The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity

Huang, Po Sheng; Suo, Peng; Chen, Hsueh Chih; Tseng, Li Cheng; Hsu, Li Ching

doi:10.1016/j.tsc.2017.06.001

Cited by 80 publications

(46 citation statements)

References 40 publications

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“…Individuals with high neuroticism were prone to have a sense of inferiority and minded others' ridicule and accusation, often because they were afraid of their opinions or ideas not being recognized by others, leading to new pressure, which reduced the individual's willingness to originality teaching (Boyer and Byrnes, 2009). Teachers with high extroversion were good at socializing, and they were lively and talkative and liked to cooperate with others, so they had a higher creative teaching behavior (Huang et al, 2017). Teachers with high openness traits had rich imagination, hobby diversity, strong curiosity, independent thinking, and no prejudice, so people with high openness will tend to have creative teaching (Rodrigues and Rebelo, 2013).…”

Section: From the Relationship Of Personality Traits To Creative Teacmentioning

confidence: 99%

The Relationship Between Personality Traits, Resilience, School Support, and Creative Teaching in Higher School Physical Education Teachers

2020

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The investigation has been carried out on the status quo of higher school physical education teachers' personality traits, resilience, and creative teaching status. The exploratory and confirmatory factor analyses, combined with multiple stratified linear regression analysis, were used to verify the data obtained by the structure model. The results show that (1) among the big five personality traits, excepting conscientiousness, the rest of the four dimension personality traits have different influences on creative teaching; (2) extraversion, agreeableness, and openness can produce an intermediary effect on innovative teaching through different dimensions of resilience; (3) the school support has a positive influence on five aspects of the creative teaching; and (4) problem cognition and empathy in resilience play a multilevel role of mediating effect and are regulated variables as well. The findings of the present study revealed that the key to success to creative teaching is to understand teachers' personality traits, pay attention to the resilience of the development of teachers' creative teaching, and provide required support; the higher the awareness of the problem and the degree of school support in the resilience was, the higher the problem solving and the higher degree of teaching in the creative teaching tended to be.

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Section: From the Relationship Of Personality Traits To Creative Teacmentioning

confidence: 99%

The Relationship Between Personality Traits, Resilience, School Support, and Creative Teaching in Higher School Physical Education Teachers

2020

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“…The results show that the mastery of knowledge and science process skills gives positive contribution to scientific creativity, each of 30% and 20%, the rest is determined by other factors. The research that has been done shows that other factors that come from students themselves that influence creativity are creative thinking ability (Amabile, 2012) (Hu et al, 2013) (Poon et al , 2014), motivation (Penga et al, 2013, divergent thinking skills (Huang et al, 2017) and personality (Kinga, Paul & Sefan, 2015). Support for creativity that comes from outside the student's self is the learning environment factor (Richardson & Mishra, 2018) (Gulliksen, 2018), teacher beliefs (Bereczki & Kárpáti, 2018) and cultural factors (Fryer & Bolingbroke, 2011) This study implies that the mastery of knowledge and science process skills is not enough to educate students to be creative but needs other skills.…”

Section: Scientific Imaginationmentioning

confidence: 99%

The Role of Knowledge Mastery and Science Process Skills to Increase the Scientific Creativity

2018

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The purpose of this research is to know how big the role of mastery of knowledge and science process skills to improve scientific creativity, using C3PDR teaching model, that is teaching model that encourage and utilize knowledge mastery, science process skill, creative thinking technique and motivation to improve student's scientific creativity. The data used are the results of pre-test and post-test of: the mastery of knowledge, scientific process skills and scientific creativity, as a result of the implementation of the model conducted in the 2015/2016 learning year. The sample of this research is 160 students of 8th grade divided into 5 classes in two schools in Samarinda city. The magnitude of the role is expressed by the coefficient of determination (r2) and the probability value (p). Scores of the mastery of knowledge, scientific process skills and scientific creativity are grouped into 5 levels. Data were analyzed using Kendall Tau test b. The results showed: 1) mastery of knowledge plays a significant role to increase of scientific creativity by 30% indicated by the mode r2> 0.3 and p mode <0.0001, in the weak category, 2) the science process skills play a significant role of 20% indicated by the mode r2> 0.20 and p mode <0.0001, in the weak category. Mastery of knowledge that plays a role in scientific creativity is the mastery of knowledge more broadly and in more detail. The science process skills that plays a role in scientific creativity is of determining the variables. How the role of mastery of knowledge and skills of scientific processes in enhancing scientific creativity is discussed in this article.

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“…The creative process of science encompasses discovering new scientific problems, deriving hypotheses based on existing knowledge, designing new experiments, evaluating evidence, and verifying theories. This approach allows diverse routes to solutions with novel combinations of knowledge or techniques [11, 12]. Hu and Adey (2002) synthesized the literature about creativity and the nature of science to propose a scientific structure creativity model in which scientific creativity is a combination of the creative process, the characteristics of the creative person, and resulting products [11].…”

Section: Introductionmentioning

confidence: 99%

Developing creative and research skills through an open and interprofessional inquiry-based learning course

et al. 2019

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Background Biomedicine needs innovative professionals. Inquiry-based learning (IBL) aims to develop higher order thinking skills, such as creativity and research. Stimulatory techniques and interprofessional education, which requires students from different fields to collaborate, also enhances creativity. In this study, the effectiveness of an interprofessional IBL course that introduces a creativity workshop based on stimulatory techniques to develop creative and research skills is examined. Methods 529 undergraduate human biology and medical students performed the interprofessional IBL course, 198 with the creativity workshop and 331 without. Students’ perceptions of learning processes and outcomes were assessed in surveys and focus groups by the authors of this study. As well, the final learning results from both groups of students were analyzed by the teachers of the course and the researchers. Results The results show that the open IBL approach promoted the development of these skills, interprofessionality acted as a creativity enhancer and stimulatory techniques contributed to improve the learning outcomes. Conclusions This study provides insight into how open interprofessional IBL fosters acquisition of complex skills and knowledge, pointing out the benefits and limitations of this approach in health sciences studies.

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The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity

Cited by 80 publications

References 40 publications

The Relationship Between Personality Traits, Resilience, School Support, and Creative Teaching in Higher School Physical Education Teachers

The Relationship Between Personality Traits, Resilience, School Support, and Creative Teaching in Higher School Physical Education Teachers

The Role of Knowledge Mastery and Science Process Skills to Increase the Scientific Creativity

Developing creative and research skills through an open and interprofessional inquiry-based learning course

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