Scientific Creativity Research Articles

MEMBERDAYAKAN EPISTEMOLOGI PENDIDIKAN ISLAM

<pre>Islamic education must be built and developed based on epistemology to create quality and highly competitive Islamic education to survive and lead. Efforts to explore, discover and establish Islamic education can be effective and efficient if it is based on the epistemology of Islamic teaching. So that the development of Islamic education conceptually and in an applicative manner must be built from the epistemology of Islamic education as a whole. So the epistemology of Islamic education emphasizes efforts, ways, or steps to gain knowledge of Islamic teaching. The activity of thinking in epistemology is the most capable of developing scientific creativity compared to ontology and axiology. Epistemology of Islamic education is an object of knowledge, a way of obtaining knowledge and a way of measuring the correctness of knowledge related to the formation of personality, morals, developing nature and all human potential to the fullest so that they become a good Muslim, have a logical-critical mindset, have faith, fear, and are helpful. For themselves and their environment, they can achieve happiness in this world and the hereafter, according to Islamic teachings</pre>

A Memory of My Teacher Professor Kosta Dimitrov Pergelov

The article is dedicated to the 100th anniversary of the birth of the prominent Bulgarian scientist economist and accountant Kosta Dimitrov Pergelov. The author expresses deep gratitude and appreciation to the Honourable Professor Kosta Dimitrov Pergelov – Doyen of accounting science and practice, of accounting education and postgraduate education and qualification in Bulgaria. The article is an expression of the author’s admiration and deep esteem for the highly humane and noble work and rich scientific creativity of Professor Kosta Dimitrov Pergelov. The article highlights essential features of the Professor’s intellectual and spiritual image, his vivid and fascinating personality, moral and ethical advancement and erudition. The author reveals the favourable and fruitful influence of Professor Kosta Pergelov as a scientist, academician, pedagogue and educator on generations of students, young researchers, scholars, and lecturers. The Professor’s enormous contribution to accounting as science and practice, to accounting education and establishment of the postgraduate education system in Bulgaria and its functioning, is also highlighted and emphasized. The author recreates her memories from her long-term collaboration with Professor Kosta Pergelov and relies on works created by the Professor, which have turned into emblematic milestones for contemporary Bulgarian accounting science, and into a substantial part of its golden fund.

ОСВІТНІЙ ЗВ'ЯЗОК «ВЧИТЕЛЬ ‒ УЧЕНЬ» У РЕФЛЕКСІЯХ НАУКОВЦІВ МИНУЛОГО (ІІ ПОЛОВИНА ХІХ – ПОЧАТОК ХХ СТ.)

The article analyzes the peculiarities of the functioning of the "Teacher-Student" system in the autobiographies of scientists written in the second half of the 19th and early 20th centuries. In particular, the popularity of the images "I-Student", "Student", "I-Teacher", "Teacher" is determined, which allows us to draw conclusions about the awareness of the authors of autobiographies of the mechanisms of building a university career and the peculiarities of the researcher's scientific creativity. It was determined that for scientists-authors of autobiographies the most important component of the "Teacher-Student" system was the image of "I-Student". Depicting education as an autobiographical fact, the memoirists focused their attention on the moment of their own apprenticeship, which, in their opinion, was largely the result of self-education and supported by a belief in one's own destiny. The "teacher" acted as a catalyst, giving a certain direction to the process of acquiring "mastery". The transition to the status of "Master" was sometimes accompanied by a break with the person who claimed the role of "Teacher", in particular, in the case when the mentor could not ensure the student's entry into the university environment due to inappropriate moral or professional qualities. In such a case, the figure of the teacher was replaced by a "patron", which actually legitimized the change of status, certified the level of "mastery". At this stage, "mastery" was confirmed by scientific achievements and recognition by authoritative persons.The figure of the "Student" remained outside the boundaries of autobiographical texts, which, most likely, can be explained by various reasons: on the one hand, the fact that the process of formation of scientific schools was just beginning, and this phenomenon was not understood by memoirists; on the other - the history of writing autobiographical texts, most of which were not finished due to various circumstances. In addition, it can be assumed that the peculiarities of the vision of the "Teacher-Student" system in the mentioned autobiographical texts are due to the specifics of scientific creativity, which, like literary creativity, is primarily the result of individual work.

Construction of an educational booklet for people with asthma

Aim: To report the development of an educational booklet for adult patients with asthma. Methods: Experience report on the development of an educational booklet, from March to July 2019, considering four main steps: i) survey of topics necessary for an adequate management of asthma, ii) literature review, iii) elaboration of the educational booklet in dialogue format and iv) review and printing of the material. Results: The educational booklet entitled “Tenho asma, e agora? (I have asthma, what now?)” contains 32 pages and 11 topics that address the concept of the disease, triggering factors, use of medications and inhaler devices, symptoms and action plan in case of an exacerbation. The development of this educational technology required the team to review the literature based on scientific evidence, interdisciplinary articulation, creativity and active listening until reaching the final product. Conclusion: The construction of educational booklets should value clinical practice, users' doubts and identifiable language among users. Educational booklets contribute to better health outcomes.

INDUSTRIAL DEVELOPMENT AND PUBLIC ADMINISTRATION IN THE TERRITORY OF CHUVASHIA OF THE XX CENTURY IN THE ACTIVITIES OF THE SCIENTIFIC SCHOOL HEADED BY PROFESSOR I.I. BOYKO (for the Scientist’s Anniversary)

The XXI century is a century of rapidly changing information and technological space, new breakthrough technologies created by the scientific creativity of scientists. Fundamental and applied research carried out in Russia, in a difficult international situation, is becoming in demand and is implemented in the real sector of the economy. It is no coincidence that the President of the Russian Federation V.V. Putin signed a Decree declaring 2022–2031 the Decade of Science and Technology in the country. However, the top performance of a research scientist is not only creation of unique knowledge, but forming a team of followers as well. By far not everyone is in power to build his own scientific school and train highly qualified specialists. The article reflects the main stages showing the creative work of Doctor of Historical Sciences, Professor Ivan Ivanovich Boyko, as well as the activities of the researcher’s scientific school, which largely supplemented the history of Chuvashia of the XX century. It is noted that the main directions investigated by the scientific school of I.I. Boyko were 3 problem blocks: industrial development and agriculture of Chuvashia in the XX century; formation and activity of state and municipal administration of the republic in the Soviet period; historical experience of implementing Soviet youth policy. Each of these areas was directly related to scientific interests of the researcher. The problems in the development of industry, the system of public administration, transition of the Middle Volga region republics to the statute of industrial-agrarian ones in the second half of the XX century have repeatedly become the historian’s object of attention.

Practical Research on Artificial Intelligence Algorithms, Paleontology, Data Mining, and Digital Restoration of Public Information.

This paper discusses the method of fossil digitization combining paleontology and art by using data mining. The aim of the study is to increase the creativity and vitality of museum exhibits and promote scientific exchange. The purpose of the study is to discuss how the interdisciplinary approach will benefit the communication of science and to realize the cooperative development of creative science popularization, art science popularization, dialogue science popularization, and communication science popularization through the cooperation between museums and institutions disseminating and researching science. The research method takes the Jehol Biota in western Liaoning Province of China as an example to explore the methods and approaches to transform museum resources into creative products. Through artificial intelligence data mining and digital reconstruction, data can be used for archaeological research but also for scientific popularization and scientific dissemination of the resources of art transformation. Research results: as the cornerstone to consolidate the digital development of society and economy, “the new infrastructure of artificial intelligence” will start a comprehensive digital transformation. Through the integration of multiple fields and disciplines, museums will change from resource dependence to focus more on market creation, which will promote museum's industry development.

Роль метанойи в формировании теологического мировоззрения

Introduction. In connection with the acquisition of the status of science by theology, the question arises how to update the internal sources of motivation of the theologian-researcher for scientific activity. One of the motivating factors is the consideration of research activities as a special kind of worship, which consists in an inner aspiration to know the God by approaching the comprehension of ultimate meanings. In this case, research activity is regarded as sacred, which undoubtedly gives the theologian a special impetus to action. Theoretical analysis. The analysis of the philosophical and hermeneutical traditions of Christianity and Islam, studies of philosophers and psychologists, as well as the ideas of traditional philosophers, allows us to conclude that metanoia as a change of mind that shifts the point of view beyond the usual meanings contributes to looking at the world through the prism of the sacred, favoring the return of the sacred into everyday life. Conclusion. Metanoia, which occurs in the course of research activities, is considered as a process of a kind of rebirth of the theologian, opening access to his hidden psychic energy, carrying out a “turn of consciousness” towards the comprehension of sacred truths. The research activity of a theologian is a special kind of scientific creativity, based on the highest metaphysical principles, aimed at restoring and maintaining contact with a living religious tradition through the transmission of primordial traditional values.

Science, industry and defense need highly educated specialist

The introduction provides a brief analysis of the problem and substantiates its relevance. It is noted that the progress of modern and future generations of human society is unthinkable without the development and improvement of the quality of science, education and culture. The issue of training or attracting talented researchers and engineers from outside is becoming one of the most important tasks both for universities and for the competitiveness of firms manufacturing science-intensive products. The purpose of the work is to carry out a comprehensive analysis of the problem and the main directions of the development of education in order to train creatively thinking specialists for scientific and innovation sphere. The main part of the article notes that among a large array of problems, the solution of which determines the success of scientific and innovative development, the most important is the preparation, search and stimulation of innovatively active, creative people. The historical aspects of scientific creativity are analyzed on the example of outstanding scientists of the past centuries from different fields of science. The psychological features of this problem and examples of its solution in the USA and the Russian Federation are considered. An assessment of the subconscious and “random” factors for the emergence of new ideas and scientific concepts was made. The advantages and some negative consequences of modern Internet technologies for the educational process and cultural development are shown. Using examples from the history of science and technology, the contribution of young researchers to the development of breakthrough areas of science is analyzed. In conclusion, it is noted that the events taking place in the world and in our country clearly show the need for a flexible and purposeful transformation of the education system in order to adapt to modern and future needs of training creatively thinking personnel for the scientific and innovative sphere.

Development, validity, and reliability of chemistry scientific creativity test for pre-university students

ABSTRACT This study describes the development, validity, and reliability processes of a scientific creativity test for pre-university students, specifically in chemistry. A Chemistry Scientific Creativity Test (CSCT) was constructed based on an analysis of the Scientific Creativity Structure Model (SCSM), Torrance Tests of Creative Thinking (TTCT), and aspects of scientific creativity found in the literature. An instrument with seven items for measuring scientific creativity was developed and validated using item response data from three experts, 10 lecturers, and 60 pre-university students in Penang, Malaysia. Item analyses were performed to ensure content and face validity, followed by a reliability procedure in the measurement of stability through test–retest reliability. The Pearson correlation coefficient was 0.83 after two CSCT measures were taken over a two-month period, based on a comparison of the first- and second-time scores. This indicates an excellent relationship between the items in this test, and the items were found to be reliable and valid in assessing the scientific creativity of pre-university students. The CSCT instrument reported in this study will be utilised in the real study to test pre-university students’ scientific creativity in chemistry.

The Development of Introductory Physics Teaching Materials in a Biological Context Based on Scientific Creativity

The Development of Introductory Physics Teaching Materials in a Biological Context Based on Scientific Creativity

The right to freedom of literary, artistic, scientific and technical creativity

The article is devoted to current issues related to the content of the right to freedom of creativity. Relevant legislative provisions and positions expressed in the scientific literature are analyzed.
 It is substantiated that the right to freedom of creativity has a civil nature, but the relevant provision of the Constitution of Ukraine gives this right a fundamental meaning. It is established that the right to freedom of creativity belongs to the group of personal inalienable rights that ensure social existence, while the universal right to freedom is a right that ensures the natural existence of man. It is proved that the right to freedom of creativity arises in a person by virtue of his birth and does not require certain actions related to the acquisition of this right in the manner and under the conditions prescribed by law. It has been established that the right to freedom of creativity is initially deprived of economic meaning, as well as any other personal non-property right, because the right to create is not tied to the property status of the person. It is proved that as a result of exercising the right to freedom of creativity there is a unique and original result, which can belong to different types of creativity. It was established that the law distinguished between several types of creativity, including literary and artistic creativity, the results of which are protected by copyright, and scientific and technical creativity, while scientific creativity can be protected either as a separate artwork or in combination with technical creativity. It is proved that creativity can be divided into two main types: spiritual and scientific and technical creativity. It is substantiated that the development of scientific and technical creativity determines scientific and technological progress, which is an integral part of the development of modern society. It is established that an individual has the right to freely choose the spheres, content and forms (methods, techniques) of creativity, and this right is not subject to censorship, at the same time criticism of the results of creative activity is allowed.

‘Science by consensus’ impedes scientific creativity and progress: An alternative to funding biomedical research

The very low success rates of grant applications to the National Institutes of Health (NIH) and the National Science Foundation (NSF) are highly detrimental to the progress of science and the careers of scientists. The peer review process that evaluates proposals has been claimed arbitrarily to be the best there is. This consensus system, however, has never been evaluated scientifically against an alternative. Here we delineate the 15 major problems with the peer review process, and challenge the Science Advisor to the President, and the leadership of NIH, NSF, and the U.S. Academy of Sciences to refute each of these criticisms. We call for the implementation of more equitable alternatives that will not constrain the progress of science. We propose a system that will fund 80,000 principal investigators, including young scientists, with just half the current NIH budget, three-fold more than the current number of grants, and that will forego the cumbersome, expensive, and counterproductive peer review stage. Further, we propose that the success of the two methods over 5–10 years be compared scientifically.

Scientific Creativity In More Than 60 Years: A Bibliometric Analysis

Although research on student scientific creativity can be found easily on the literature, it is difficult to get articles on how scientific creativity is presented for some decades. This article report scientific creativity from 1960 to 2022 which mined from Scopus database. 181 articles were analyzed using a bibliometric analysis. Publish or Perish (PoP), Mendeley and Vos Viewer were used to find the map of literature on scientific creativity. Keyword used in this research was merely “Scientific Creativity”. The results of the analysis using Vos Viewer show some interesting findings. First, although there have been publications published since 1960 on scientific creativity, from 2008 to 2022 the number of studies on this topic increased significantly. This may be due to the increasing attention of researchers to 21st century skills, creativity and other skills. Second, several findings from Vos Viewer show that there is no collaboration among researchers on scientific creativity that should be able to improve the quality and productivity of research around the topic. Third, the topics about the model and the effectiveness of scientific creativity are increasing. This matter can be taken into consideration by researchers to be used as the next research.

A synthetic review of evaluation expectation and its effects on creativity

One of the key roles of an educator or manager is to provide feedback to students and direct reports, but what effect does this expectation of evaluation have on the creativity of the individuals who receive it? This synthetic review examined 20 published, peer-reviewed journal articles on the topic of evaluation expectation and its effects on creativity. The research in this area comes from the diverse fields of education, psychology, and organizational behavior, and therefore it approaches the question from many different points of view. However, a broadly similar methodological approach was observed among the surveyed articles. The review identified four creativity domains that have been used in these studies—creative writing, visual arts, creative problem-solving, and scientific creativity—as well as domain-general approaches focused on “divergent” and “convergent” thinking. To synthesize the information in this literature, findings of the prior studies were examined through the lens of self-determination theory, an outlook on motivation and personality in social contexts that views motivation as being either of a controlling or autonomous nature. The componential theory of creativity, which holds that there are specific intrinsic and extrinsic factors that shape creative variance in the population, was also used to organize and interpret the prior findings. The results of the literature review generally supported the self-determination theory, but they also indicate a need for stronger methodological approaches in this area to improve our understanding of the mediating and moderating roles of internal and external variables. Recommendations are provided for applying these findings to teaching and management, along with suggestions for future research.

Developing Grade 3 Student Science Learning Achievement and Scientific Creativity Using the 6E Model in STEAM Education

The purposes of the studies were 1) to study the effects of the 6E learning model on grade 3 students’ learning achievement in science with the determining criteria of 70; 2) to compare students’ scientific creativity before and after implementing the 6E learning model; and 3) to evaluate grade 3 students’ creative abilities after implementing the 6E learning model. The participants were 19 students in a public school in Thailand. They were selected by a purposive random sampling. The instruments were a learning management plan designed using the 6E learning model, a learning achievement test, a pre-post-test for creativity assessment, and a creative ability evaluation form. The data were analyzed using the percentage, mean score, standard deviation, median, and Wilcoxon signed-rank test (Z score). The results of the study show that the 6E learning model was effective in transferring the knowledge of science to the grade 3 students. It was also beneficial in developing participants’ creative thinking and ability. The study contributes to the area of STEAM education as it provides evidence to support its effects on a younger group of learners.

Higher-Order Thinking Skills and Scientific Attitudes Components as Predictors of Scientific Creativity Among Preservice Biology Teachers

The study assessed preservice biology teachers' higher-order thinking skills (HOTS), scientific attitudes, and creativity in the study area. The study also evaluated how the components of HOTS and scientific attitudes predict scientific creativity to determine which elements were strong predictors of scientific creativity. The study adopted a correlational survey research design. The population consists of all preservice Biology teachers in Southwestern Colleges of education, from which five hundred were randomly selected from five colleges of education. Three instruments, including Higher Order Thinking skills Test, Scientific Attitude questionnaire, and Scientific Creativity Test, were used to collect data for the study. The result showed that the HOTS scores of the respondents were low, with low mean scores of 2.54, 1.22, and 1.88 from a total maximum possible score of 9, 5, and 6, respectively, the cognitive (=20.00), emotional (=19.05), attitudinal components (=26.67). The mean score for fluency, flexibility, and originality were 14.00, 12.00, and 13.00. It was also seen that a correlation exists between sex and HOTS. The study finally showed that the Analysis (t=2.597, p<0.05) and evaluation (t= 2.115, p<0.05) components of HOTS predict scientific Creativity while cognitive component teachers (t=2.373, p<0.05) of Scientific attitude predicts Scientific Creativity.

Myth as a manifestation of the functional asymmetry of the human

The subject of the article is the problem of the functioning of myth in the context of a dialectically constructed functional asymmetry of culture, language and thinking, where myth and science actively interact complementing each other. The purpose of the article is to consider the causes, nature and mechanism of this interaction, to identify the features of its manifestation and to show its positive sides. As a methodological support for the research, approaches and principles of non-classical science were used, allowing to move away from the classical attitudes of mythology and look at it more broadly, considering the myth not as a legend about gods and heroes, but as a cultural universal and a property of consciousness. The main conclusions of the article are reduced to understanding the importance of the perception of myth in the mode of non-classical mythology developed in the twentieth century, where myth is understood as a semantic matrix of culture responsible for the formation of a field of value meanings. This makes it possible to better understand the role of myth and myth-making in the structure of culture and consciousness, as well as to consider the epistemological resource of myth in scientific creativity, which is clearly underestimated in science, creating a complex system of cognitive dependencies resembling the interaction of the left and right hemispheres of the brain, which form the necessary variety of functional capabilities of human intelligence, working on the principle of mutual complementarity.

The formation of the scientific identity of J. L. D'Alembert and his contribution to the development of literary genres of the XVIII century

The article aims to analyze the reception of the personality of J. L. D'Alembert, a French educator, scientist and writer of the XVIII century, to identify the ways of formation of his multifaceted scientific identity. The name of J. L. D'Alembert belongs to science, philosophy and literature, the extraordinary biography of the scientist is considered in the socio-cultural context of the time, in close connection with the development of the humanities in France of the XVIII century. The question of the attitude of J. L. D'Alembert to encyclopedists who did not stand aside from the literary processes of their time is clarified. The appeal to the biographical method helps to identify the role of cultural and social factors in the formation of the personality of J. L. D'Alembert as a writer and creator of a number of literary genres. The scientific novelty of the work consists in a comprehensive analysis of the scientist's contribution to the development of scientific and literary genres of that time - preliminary reasoning, elogies, an encyclopedic article, which became a historical and literary phenomenon of the Enlightenment era. The study of the work of J. L. D'Alembert allows us to identify him as a versatile personality who possessed communicative leadership and encyclopedic dominance. It is interesting to study the reverse impact of the personality of J. L. D'Alembert on the socio-cultural situation of the period of his scientific and literary creativity. The result of the study is the identification of four "passionate phases" of the biography of J. L. D'Alembert, the stages of the formation of the scientist, which contributed to his self-identification as a person: achievements in mathematics and hydrodynamics, inclusion in the circle of the academic scientific elite, the creation of an "Encyclopedia" and cooperation with D. Diderot, literary activity and scientific and artistic understanding of science.

The Development of a Scientific Creativity Test in Science for High School Students of Northeastern Princess Chulabhorn Science High Schools

The purposes of the research were to: (1) create a scientific creativity measure for high school students; (2) examine the quality of the science creativity scale of the created test; (3) establish a benchmark for scientific creativity scores for high school students; and (4) study a scientific creativity level of students in the senior high school of the three Northeastern Princess Chulabhorn Science High schools. Data were collected in three phases. The first test was implemented with a sample of 96 students to determine the appropriate time to complete a scientific creativity measurement. The second stage, the test was used with a sample of 96 students to find out the Index of difficulty (P), Discrimination(r), and Reliability of the whole scientific creativity scale. For the last phase of the study, a sample of 360 students was tested to create the norms of the science creativity scale for high school students and to study their scientific creativity. &#x0D; &#x0D; The results of this research were as follows: 1) the scientific creativity test for high school students consists of 8 questions. The measurement covers 3 areas: originality, flexible thinking, and scientific imagination. The optimal measurement time is at 7 minutes. It was found that the created test had the Index of Congruence (IOC) ranging from 0.60 - 0.82; 2) the Index difficulty (P) was from 0.387 to 0.677, the discrimination (r) was from 0.208 to 0.448, and the confidence (&amp;alpha;) of the conceptual aspects: originality, flexibility, and scientific imagination were 0.747, 0.704, and 0.786 respectively; 3) the normalized T-score of scientific creativity for upper secondary school students had 5 levels of creativity: very high, high, moderate, low, and very low; 4) the study of scientific creativity level of students in the upper secondary level of 360 students from three Northeastern Princess Chulabhorn Science High Schools indicated that the students&amp;#39; scientific creativity was at a low, moderate, high, very low and very high level (30.56, 29.45, 26.94, 8.61 and 4.44 percentage respectively).

Training Primary School Science Teachers to be Conscious of Scientific Creativity

Purpose: This qualitative case study explores whether and to what extent a scientific creativity training improved primary school science teachers’ consciousness of scientific creativity, and how these changes in the teachers’ scientific creativity consciousness were transferred into their classroom practices following the intervention.&#x0D; Design/Methodology/Approach: A Scientific Creativity Training Program (SCTP) was developed by the researchers. Data were collected from seven primary school science teachers using semi-structured interviews, in-class observations, and document analysis. Data were analyzed using an inductive content analysis.&#x0D; Findings: The results indicated that the SCTP (Scientific Creativity Training Program) seemed to improve the teachers’ consciousness of scientific creativity. The results also indicated that all teachers integrated scientific creativity into their classroom practice as a result of the SCTP. The SCTP was found to enable teachers to reflect on the extent to which they employed creativity in their personal and professional lives and question the extent to which they taught creativity and/or used creative methods in the classroom. Furthermore, the analysis indicated that the SCTP improved the teachers’ creativity consciousness and enhanced their pedagogical content knowledge. This was in turn found to affect the teachers’ classroom practices, as it led them to believe that creativity is malleable and increased their motivation and self-efficacy to foster their students’ creative consciousness and creative attitudes. The teachers seemed to use more creative activities and materials in their science classrooms following the intervention, despite the presence of hindrances that negatively impacted their practices.&#x0D; Highlights: Our results indicated that creativity education can lead teachers to make significant changes to their classroom practice by gradually integrating scientific creativity. The present study also reveals that each teacher has a unique trajectory of change regarding creativity and creative teaching, which needs to be taken into consideration for more sustainable creativity education.