence. Nevertheless, the global recession and the COVID-19 pandemic-induced lockdowns in 2020 have brought an uncertain outlook for the labor market and updated the list of the top skills with such skills as resilience, stress tolerance, and flexibility, the education field must be ready that by 2025, there will be an increasing demand for skills related to creativity and innovation.
As far as many hypotheses regarding creative thinking development appear to be debatable, current solutions have been seen in strengthening the education systems ready for future challenges with designing training programs that could build a solid foundation to optimize global talent and assist in the development of new abilities in the twenty-first century.
The perspective chapter takes a new look at the issues of creative thinking development. With this in mind, we tried to consider the concept of creativity as a phenomenon, approaches to the construction of tasks to develop creative thinking, criteria for creativity assessment as well as products of creative activity, and how creativity development can be supported in the educational process and everyday life.
The term “creativity” has been applied to the overall structure of the personality, his/her uniqueness, and individuality; therefore, it has a significant impact on all stages of educational trajectories of personal development. In the literature, creativity often refers to the creative abilities of a person, which are manifested in creative thinking and feelings, communication, and individual types of activity [2]. It can be used to characterize the personality in general, as well as his/her aspects, products of his/her activity, as well as the process of his/her creative thinking. Creativity is sometimes equated with essential and relatively an independent factor of giftedness. It is hardly reflected in tests to define the level of intellectual development and academic success. In contrast, creativity is more receptive than critical thinking about new ideas. A complex approach to the upbringing of a creative personality covers a wide range of issues related to originality, initiative, and complex problem-solving.
According to Freedman [3], creativity is the indissoluble unity of the ideological, worldview, internal and artistic, it is an essential condition for the personality of a growing individual, versatility, and harmony of his/her development.
At the present stage of social development, a person needs to develop in order to possess in-demand skills needed by the employers. Highly developed creative skills allow a person to continue active learning, be more flexible and easily adapt to changing conditions and requirements, work with innovations, and improve the environment.
Demirkan and Hasirci [4] identify three main elements of creativity: (1) competence (availability of a knowledge base, experience, skills); (2) cognition (using creative thinking methods, ingenuity, flexibility, perseverance); and (3) motivation (internal and external). Internal motivation deals with a personal interest in solving a problem, a persistent desire to apply knowledge and self-actualize. Extrinsic motivation is connected with promotion and material interest.
De Bono [5] developed a holistic program for the development of creative thinking and highlighted the following basic principles: (1) determination of the conditions for solving the problem, necessary and sufficient to achieve the goal, (2) wish to abandon previous experience in solving similar problems, (3) possession of the ability to notice multifunctional, universal things, (4) interdisciplinary nature (ability to connect the most different, even opposite ideas from the most diverse areas of knowledge and the use of the resulting associations to solve problems, and (5) enhancement of the ability to understand the dominant idea in a given field of knowledge.
Figure 1 depicts the unity of components that from our point of view influences the development of creative thinking, such as logic and cognition, positivity, harmony, and productivity, joy, and professional development. The implementation of these components simultaneously helps students to enhance a wide range of abilities, as for instance, ability to think logically, the ability to overcome stereotypes, the ability to find logical connections between phenomena, objects, facts, etc.
The unity that influences the development of creative thinking skills.
Botella et al. [6] suggest that the development of a person who can act creatively involves the development of a fundamentally new culture of thinking, its essence is the development of human intelligence using off-pattern learning technologies. In this situation, the emphasis is on the generation of knowledge rather than on the organization and processing of the knowledge.
Corrazza [7] outlines creativity as the ability of students to generate new knowledge through a technologically controlled expansion and transformation of the vision of reality as a future that can be able systematically organized based on the present; thus, creativity is a construction ability in the mode of the thinking process organization. On this point, creativity differs from innovation, as the generation of new knowledge through the use of existing abilities, connections, relations that are interconnected. Creativity presupposes the design of such features based on the already existed skills and abilities (aptitudes, relations). Kant in Ref. [8] believes creativity is a controlled productive imagination that is characterized by spontaneous actions.
Barron and Harrington [9] suggest that creativity presupposes the necessary variety of knowledge, and the initial mental order is a potential collection of all possible orders. Amabile [10] focuses on the idea that the scenario of creative thinking is approximative to the model of mental experimentation, to balance “on the edge of chaos” between the real and the possible.
These ideas have to be taken into consideration by teachers and trainers during the development of the assignments aimed at enhancement of the creative thinking skills.
While researching the problem of students’ creativity development, experts note that it greatly contributes to the development of the individuality of personality. Creative tasks are described as an original solution to a problem that gradually becomes more complex, where the data and requirements are presented to the student, and he/she must find a solution to the problem using the techniques of creative activity and innovative ways of thinking. Thus, Runco considers creative tasks as the tasks that require the student to be resourceful, when the student finds his/her original solution, applies it, or makes use of certain techniques to create innovative solutions steadily [11].
In general terms, creative tasks can be defined as a system in which many forgetive assignments are ordered and interconnected, built based on a hierarchy of creative methods, and aimed at developing the creative thinking of students in the educational process. According to its structure, the system of creative tasks includes target, content, activity, and effective components [12].
Originality or authenticity relates to understanding and accepting a person’s identity in order to maximize his/her talents. The development of creativity starts with the awareness of individual authenticity and acceptance of a person’s identity as unique originality. Knowledge about technologies, different approaches, methods of development, and strategies of creative thinking perfectly fit into this background.
The content of the creative tasks system includes thematic groups of tasks that are aimed at cognition, creation, the transformation of various objects, phenomena, situations performed by students. The construction of such thematic groups is based on setting students’ own goals, using certain methods, performing some functions that ultimately are aimed at developing students’ creative thinking skills.
The creative tasks system may include a regulatory component that relates to the reflexive actions of students in the process of their study; in this case, the creative tasks system can change in accordance with additional information about the implementation of elaborated decisions, which is gained as a result of the process of implementation, which necessitates control and regulation of their actions.
The activities in the creative tasks system are represented with the forms of organizing procedures (group, individual, or collective work), optional activities.
The past decades have seen a renewed importance in the development of approaches, methods, and techniques dedicated to the support of creativity. Many researchers, scientists, and scholars proposed various ideas for creativity development (Delphi Method, Synectic Method, SCAMPER Method, etc.) that were implemented in practice due to their specific features.
Table 1 presents a short overview of the highly demanded approaches, methods, and techniques proposed and implemented by different scientists from 1926 to 2006. All those approaches, methods, and techniques are aimed at supporting the creative potential of individuals. An increasing number of studies have found that the main qualities that support creativity in the individual are curiosity, self-confidence, assertiveness, auditory and visual memory, the desire to be independent, originality, and absorption (degree of concentration).
№ | Author name | Approaches and methods | Specific features |
---|---|---|---|
1 | Edward De Bono (1973) | Holistic approach and Six Thinking Hats Method | It aims the development of creative thinking based on the methods from an understanding of how the mind works as a self-organising pattern recognition system. |
2 | Graham Wallace (1926) | Creative Problem Solving Approach | It outlines the theory that the creative process includes four stages: preparation, incubation, insight, and examination. |
3 | Bob Eberle (1971, 1997) | SCAMPER Method (Abbreviation for Substitute, Combine, Adapt, Modify, Put, Eliminate, Reverse) | The SCAMPER approach aims at the modification of the object or problem in question. It includes questions that guide individuals in thinking about the problematic pathways that new ideas usually come up with. In the process of obtaining answers, their various properties are studied, new ideas arise, new opportunities for the development or improvement of the object are revealed. |
4 | Tony Buzan (2006) | Mind Mapping Approach | It is based on the concept of radiant thinking that led to the formation of the technique of mind mapping. It stimulates creativity due to establishing relationships among ideas and developing individuals’ memory and learning potential. |
5 | Fritz Zwicky (1966-1969) | Morphological Box Method | The essence of the method is to build a matrix (table, box), which lists all the constituent elements of the research object and indicates all possible options for the implementation of these elements. By varying all known options for implementing the elements of the object, you can get the most unexpected new solutions. |
6 | William Gordon (1969) | The Synectic Method | The idea of synectics is to unite individual creators into a single group for joint formulation and solution of specific creative problems. The method is based on the use of unconscious mechanisms that are manifested in a person’s thinking at the time of creative activity. |
7 | Olaf Helmer and Theodore Jay Gordon (1964) | The Delphi Method | The emergence of Delphi is associated with an objectively urgent need to improve the methods of group decision-making. Before the advent of Delphi, the most common way of agreeing with different positions and reaching a common opinion was the traditional meeting. |
Overview of the highly demanded approaches, methods, and techniques dedicated to creativity development from1926 to 2006.
In Ref. [13], creative tasks (possess a creative nature) can be divided into problematic tasks, problematic questions, simulation, case studies, and tasks of a divergent type, the main feature of such assignments is that they allow several possible answers. Creative assignments require students to demonstrate a high level of autonomy. Smith and Carlsson [14] suggest that in traditional teaching, convergent-type tasks are mainly used: the conditions of such tasks assume only one appropriate answer, which can be worked out by strict logical reasoning based on the use of learned rules, algorithms, laws, etc.
Khutorskoy [15] in 2004 was one of the first to offer the following classification of creative tasks: cognitive, creative, and organizational (or methodological) tasks. In Tables 2–4, we consider the examples of tasks that include instruction, developed abilities, and discussion. The instruction contains a description of the problem-based situation and the task itself. Developed abilities deal with skills and abilities that can be developed or enhanced during task performance. The discussion may include tasks and questions for discussion.
Lesson | Natural sciences |
---|---|
Instruction | Everyone knows that our planet is globe-shaped. But what does it mean? According to psychological research, many children understand this statement differently. For example, they consider it as a flat circle that floats in the sea or levitate in space. When answering a question about the shape of our planet, they say, “It is round,” and it goes in line with their views. The task is to provide as many ideas (How does a round planet look like) as possible. They must be wrong conceptually but right according to the logic of presentation. The time limit is from 5 to 7 minutes. |
Developed abilities | Ability to generate new ideas, ability to identify and understand the ambiguity of statements, ability to overcome stereotypes, etc. |
Discussion | Students share their ideas about how we can imagine the round planet. After students are proposed to discuss the pros and cons of template thinking and creative thinking. Give the example of situations when template thinking is more appropriate than creative thinking and vice versa. |
The example of cognitive task.
Lesson | Classic literature |
---|---|
Instruction | Everyone knows the story about Gulliver’s Travels. Imagine yourself in the Gulliver’s place in the country of Lilliput (where your height is as a two or three-story building) and in the country of Giants (where your height is similar to the size of a pen or pencil). The task is to think about things that can be used as sports equipment in one of those countries in different kinds of sports (e.g., ski, skating, fencing, etc.) The time limit is from 8 to 10 minutes. |
Developed abilities | Ability to choose the right method (e.g., exaggeration to imagine Lilliputs and Giants), ability to notice multifunctional things, ability to be flexible, etc. |
Discussion | Students present their ideas about things that can be used as sports equipment in one of those countries in different kinds of sports. After students discuss questions: Why did they choose Lilliput country or Giant country or provide arguments in support of chosen kind of sport, etc.? |
The example of a creative task.
Lesson | Crafts |
---|---|
Instruction | Students are divided into three or five teams. Each team has got a piece of A4 paper and scissors. The task is to design the Arch under which every one of the participants can go. The Arch must be uninterruptible (solid). It is forbidden to use glue or other materials to connect a paper. The ways and methods of activity performance are not explained to students. The time limit is from 8 to 10 minutes. |
Developed abilities | Ability to work in a team, ability to generate new ideas, ability to set goals, the ability to realize the results of the learning, etc. |
Discussion | Students present their Arches and compare their results with the result of other teams. Whose idea is the most creative, feasible, or tangible? After students discuss How easy or difficult it was for them? |
The example of organizational task.
Cognitive tasks are aimed at the building and development of student’s cognitive skills. They include the ability to ask questions, the ability to feel the world around us, to conduct experiments and research, the ability to identify and understand the ambiguity of statements, the ability to overcome stereotypes, to find the causes of the occurrence of phenomena.
Creative tasks provide the enhancement of creative thinking in students: the ability to make a forecast, sensitivity to contradictions, flexibility, imagination, the ability to generate new ideas.
Organizational tasks support the ability to realize and formulate the goals of their educational activities, to organize continuous educational or professional development, the ability to realize the results of the learning, to assess and review the innovative ideas proposed by classmates.
Experiments on tasks for creative thinking development were conducted in 2009 by a group of researchers [16]; let us distinguish the following requirements for creative tasks: (1) openness (the content of a problem situation, heuristic task, case study, or project method has to be widely known); (2) feasibility (tasks take into account the current level of students professional development and age); (3) diversity (the performance of tasks provides different ways of problem-solving or multiple solutions); and (4) congruence (the chosen methods of creative thinking corresponds to the problems set in the task). Besides the requirements for creative tasks development, some conditions are the prerequisites for creative tasks system usage. Among them is the construction of tasks that must be carried out on an integrative basis, when the task allows students to enhance several mental processes at the same time: thinking, attention, imagination, memory; the selection of tasks aims at the rational sequence of their presentation: from reproductive ones, aimed at updating existing knowledge, to investigative that focused on mastering generalized methods of cognitive activity, and then to innovative, which allows considering the studied phenomena from different points of view. The performance of tasks provides the fluency of thinking, consistency, and coherence, the flexibility of mind, the ability to generate hypotheses, that is, to the development of the quality attributes of creative thinking.
Some experts [17, 18] propose a three-component model of the process of creative thinking that builds three mutual connections: reflection, enthusiasm, and individuality.
Reflexivity distinguishes humans from animals and allowing to form self-awareness, self-esteem, plan through language, analyze, and reflect the world. Enthusiasm is combined with a belief that changing the environment brings a good opportunity for innovative changes. Individuality is specified in the ways the problem is solved.
Several authors believed that criteria to assess creative thinking depend on the fields of knowledge and activity [19, 20]. But this claim can be called into question as far as there are some general requirements for the process of creative thinking regardless of the field of science. When assessing creativity, we pay attention to the facts whether students (1) change the structure of internal and external data using additional conceptual differences and make decisions about similarities, (2) restructure the problem, (3) use relevant knowledge, visual thinking for creating new and innovatively using old knowledge and skills, and (4) use a nonverbal thinking model.
We can add to these factors one more as far as in some fields students use an interdisciplinary approach, it means that during their creative activity, they use innovative knowledge and well-known knowledge in other disciplines that can be transferred from one field of study into the other.
When assessing the level of the creative thinking skills, development experts propose students pass the Torrance Tests of Creative Thinking (TTCT), Guilford’s Alternative Uses Test, or Wallach and Kogan’s creative thinking tests. The tests include assignments for divergent thinking assessment and problem-solving skills. Torrance [21] identified for following criteria for creativity assessment originality, flexibility, fluency, and elaboration. Originality is the ability to generate nonstandard or unexpected ideas, to deviate from the generally accepted pattern. It helps to successfully get out of emergencies. Flexibility is the ability to assess a problem from all sides and apply different strategies when solving it. It helps to quickly grasp connections between different phenomena, establish patterns, find common ground in a variety of things and events. Fluency is the ability to come up with a large variety of ideas at great speed. With high levels of fluency, a person can come up with 20 ways to use an object, for example, an ordinary pencil, in a minute. The last one is elaboration—the ability not only to generate ideas but also to deepen and detail them.
In Ref. [22], our attention is drawn to the idea that the assessment of creative skills can be done through the analysis of the products of creative activity. The analysis of the results of the creative activity products made by students demonstrates a positive trend in the use of heuristic tasks. It suggests we identify the following criteria: the quality of the students’ creative products; motivation and cognitive interest of students in creative activities; the level of time and self-management in creative activity.
When assessing the level of quality of products of students’ creative activity, the attention has to be focused on the following parameters [23]:
a range of approaches used to perform a heuristic task;
the originality of ideas, their innovative aspects;
creatively different approach to solving the problem;
the practical value of the creative product;
the level of application of subject knowledge, skills, and abilities for the implementation of the original idea.
In the literature [24, 25, 26], there are a surprising number of criteria (about 17) on how to assess the creative product or idea produced by students. Thus, they can be considered as main criteria (such as originality, recency, future potential, flexibility, efficiency, elaboration, etc.) and additional (such as applicability, attractiveness, expressivity, sustainability, etc.). In this chapter, we consider the most influential.
Assessing
The use of
Thus, we state that the level of creativity possessed by students can be assessed from different points. The teacher can assess the creative thinking skills of the students or the product or idea as a result of creative activity. Further analysis showed that creative thinking isn’t just a random splash of new ideas, it can bring tangible and effective output. Highly developed creative thinking skills help students achieve better results in transforming the environment, effectively and competently respond to modern challenges. These results offer vital evidence that the ability to think creatively is also based on knowledge and experience, and, therefore, it can be an object of focused training that can be assessed and enhanced.
To achieve the goals of the chapter, we have used complex interconnected methods of scientific research. The theoretical methods used in the chapter are the generalization of psychological and pedagogical literature to consider the concept of creativity as a phenomenon, the comparative analysis to explore approaches to the construction of tasks to develop creative thinking, the content analysis to identify criteria for creativity assessment as well as products of creative activity.
The empirical methods used in the chapter are the quantitative and qualitative analysis of the survey to stipulate the positive or negative effects based on the implementation of the model of creativity development in the educational process.
To illustrate the positive and negative effects of the implementation of the model of creativity development implementation in the educational process, the survey was carried out among 150 bachelor students of different specialism who study at Igor Sikorsky Kyiv Polytechnic Institute (Ukraine).
To stipulate the impact of the model of creativity development in the educational process, the study was carried out among teachers of English work on the Department of English Language for Humanities in Igor Sikorsky Kyiv Polytechnic Institute (Ukraine). A total of 45 teachers of English were recruited for semistructured interviews. Interviews were conducted informally.
Representatives of the students (SG) group were asked to express their attitude to different kinds of creative tasks proposed by teachers, to identify the difference between the standard tasks and creative tasks, to identify difficulties that occurred during tasks performance.
Representatives of the teachers (TG) group were asked to express their views concerning the aims, principles, components, methods, technologies, activities, and results integrated into the model of creativity development in the educational process.
The study employed a qualitative and quantitative analysis of data collected from the survey, interview, and observations.
Considering the data provided in Figure 2, we can see that almost all students possess a positive attitude to the performance of the creative tasks. Nevertheless, almost all students demonstrate a positive attitude to the performance of all creative tasks, the most positive attitude students demonstrate to the creative project’s performance (about 90% of students).
Students’ attitude toward creative tasks performance.
At the same time, some students demonstrate a negative attitude to the heuristic tasks (about 44% of students). One of the students said the following about difficulties:
“
When students have discussed the difference between the standard tasks and creative tasks, they mentioned such criteria as attractiveness, diversity, originality, and future potential of results (Figure 3).
The criterion used by students to evaluate the creative tasks.
Seventy-five percent of respondents believed that variability or diversity is one of the important features, and its level is higher in creative tasks. Fifty-five percent of respondents said that level of attractiveness in creative tasks is not much higher than in standard tasks.
One of the respondents said:
“
Students who participated in the survey emphasized the need for creative tasks to develop their ability to creative thinking, to personal growth, to provide innovative activity, and to generate new ideas.
During the interview, teachers mentioned that they believe that among technologies to support creative learning must be used situational learning technology, game technology, project technology, problem-based learning technology, and inventive problem-solving technology.
The ideas expressed by teachers are well consistent with the Creative Learning and Technologies Strategy [27] that suggests that blended technologies effectively provide digital resources to support learning; flip learning; communicate with students; encourage active learning and collaboration.
Taken together, the results from teachers’ interviews suggest that creative abilities can belong to a certain component of creative competence and can be supported with specific tasks and activities.
Thus, Figure 4 helps us to demonstrate the interconnections between components, abilities, and tasks.
Interconnection of components, skills and abilities, tasks and activities during creativity development.
These findings help us to design the model that will support creativity development in the educational process.
Some Ukrainian researchers claim that the effect of learning activity decreases, primarily due to unproductive methods of teaching [28]. In our opinion, it happens because the necessary methods are not developed and strengthened enough.
In many institutions, the interdisciplinarity is not developed, the lack of educational actions in various situations, the most difficult tasks are not practiced enough, the more complex methods are not used, which often leads to unsuccessful activities. Due to this, students are not satisfied with activities, on the one side, they consider them as obstacles that are hard to overcome.
Traditional teaching contains, mainly, explanation and illustration elements, when the teacher poses problems based on his/her own experience and indicates his/her own ways to solve them. With this type of training, the criterion component becomes the determining one. This approach organizes educational processes based on the predominance of reproductive activity, with detailed results. Due to the said above, it is necessary to gradually change teaching methods in order to intensify the learning process, increase motivation for learning. Thus, our idea is to implement the model of creativity development in the educational process using creative projects, mind maps, case studies, and heuristic tasks (Figure 5).
The model of creativity development in the educational process.
The main difference between the model proposed and the traditional teaching model is that the teaching method used in the model is close to the assimilation of knowledge. While in traditional teaching, the assimilation of knowledge goes on a reproductive level with some minimum elements of creativity, the proposed model presents different creative tasks that correspond to a creative level of teaching.
Teaching and learning using the creative project method, mind maps, case studies, and heuristic tasks in contrast to the traditional one are a complex type of interaction system, in which the management of students’ activities plays an important role. For example, in the creative project method, the level of problem items in the above method is set by two-level characteristics: the complexity of questions, problem-based tasks, and assignments. Their quantity and quality are taken into account as far as the ratio of four independent types of tasks: reproductive, cognitive-practical, reproductive-search, and creative.
Teaching and learning using the creative project method, mind maps, case studies, and heuristic tasks in the model reflect the following structure: research and sustainable research (problem-based statement, hypothesis advancement, testing, and idea generation); study of the case and discussion (identification and comparison of points of view); mind mapping and simulation in the subject-content (imitation-game) and heuristic assignments.
The essential characteristic of the specified teaching model based on such activities as the creative project method, mind maps, case studies, and heuristic tasks is the reflective activity of students in intellectual and emotional-personal terms. The focus can be shifted from a procedural training plan into a context-based one and can be carried out in the following areas: special training in search procedures, the formation of a reflective thinking culture; special training in the processes of mastering and applying new techniques of the method of creative design; the formation of a discussion culture; special development of the emotional and personal side of educational activity associated with its role components; an emotional and intellectual reflection of the course of training, including simulation and heuristic modeling.
Our work has led us to conclude that one of the priority vectors of modern higher education is the development of a creative personality, the formation of readiness for professional mobility, social and creative activity. In the twenty-first century, creativity is the central, pivotal characteristic of a competitive personality. Students with a constant and conscious interest in creativity, who realize their creative potential, can successfully adapt to the changing conditions and challenges of life. In the future, such students can easily create their own individual style of activity, they are more capable of self-improvement and self-realization in professional activities.
In this chapter, we have outlined that a student’s creative thinking is a type of thinking that manifests itself as an integrative feature of personality. This chapter underlined the importance of criteria for creativity assessment as well as products of creative activity. The evidence from this study suggests that the results-oriented use of heuristic techniques, mind maps, project methods, and case-study enhance creativity development.
These findings add to a growing body of literature on the issue of how creativity development can be supported in the educational process and everyday life. Future studies on the current topic are therefore required experimental research in order for the proposed model of creativity development in the educational process to be verified by a larger sample size.
This research was supported by the Department of English Language for Humanities and Faculty of Linguistics, Igor Sikorsky Kyiv Polytechnic Institute.
The authors declare no conflict of interest.
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\\n\\nBook Chapters published in edited volumes are distributed under the Creative Commons Attribution 3.0 Unported License (CC BY 3.0). IntechOpen maintains a very flexible Copyright Policy that ensures that there is no copyright transfer to the publisher. Therefore, Authors retain exclusive copyright to their work. All Monographs are distributed under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) and journal articles are distributed under a Creative Commons 4.0 International Licence.
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\\n\\n\\n\\nDigital Archiving Policy
\\n\\nIntechOpen is dedicated to ensuring the long-term preservation and availability of the scholarly research it publishes.
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\n\nBook Chapters published in edited volumes are distributed under the Creative Commons Attribution 3.0 Unported License (CC BY 3.0). IntechOpen maintains a very flexible Copyright Policy that ensures that there is no copyright transfer to the publisher. Therefore, Authors retain exclusive copyright to their work. All Monographs are distributed under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) and journal articles are distributed under a Creative Commons 4.0 International Licence.
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\n\nPeer Review Policies
\n\nAll scientific Works are subject to Peer Review prior to publishing.
\n\n\n\nCosts
\n\nThe Open Access publishing model followed by IntechOpen eliminates subscription charges and pay-per-view fees, thus enabling readers to access research at no cost to themselves. In order to sustain these operations, and keep our publications freely accessible, we levy an Open Access Publishing Fee on all manuscripts accepted for publication to help cover the costs of editorial work and the production of books.
\n\n\n\nDigital Archiving Policy
\n\nIntechOpen is dedicated to ensuring the long-term preservation and availability of the scholarly research it publishes.
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