A Contribution to Scientific Creativity: A Validation Study Measuring Divergent Problem Solving Ability

Brain networks supporting scientific creative thinking.

“…Domain-general creativity has been operationalized as a person’s ability to generate original ideas, and it does not require expert knowledge of a field (e.g., visual art or engineering); domain-general creativity is commonly assessed with verbal divergent thinking tasks, such as the alternate uses task (AUT)—which involves thinking of original uses for objects—among other word association tasks (e.g., Acar & Runco, 2019; Forthmann et al, 2019; Silvia et al, 2008). Domain-specific creativity benefits from expert knowledge and skills within a given field (e.g., a scientist knowing how to design an original and effective experiment); domain-specific creativity is measured in a variety of ways, depending on the domain, with common tasks requiring people to come up with a variety of ideas related to a common problem in their field (e.g., science students generating a range of hypotheses to explain an observed phenomenon; Aschauer et al, 2022). Notably, the extent to which domain-general cognitive abilities and traits contribute to domain-specific creative performance is a matter of continuing debate in the creativity literature (Baer, 2015; Kaufman et al, 2016; van Broekhoven et al, 2020).…”

“…Hypothesis generation can be considered a creative thought process to the extent that it requires constructing novel and plausible explanations to open-ended scientific problems. Behavioral studies in educational settings have demonstrated the importance of hypothesis generation to academic achievement and STEM creativity (Aschauer et al, 2022; Hu & Adey, 2002; Sak & Ayas, 2013). Moreover, teaching students how to generate original hypotheses is a component of modern STEM curricula that aim to foster scientific creative thinking skills (Haim & Aschauer, 2022).…”

Collaborative Creativity Learning: Analyzing Scientific Creativity and Problem Solving Watershed Conservation Studies in Learning Geography

“…SCS is a skill in the learning process that students must possess. SCS is a skill that combines aspects of creativity and science that can produce original products with personal or social value and can design and use the information to achieve goals [7]. These skills are part of higher order thinking skills (HOTS) which are following the demands of skills in the 21st century [25].…”

“…SCS can generate ideas or ideas that are emphasized in scientific activities [6]. The characteristics possessed by SCS include product, nature, and process dimensions, allowing students to have a great curiosity to research [7]. Furthermore, SCS in geography learning can improve students' skills in identifying problems, trying to explore various methods, and exploring several solutions to solve a problem [8].…”

“…Therefore, improved SCS will give students more opportunities to solve problems. Moreover, students with SCS can formulate many ideas and conduct research to solve students' problems [7]. The result is that the existence of SCS will able to improve PSA later, students will be able to seek the best solution to achieve a goal by using the knowledge that has been learned [10], and it will make it easier for students to deal with various problems that must be solved [11].…”