Abstract
This study aimed to explore different scientific creativity tests’ prediction of students’ science performance and domain-general creativity abilities. Two scientific creativity tests were chosen: the “Scientific Creativity Test” and the “Creative Scientific Ability Test (C-SAT)”. The Science Performance Test (SPT) and Domain-General Creativity Test (DGCT) were also adapted to allow a check of the correlation between students’ scientific creativity, science performance, and general creativity. Sixty junior high school students participated in this study by taking these four tests. Each test needed to be completed within 30 minutes, and the interval between each test was 2 weeks. The results showed that both the students’ science performance and domain-general creativity could reflect their performance of scientific creativity better in the scores of the “Scientific Creativity Test” than in those of the C-SAT. Limitations are discussed.
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