Abstract
Fostering creativity is vital for tackling 21st-century challenges, and education plays a key role in nurturing this skill. According to the associative theory, creativity involves connecting distant concepts in semantic memory. Here, we explore how semantic memory changes following an educational intervention intended to promote creativity. Specifically, we examine how a scientific education curriculum—Scientific Creativity in Practice (SCIP) program—impacts the semantic memory networks of 10–18-year-old students in a chemistry class (n = 176). Students in an Intervention group who received the SCIP intervention, and a Control group who did not, completed creative thinking tests, as well as verbal fluency tasks to estimate semantic networks in science-specific (chemistry) and domain-general (animal) categories. Results showed that the SCIP intervention enhanced performance on one test of scientific creative thinking but showed no significant difference on another. Using network science methods, we observed increased interconnectedness in both science-specific and domain-general categories, with lower path distances between concepts and reduced modularity. These traits define a ‘small-world’ network, balancing connections between closely related and remote concepts. Notably, the chemistry semantic network showed substantially more reorganization, consistent with the chemistry contents of the SCIP intervention. The findings suggest that semantic memory reorganization may be a cognitive mechanism underlying successful creativity interventions in science education.
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