Abstract
This study validated learning progression in scientific imagination and compared the performance of Taiwanese and Finnish elementary school students on scientific imagination tasks. A total of 150 5th and 6th graders completed the Scientific Imagination Test-Verbal (SIT-Verbal). Multiple analyses related to the validity of the SIT-Verbal were conducted using the Rasch partial credit model. Differences in scientific imagination due to gender and country of residence were assessed using t-tests. The results indicated that the various components of scientific imagination were hierarchically ordered, except for conceptualisation/organisation/formation. No differences in scientific imagination due to gender or country of residence were observed. Suggestions for future research are offered.
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