The battle for creativity: Frontiers in science and science education

Schmidt, Allison L.

doi:10.1002/bies.201000092

Cited by 6 publications

(5 citation statements)

References 32 publications

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“…In turn, recent literature highlights the role of creativity in science education (Barrow, 2010;Schmidt, 2010). In this context, the results of this study contribute to the literature that students' SC can be developed by developing their SPS where NOS understanding has a partly mediating role between the two.…”

Section: Discussionsupporting

confidence: 60%

“…Today's science education places more attention on innovative thinking, producing and acquiring new ideas, reasoning skills, cognitive development and positive attitudes to science because the current era demands scientifically literate and skilled individuals. In turn, recent literature highlights the role of creativity in science education (Barrow, 2010;Schmidt, 2010). In this context, the results of this study contribute to the literature that students' SC can be developed by developing their SPS where NOS understanding has a partly mediating role between the two.…”

Section: Discussionsupporting

confidence: 60%

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Relationships between Scientific Process Skills and Scientific Creativity: Mediating Role of Nature of Science Knowledge

Özdemir¹,

Dikici²

2016

Journal of Education in Science, Environment and Health

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The purpose of this study is to explore the strength of relationships between 7 th grade students' Scientific Process Skills (SPS), Nature of Science (NOS) beliefs, and Scientific Creativity (SC) through Structural Equation Modeling (SEM). For this purpose, data were collected from 332 students of two public middle school students in Turkey. SPS, Nature of Scientific Knowledge Scale (NSKS) and SC instruments were used as data collection tools. Zero-order and partial correlation analysis, MANCOVA and ANCOVA analyses were conducted on the data. Two models were hypothesized. In Hypothesized Model 1, it was considered that SPS both directly and indirectly through subscales of NSKS predicted SC; whereas, in Hypothesized Model 2, it was considered that the SPS directly predicted SC. SEM analysis was conducted to test the two hypothesized models. Sobel's z tests were conducted to examine the significance of the mediator roles of NSKS's subscales in the relationships between SPS and SC. Results indicated that the relationships between SPS and SC were partially mediated by only the Testable subscale of NSKS; likewise, this relationship was partially mediated by secondorder factor NSKS. Finally, we found that the Creative subscale of NSKS has a moderator role on predictive power of the SPS on the SC. Classroom implications obtained from the results are discussed in the paper.

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Section: Discussionsupporting

confidence: 60%

Section: Discussionsupporting

confidence: 60%

Relationships between Scientific Process Skills and Scientific Creativity: Mediating Role of Nature of Science Knowledge

Özdemir¹,

Dikici²

2016

Journal of Education in Science, Environment and Health

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“…Second, teachers' ability to motivate children is still low, so new approaches need to be initiated for elementary school students' learning (Hagger & Chatzisarantis, 2016).Third,misconceptions occur, because they cannot think abstractly (Sadler & Sonnert 2016). Creative thinking skills are positively correlated with science creative thinking skills (Schmidt, 2010).…”

Section: Introductionmentioning

confidence: 94%

The Oppemei Model on Creative Thinking Skills Reviewing From Self-Efficacy of Students in Science Learning

I Gusti Ayu Tri Agustiana,

I Nyoman Tika,

I Made Citra Wibawa

2023

mimb.pgsd undiksha

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The The current problem is that it is still very difficult to develop creative thinking skills and self-efficacy in children. This is because there is still a high sense of wanting to win alone and limited learning time at school. The main aim of this research is to analyze the OPPEMEI model for creative thinking skills in terms of the self-efficacy of fourth grade elementary school students in learning science. The population of this research is all 186 grade IV students. This type of research is a quasi-experiment with a non-randomized design.PosttestOnly Control GroupDesignand 2x2 factorial as the analysis design. The classes used as samples were determined using random sampling techniques. Data collection methods use questionnaires and tests. The instrument uses questionnaires and question sheets. Data analysis techniques are descriptive qualitative and descriptive quantitative using two-way analysis of variance (ANOVA). The research results show that there are differences in creative thinking skills between students who follow the OPPEMEI learning model and students who follow the conventional learning model. There are differences in creative thinking skills, in groups of students who have high self-efficacy who follow the OPPEMEI learning model and students who follow conventional learning models. There are differences in creative thinking skills, in the group of students who have low self-efficacy who follow the OPPEMEI learning model and students who follow the conventional learning model. It was concluded that there was an interaction effect between the learning model and self-efficacy on students' creative thinking skills in science subjects.

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“…Peer review has become incorporated into both secondary and tertiary science education programmes (Bower & Richards, 2006;Bulte, Westbroek, De Jong, & Pilot, 2006;Reynolds & Moskovitz, 2008;Santucci et al, 2008), postgraduate students are indoctrinated with a "publish or perish" mantra (Caon, 2008a(Caon, , 2008b and the formation of ostensibly collaborative, covalidating professional networks or conglomerates is both implicitly and explicitly espoused as more meaningful than small-scale, independent research (Australian_Research_Council, 2008;Carpenter et al, 2009;Feller & Cozzens, 2008;Santucci et al, 2008;Wilkinson, 2009). In this sense, the operational reality of science is not necessarily dissimilar to other fields of endeavour, but as long as there is apposition of perceived and proximal realities, there is little hope of lasting commitment to policies and practices capable of facilitating genuine creativity (Schmidt, 2010).…”

Section: The Reality Of Scientific Practicementioning

confidence: 99%

Creativity in Science: Tensions between Perception and Practice

Schmidt¹

2011

Self Cite

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Many countries are reviewing science education programmes and implementing new pedagogical paradigms aimed at reversing a trend of declining enrolments. A key factor in this decline is a public perception that science is not a creative endeavour. Attempts to reframe public perception tend to focus on primary and secondary schooling, but do little to address ongoing declines in quality and originality of intellectual output beyond the high-school environment. To overcome systemic devaluation of science requires appreciation of the complex, dynamic, and often stochastic, interplay of sociocultural, psychological and cognitive factors that drive human creativity. Viewing creativity from this perspective reveals tensions between perception and practice that limit opportunities for students, science educators and scientists. Resolving the tension requires integration of developmental, psychometric and sociocultural discourses of creativity in ways that generate opportunities for individuals at all levels of education and practice to: 1) acquire a high level of domain-specific knowledge; 2) practise application of that knowledge in developing solutions to problems across a gradient of difficulty and; 3) be challenged to integrate their knowledge of science with their knowledge of other fields to pursue and solve problems with personal relevance.

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The battle for creativity: Frontiers in science and science education

Cited by 6 publications

References 32 publications

Relationships between Scientific Process Skills and Scientific Creativity: Mediating Role of Nature of Science Knowledge

Relationships between Scientific Process Skills and Scientific Creativity: Mediating Role of Nature of Science Knowledge

The Oppemei Model on Creative Thinking Skills Reviewing From Self-Efficacy of Students in Science Learning

Creativity in Science: Tensions between Perception and Practice

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