Abstract
This paper describes a study of the influence of the Cognitive Acceleration through Science Education (CASE) programme on the scientific creativity of secondary school students. 1087 pupils from six suburban mixed comprehensive schools in England took part in the investigation. Three of the schools had participated in the CASE programme and three had not. Samples of students in years 7–11 from each school were given the Scientific Creativity Test for Secondary School Students, an instrument designed to tap various aspects of scientific creativity. The results indicated that the CASE programme did promote the overall development of scientific creativity of secondary school students, although the effects on different aspects of scientific creativity varied. As expected from previous work on delayed effects of CASE on academic achievement, the results indicated that the effects on creativity were not necessarily immediate, but tended to be long-lasting. Possible interpretations of these results are discussed.
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