Scientific Creativity Research Articles

The Effect of Scientific Toy Design Activities Based on the Engineering Design Process on Secondary School Students’ Scientific Creativity

The Effect of Scientific Toy Design Activities Based on the Engineering Design Process on Secondary School Students’ Scientific Creativity

Analysis and Prediction of Public Concern and Academic Concern in Middle School Physics

Physics in middle school plays an irreplaceable role in cultivating students’ scientific quality and creativity. It occupies an essential position in middle school teaching, which has always been the focus of academia (academic concern) and the public (public concern). The relationship between academic and public concern for physics in middle school has become an important research issue. To solve this problem, this article proposes the Pearson correlation-linear prediction and ARIMA (autoregressive integrated moving average) (PCLA) framework. It consists of four steps. Firstly, PCLA obtains the public concern and academic concern in middle school physics. Secondly, the Pearson correlation between the public concern and academic concern is analysed, and a linear model between the two concerns is established. Thirdly, for better predicting public concern, the evaluation index is used to choose the best model between the ARIMA model and the SARIMA model. Finally, based on the result of the third step and the linear model, academic concern can also be predicted. The results show that the PCLA framework can reflect the relationship between academic concern and public concern for physics in middle school and can accurately predict public concern and academic concern.

The effect of 5E-based STEM education on academic achievement, scientific creativity, and views on the nature of science

This study aims to investigate the effect 5E-based STEM learning strategies have on 9th-grade students' academic achievement, scientific creativity, and views about the nature of science in the atomic system and periodic table course. This study utilizes a quasi-experimental design. The research was conducted in the 2016 Fall Semester. The sample of the study consists of 133 9th-grade students from a large urban city in Turkey. The activities were implemented using 5E-based STEM learning strategies for the EGs while using traditional instruction for the CGs. Tests were administered before and after the implementation. The data were analyzed using descriptive and inferential statistics. The study utilizes univariate analysis of covariance (ANCOVA) to address the research question. As a result of the findings, a significant difference was found between the experimental and control groups in terms of academic achievement, scientific creativity, and views on the nature of science in favor of the experimental group. We have concluded that students' academic achievements, creativity, and views on the nature of science can be enhanced when teachers implement a learning strategy based on the changing nature of science and creativity. The study presents suggestions based on the findings and notes the limitations.

Exploring Korean scientists’ perceptions of scientific creativity and education for scientific creativity

ABSTRACT Creativity is considered a key element of the scientific infrastructure and a driving force of scientific advancement. This study aims to present Korean scientists’ voices regarding scientific creativity by investigating their perceptions of scientific creativity and education for it. Extending the phenomenography lens through activity theory, we interviewed eleven scientists in various science research fields and investigated the structural features of the situations that influenced their perceptions. The results show that scientists’ perceptions of scientific creativity were developed by the different epistemic cultures in their research fields. In addition, their perceptions of education for scientific creativity centred on the accumulation of resources to generate novel and valuable ideas and the facilitation of open discussion on knowledge construction. We discuss their perceptions of creativity in the context of their research fields’ epistemic cultures and the design of science education for scientific creativity. We conclude by discussing the implications of this study for developing science education to cultivate creative scientists.

초⋅중등학생의 메타버스 활용 교육에 대한 실태 및 인식 분석

Objectives The purpose of this study is to research the status and perception of elementary and secondary school students on the metaverse in education. Methods A survey on 9,523 elementary and middle school students in the Chungcheongbuk-do Province was conducted for the research. As a result analysis method, frequency analysis, descriptive statistics, and T/F test were performed. The survey was composed of questions regarding the personal use of metaverse, the state of the metaverse in educational use, and the recognition of it. Results The main results of the study are as follows. First, of all students who participated in the survey, 28.1% use the metaverse for an average of 1.6 hours at home. The students were having fun creating, exploring, and talking in the metaverse. Second, regarding the state of the metaverse in educational use, 6.1% of all students use the metaverse for an average of 1.48 hours in class. Classes utilizing the metaverse are increasingly becoming integrated to different subjects, mainly consisting of activities such as creation, coding, and lectures. Students suggested pranks from classmates, excessive components of entertainment, and difficulties in handling as challenges of education using the metaverse. Third, a total of 60.8% of students wished to use the metaverse in class, in regards to the recognition of education using the metaverse. Students wanted to incorporate the metaverse in creative experience activities, science, and art, to participate in learning activities of creation, experimentation and practice, and coding. Students had a positive perspective on the educational effects of the metaverse. Conclusions The following endeavors are required to stimulate education using the metaverse. First, educational on knowledge for students is required for education involving the metaverse. Second, developing of instructional design competencies is required of teachers. Third, the establishment of a metaverse platform and environment to support education using the metaverse is required.

ИСТОРИЯ ОСВОЕНИЯ АРКТИЧЕСКОГО ПРОСТРАНСТВА ЕВРОПЕЙСКОГО СЕВЕРО-ВОСТОКА СССР В 1930–1950-Е ГГ. ЧЕРЕЗ ПРИЗМУ ВОСПОМИНАНИЙ РЕПРЕССИРОВАННОГО УЧЕНОГО В.В. ГРЕЧУХИНА

The article analyzes the memoirs of the geophysicist, researcher of the Pechora coal basin Vladimir Vasilyevich Grechukhin (1913-1998). "The Summary of Life or the Long Paradox", written by the author in the 1990s. The document was discovered in the funds of the Vorkuta Museum and Exhibition Center. The scientist entered the history of science as a specialist in the area of field-geophysical research, the founder of two scientific areas (coal field geophysics and petrophysics of coal-bearing formations). He devoted most of his scientific path to the study of the Pechora coal basin. Memoirs tell about the scientific biography of V.V. Grechukhin for the period 1930-1990s, the pages of which were the conclusion in the Vorkutinsky forced labor camp and subsequent work in the Vorkutinsky district. It is determined that the memoirs of V.V. Grechukhin are a valuable source on the history of the development of the Arctic space of the USSR in the 1930s-1950s. Based on an analysis of memoirs and additional sources involved in the biography of V.V. Grechukhin (correspondence, reports on research work, etc.) the article considers the process of formation of the scientist, his motivations for scientific creativity in the Gulag regime, research work within the camp system, the main directions and results of his research in the Pechora coal basin. It was concluded that the documentary source presents new evidence on the history of the development of scientific research within the Gulag system in the 1930s-1950s. The scientist's legacy is an integral part of the history of knowledge of the northern and Arctic territories and allows you to see the complexity and versatility of this process. The problem of preserving cultural heritage during modern military conflicts is considered. In the context of the theory of culture as ideal formation, a new theoretical definition of cultural heritage is formulated.

Creative Potential in Science: Conceptual and Measurement Issues.

This paper examines the concept of creative potential as it applies in science. First, conceptual issues concerning the definition of creative potential are explored, highlighting that creative potential is a moving target, and measures of creative potential are estimates of future behavior. Then three main ways to detect creative potential are examined. First, a person’s previous accomplishments in science can be analyzed. These accomplishments can be regarded as predictors of future creative performance. Second, science talent competitions can help to detect creative potential in children and adolescents. There are particular types of talent competitions differing from each other by the extent of focusing on individual (e.g., Science Fairs) or collaborative (e.g., Science Olympiads) work. Third, to measure an individual’s creative potential, psychometric tools such as Creative Scientific Ability Test (C-SAT), Test of Scientific Creativity Animations for Children (TOSCAC), and Evaluation of Potential Creativity (EPoC) can be used. These tools are conceptualized in terms of two scientific activities: hypothesis generation and hypothesis testing. In a final section, these three types of measures are placed in a novel time-space framework as applied to creative potential. Suggestions for future work are also discussed.

Methods of formation of the scientific creativity of primary students through speech culture

In this study, it is aimed to form methods of creating scientific creativity of students through speech culture. The study was carried out in the spring term of 2021–2022, with the participation of 354 university students, and was carried out in the quantitative research model. In the study, university students were given training for the formation of scientific creativity with a 2-week distance education model. In order to collect data in the study, the ‘Speaking Culture and Scientific Research’ data collection tool developed by the researchers was used. The data collection tool used in the research was delivered and collected by the university students’ Google drive form method. The analysis of the data was made by using the SPSS programme, frequency analysis and t-test; the results were added to the research in the presence of tables. As a result of the research, it was concluded that the speech culture of the university students improved and the level of scientific creativity increased.
 Keywords: Speech culture, scientific creativity, distance education, university students;

Creative productivity of elderly scientists

The article presents the results of studying the personality characteristics of elderly scientists who have maintained scientific productivity for a long time. The problem that has to be solved and has got a huge scientific and practical significance is to find the psychological preconditions for the peak achievements of scientists and to define the social and psychological factors that contribute to maintaining the high productivity of elderly scientists for a long time.The aim of the study is to determine the key personality traits of famous elderly scientists at the stages of their professional development.Research methods. The presented data were obtained using the research interview “Life Values and Life Path”, developed by V.S. Mukhina. Empirical material was collected in the course of interviewing famous Russian scientists of older age (from 65 to 94 years old), involved in research activities and making a significant contribution to the development of the humanities and technical sciences. When forming the sample, we followed the logic of V.S. Mukhina, who interviewed older scientists who are the founders and leaders of well-known scientific schools, who have a doctorate in science, the academic title of professor, membership in the academy of the Russian Academy of Sciences, Russian Academy of Medical Sciences or Russian Academy of Education and continue active scientific work. Data on the peak achievements of older scientists were taken from the scientometric databases of the Russian Science Citation Index and the Russian State Library.Results. The data representing the peak achievements of the elderly scientists were taken from the scientometric databases and interpreted according to the provisions of differential and acmeological analysis for professional activities of scientists. The analysis of interviews, autobiographical descriptions and peak achievements of the elderly scientists allowed to reveal that the peak achievement (acme) is the joint result of psychological preconditions (personal traits of scientists, physical conditions) and social conditions of professional activity (social status of a scientist, belonging to a scientific school, availability of organizational and financial resources). The several productive periods, which are called within the acmeology field as “micro-acme”, can be indicated in the scientific work of elderly scientists throughout the period of their scientific activity. At the same time, the peak achievements of scientists as a rule are spaced in time with an optimal combination of preconditions and conditions for scientific creativity.

Scope for change.

Scope for change.

Development of Learning Media for Wave Ripple Tanks with the Implementation of Guided Inquiry Models on Students' Mastery of Concepts and Scientific Creativity

The purpose of this study was to develop learning media for wave ripple tanks with the implementation of guided inquiry models on the conceptualization and creativity of students in physics subjects in class XI with the material of mechanical wave characteristics. The wave ripple tank learning media is used as a tool in the learning process that can improve students' mastery of concepts and creativity. This study uses the Research and Development method with a 4D design (Define, Design, Development, Disseminate). At the defining stage, the initial analysis was carried out, namely examining the background behind the emergence of researchers' ideas. The design stage is carried out by designing the wave ripple tank learning media with the implementation of guided inquiry models. The development stage is a development activity as well as an assessment of the experts which includes the validation test of the development results of the device, media ripple tank learning, and assessment instruments. The last stage is the dissemination stage, where the results of this study are distributed to schools to be used as a model that can be used

Comments on the article by Professor Dmitry D. Pletnev “Hypertension (an attempt to analyze its genesis)”

December 7, 2021 marks the 150th anniversary of birth of an outstanding scientist, clinician, publicist and teacher Dmitry D. Pletnev. D.D.Pletnev was convicted unfairly in 1937 and rehabilitated in 1985 by the Supreme Court of the USSR. However, several more decades of the oblivion passed. The understanding of the scientific and practical creativity of this man and his contribution to world medical history – the real rehabilitation – has begun only in the recent years. The sphere of interests and competencies of D.D.Pletnev was extremely extensive. Unfortunately, very few publications of D.D.Pletnev have survived to this day, only one short article “Hypertension (the experience of analyzing its genesis)” was found, published in the journal “Vrachebnoye delo” in 1935

Developing and Assessing Creative Scientific Talent that is Transformational through Real Engagement in Active Problem Solving (REAPS)

Real Engagement in Active Problem Solving (REAPS) cultivates exceptional talent across disciplines through students solving problems that are real in their lives. In this study, the focus was on scientific talent: to determine students’ growth in creative problem solving in science in classrooms in which REAPS was implemented. Using a repeated measures t-test, we found statistically significant changes in total creative problem solving in science across two tasks: ‘Problems and Solutions’ and ‘Grouping Flowers’ (M = 3.82, SD = 20.72, p = .01). Using multivariate regression, the level of fidelity of implementation of REAPS explained 9.8% of the variance in total creative problem solving in science across both tasks (p = .04). Differences were found in sub-scores in both analyses. We recommend use of REAPS to develop transformational scientific talent by engaging students in solving problems that are real and important in their world.

Revised Bloom Taxonomy-Oriented Learning Activities to Develop Scientific Literacy and Creative Thinking Skills

Students’ literacy and creative thinking skills in the learning process are not optimal. Students only master science concepts without communicating and solving problems in everyday life. It happens because the learning activities applied by the teacher are less innovative and varied. This study aims to analyze the impact of revised Bloom’s Taxonomy-oriented learning activities on creative thinking skills and scientific literacy. The study had quasi-experimental in a pretest-posttest control group design. The sample of this study was 60 students; 30 students in the experimental class and 30 students in the control class. Data collection methods used were tests and questionnaires. The instrument used was a test instrument in description of 10 questions to test critical thinking skills, a questionnaire instrument consisting of 30 statements, and a questionnaire instrument to measure scientific literacy skills. Data analysis methods used were quantitative descriptive and inferential statistical. The Manova analysis obtained 0.00 0.05. Based on the analysis results, effective learning activities develop creative thinking skills and scientific literacy, either partially or simultaneously. Even though it affects creative thinking skills and scientific literacy, the strongly influenced variable is creative thinking skill, which is indicated by a significant increase in the mean value. Thus, learning activities based on Bloom’s Taxonomy become learning recommendations to develop creative thinking skills and scientific literacy.

Fostering Scientific Creativity in the Classroom: The Concept of Flex-Based Learning

To sustainably shape tomorrow’s world, young people must be prepared to develop successful solution strategies for problems that are as yet unknown. Therefore, it must be a core task of schools to train students in their problem-solving skills. The natural science subjects could become established to address this challenge if scientific creativity is explicitly promoted in the classroom. Therefore, the goal of a team of researchers and teachers was to develop a support program for scientific creativity. The developed program is summarized under the term Flex-Based Learning and includes a wide range of interventions linked to the most significant aspects of scientific creativity. The interventions have been developed and investigated since 2010 within a long-term design-based research project. The empirical inquiry, both in laboratory and real classroom settings, in which a total of 104 teachers and 3,516 Austrian secondary school students (aged 10–18 years) participated, indicates that Flex-Based Learning is efficient at the student level and is considered by teachers to be practical. In addition, the research also provided deeper insights into the conditions for fostering scientific creativity and the relationship between theory and practice.

Cognitive Control Function of Individuals with Different Scientific Creativity

본 연구는 인지통제가 창의성의 영역별로 다를 것이라는 가정 하에 과학적 창의성의 인지통제 메카니즘을 알아보고자 하였다. 이를 위해 285명의 중국 대학생을 대상으로 과학적 창의성 검사를 통해 창의성이 높은 대학생들(20명)과 낮은 대학생들(20명)을 구분하고, 이들 간의 인지통제기능의 차이를 비교하였다. 인지통제기능은 전통적으로 많이 사용되는 Stroop 과제를 사용하여 측정하였다. 연구 결과, 첫째, Stroop 과제 중 불일치자극 조건에서 과학적 창의성이 높은 학생들이 그렇지 않은 학생들에 비해 반응의 정확도가 유의하게 더 높았다. 둘째, Stroop 효과의 차이를 비교한 결과, 반응 속도 면에서 두 집단 간에 유의한 차이가 나타났다. 이러한 결과는 과학적 창의성이 높은 학생들이 그렇지 않은 학생들에 비해 인지통제 수준이 높아 결과적으로 과학적인 창의적 생산성을 높이는 데 유리할 것임을 시사한다. 이후 본 연구의 제한점과 향후 연구를 위한 제언을 논하였다.

Development of Learn to Think (LTT) Model Based on Integrated Twin Tower (ITT) to Increase Scientific and Spiritual Creativity of students in the Early Childhood Islamic Education

The learning model is one way that can increase student creativity. The study aimed to describe and explain the validity of the Integrated Twin Tower (ITT) based Learn To Talk (LTT) learning model. The research method uses Educational Design Research (EDR) to develop a new product. The ITT-based LTT model was developed in order to increase students' creativity. In addition, as follow-up research from the recommendations of previous researchers. The development of this model will be used as teaching material in the classroom. Blended Web Mobile Learning (BWML) is based on the development of ITT-based LTT learning by following John Deway's line of thought. The results of the content validity of the learning model product, which include needs, novelty, theory, planning, and implementation, get an average value of 3.80; 4.00; 4.00; 4.00; and 3.50 with a very valid category. The results of construct validity, the results were obtained with valid categories for all of them. In that way, the ITT-based LTT learning model can be alternative learning to improve students' scientific creative thinking skills.

Genre context of Ihor Shamo’s choral creativity

The purpose of this paper. The purpose of the study involves a thorough study on the genre system of choral heritage I. Shamo, as understanding the genre essence of choral work is an essential component of performing interpretation.
 The methodology. Methodological principles are the principle of historicism, historical-contextual method, genre-style analysis and acmeological method in musicology, used to understand the top achievements of I. Shamo in the context of the evolution of artistic thinking of the artist.
 The results. The genre system of I. Shamo’s choral heritage consists of the genres of choral song, suite, choral cycle, cantata, cantata-poem, cantata-oratorio, choral opera a cappella, oratorio (concert-performance). The directions of the composer’s creative search in the genre of choral song are connected with the usage of different choral compositions, appeal to the genres of lyrical song, stylization of ritual songs, romanticization of patriotic song. It is determined that the semantics of the first cycle of choirs a cappella by I. Shamo in the poem by I. Franko reveals the theme of the cycle of the seasons, drawing a parallel with the stages of human life. For the choral cycle “Flying Cranes”, the name of which is a symbol of unattainable happiness and, at the same time hope, the composer improves the techniques of sound recording, creates expansive melodic lines based on a synthesis of folk and romantic intonations. The third cycle of I. Shamo “10 choirs on the poems of Ukrainian poets” demonstrates the latest achievements of the artist in choral writing, timbre drama, the implementation of the principles of working with folk poetic sources, characteristic of the “second wave of folklore”. It is substantiated that the unity of the “Carpathian Suite” of the composer is promoted by: tonal plan, contrasting tempo drama and artistic sound images, intonational unity based on the theme of Ukrainian folk models. Based on the author’s genre definitions of the “Yatran Games”, it is determined that in I. Shamo’s choral opera a cappella there is a synthesis of genres: suite, choral scenes originated from folk life and ceremonial action under the auspices of the opera genre. It was found that among the genres of orchestral and choral compositions of the artist — cantata, cantata-poem, cantata-oratorio, which is dominated by civic themes. Innovative is the work of I. Shamo “Skomoroshyny”, which synthesizes the genres of oratorio and concert, with theatricalization of these genres. The choral opuses showed such features of the artist’s style as the synthesis of genres, the tendency to cyclicality, reliance on national roots, the creation of author’s melodies, where deep folklore manifestations, sprechstimme, sonorism, aleatorics.
 The scientific creativity lies in the analysis of the components of the genre system of I. Shamo’s choral heritage, in the awareness of the genre phenomenon of each choral work and in the identification of the evolution of the artist’s style.
 The practical significance of the obtained results is due to the need to determine the genre of choral work to create a performing interpretation.

Creative Science Through Inquiry: Improving Teacher Self-Efficacy and Outcome Expectancy Through Adaptable, Mystery-Based Professional Development

Teacher self-efficacy is an important contributor to student outcomes, school climate and teacher retention. Outcome expectancy, a construct studied more commonly in health- and behaviour-related fields, may also positively impact school-related outcomes. Research shows that professional development can increase teacher confidence, but few studies have considered this connection for science-focused professional development, specifically. Our study assesses the impact of a science-focused, mystery-based professional development workshop for upper-elementary to high-school teachers. The hands-on, collaborative nature of this workshop allowed for generalisability to classrooms of various ability levels. Using the Science Teaching Efficacy Belief Instrument-A (STEBI-A) as a measure of science-teaching self-efficacy and outcome expectancy, we found that participants’ self-reported self-efficacy and outcome expectancy significantly increased (p < .001 for each) over the course of the two-week workshop. This outcome is especially relevant to schools and districts interested in improving student outcomes, school climate and teacher retention rates.

Stanley Jaki: Science and Faith in a Realist Perspective

Stanley Jaki: Science and Faith in a Realist Perspective