Scientific Creativity Research Articles

Teacher Perceptions in Understanding Student Scientific Creativity as a Basis for Developing Project-Based Learning Programs

This research aims to find out more about teacher perceptions in students' scientific creativity as a basic for project-based learning models as well as provide information about the use of project-based learning programs that are in accordance with PjBL syntax at the junior high school level in Metro City. This research is a type of qualitative research with a case study approach, data collection techniques used are interviews (interviews), observation and documentation. Then to ensure the validity of the data using technical triangulation and source triangulation followed by data analysis with the research flow, namely identifying problems, determining research designs, determining research roles, determining data collection procedures, data recording, data analysis and verification, and narrating the research results obtained. The results of this research indicate that 54% of teachers have not used the PjBL learning model in learning and the teacher's perception of PjBL is good, but 62% of teachers do not know the PjBL syntax that must be fulfilled in using this learning model. In relation to scientific creativity, teachers do not know what indicators must exist in assessing students' scientific creativity

Comparison of Scientific Creativity Levels of 12th Classroom Students with Various Variables

One of the important skill areas that should be acquired by students in education is creative thinking skills. In this context, various scales have been developed by different researchers to measure creativity. Hu and Adey also developed a 7-item scale to measure scientific creativity in 2002. This developed scale was adapted into Turkish by Pekmez, Aktamış (2009) and Çeliker, Balım (2012); validity and reliability studies were carried out. The Cronbach alpha measurement reliability coefficient was found to be 0.86 by Çeliker and Balım (2012).The aim of this research is to compare students' scientific creativity according to various variables by using the scientific creativity scale developed by Hu and Adey (2002). The sample of the research consists of 249 students studying in the twelfth grade of high schools in İzmir.The scores obtained were compared using variables such as gender, educational status of the parents, central exam score and percentile in the exam. As a result of the study, there is no significant effect of gender variable on creativity. Moreover, the higher the maternal and paternal education level that is secondary education, undergraduate and higher education, the higher the originality score averages. Then, as the exam score range increases, the originality score average increases. Students in the 5% percentile have high originality score averages. The results of this study shows that mostly, article 5 has statistically significant difference about gender, maternal education level and average exam scores.

Improving the Scientific Attitude of Elementary School Students Through Problem-Based Learning

Learning science at the elementary school level still faces various obstacles. These obstacles are caused by low interest and motivation in learning, activities in learning that are still monotonous or conventional, and other constraints. This study aims to investigate the effect of problem-based learning (PBL) approach on students' scientific attitudes in elementary school. This study used an experimental research design with a randomized control group. The population of this study was grade V students. The research sample consisted of 38 students who were divided into two groups, namely the experimental group and the control group. Data was collected through several methods, namely daily test scores and student scientific attitude questionnaires. Data analysis is carried out using appropriate statistical tests. To compare the difference in student achievement between the experimental group and the control group, the average daily test scores before and after the treatment were compared. Meanwhile, differences in scientific attitudes between the two groups were analyzed using the one-track ANOVA test after confirming the normality of data distribution and homogeneity of variants between groups. The results showed that students who followed the PBL approach obtained higher scores than those who followed the conventional approach in terms of scientific attitudes. The implication of this research is to contribute to the development of science learning in elementary schools with a focus on developing students' scientific attitudes, motivation, creativity, and critical thinking.

Cognitive style and creativity: The role of education in shaping cognitive style profiles and creativity of adolescents.

Previous research on cognitive styles (CSs) has often overlooked their complexity and the effect of the environment on their development. While research supports visual abilities as predictors of domain-specific creativity, there is a lack of studies on the predictive power of CS in relation to creativity beyond abilities. The current study aimed to explore the validity of the CS construct as environmentally sensitive individual differences in cognition. We examined the internal structure of the CS construct, its predictive power in creativity beyond visual abilities, and how CSs of Singaporean secondary school students are shaped with age under specific sociocultural influences (Singapore's emphasis on STEM disciplines). Data were collected from 347 students aged 13-16 from a secondary school in Singapore. Students were administered nine tasks assessing their visual abilities and learning preferences, artistic and scientific creativity, and questionnaires assessing their CS profiles. The confirmatory factor analyses provided evidence for a matrix-type CS structure consisting of four orthogonal CS dimensions and third levels of information processing. Structural equation models demonstrated significant contributions of context independence and intuitive processing to artistic and scientific creativity, respectively, beyond visual abilities. The results also suggested that Singapore's education system could be contributing to significantly shaping adolescents' CS profiles. Our findings support the validity of CS as individual differences in cognition that develop to cope with environmental demands. They highlight the importance of providing an appropriate environment in shaping adolescents' CS profiles to support the development of domain-specific creativity according to their strengths and talent.

K(OIM) - A New Model of Creativity Based on the Concept of Knowledge Clusters

The World Economic Forum states that by 2025, the top five skills employers will be looking for are innovation, complex problem-solving, critical thinking, creativity, and originality. Looking at these qualities closely, one can argue that all these skills are somehow related to creativity itself. However, despite a myriad of publications, there are many myths and misconceptions about creativity. To date, there is no unique model that can assimilate all different views on creativity. The present work is an attempt to empirically create a new model of creativity called the “K(OIM) Model of Creativity". The concept of Knowledge Clusters, proposed by the author in his earlier work, is at the center of the K(OIM) model of creativity. The proposed creativity model is based on the three simple cognitive processes; O-observation, I-imagination, and M-manifestation operating under the influence of K-knowledge clusters. The author suggests that the knowledge clusters corrupt an individual's observation, limit the imagination, and inhibit the manifestation process and that the crux of creativity lies in the individual’s ability to control these knowledge clusters. The greater the control over knowledge clusters, the better is the creativity of individuals. The author further suggests that the creative contribution happens in five ways based on different combinations of stock of knowledge and knowledge clusters. Based on this, the difference between scientific and technical creativity (which comes from implicit knowledge), artistic and literary creativity (which comes from social knowledge and the knowledge clusters) and managerial creativity (which comes from the ability to effectively control knowledge clusters) has been explained for the first time in this paper.

Promoting first graders’ scientific thinking through picture books with the 5E model

Picture book reading is essential in the early stages of learning and development. The current study aimed to incorporate picture books to improve first graders’ scientific thinking, including scientific reasoning and creativity. The study adopted a quasi-experimental research design. There were 24 students in the experimental group and 23 in the control group. The chi-square test was used to analyze the difference between the two groups. The teacher innovatively employed the 5E model strategies to aid students in the experimental group focus on the scientific knowledge and methods proposed in the picture books. The results revealed that students in the experimental group outperformed their counterparts in scientific thinking with small to large effect sizes. Besides, according to students’ attitudes and the types of books borrowed, picture book teaching with the 5E model was appropriate for first graders to improve their scientific thinking.

Enrichment Studies in Gifted Education: A Bibliometric Analysis with RStudio

Gifted students are exceptional learners who need differentiated education. Enrichment is the most prevalent differentiation strategy including supplementation learning experiences of the depth, breadth, or intensity of content and process as appropriate to the student’s abilities and needs. Given the importance of assuring such education, the aim of this study is to investigate the trends related to enrichment in recent years by focusing on the bibliometric results of previous studies in the literature on enrichment in gifted education. For this goal, a total of 296 publications on enrichment gathered from Scopus and Web of Science databases were analyzed in terms of different bibliometric variables, and they were presented with visuals and tables. The PRISMA model was used for data collection and RStudio was employed for data analysis and image/table creation. The results of the study showed that the most frequently used keywords in research in both databases were “enrichment program” and “gifted students”. In both databases, the countries that had the highest number of publications were determined as USA and Germany. Furthermore, it was also determined that the top three most cited authors in scientific creativity studies in both databases were Joseph Renzulli, Sally M. Reis, and Marcia Gentry. The highest number of published contributions to the field was made by the University of Connecticut and Purdue University. The most active journals in the field are Gifted Education International and Roeper Review. Researchers interested in enrichment for gifted students can benefit from the results of the present study.

Students’ Scientific Attitudes and Creative Thinking Skills

Students’ Scientific Attitudes and Creative Thinking Skills

Students’ Scientific Attitudes and Creative Thinking Skills

Salah satu yang dapat mempengaruhi terbangunnya keterampilan berfikir kreatif adalah scientific attitudes seseorang. Tujuan penelitian ini adalah (a) Mendeskripsikan profil scientific attitudes mahasiswa Program Studi Pendidikan matematika, (b) Mendeskripsikan kemampuan berpikir kreatif mahasiswa Program Studi Pendidikan matematika, (c) Menguji keterkaitan antara scientific attitudes dan kemampuan berpikir kreatif mahasiswa. Aspek kelancaran, aspek keaslian dan aspek kerincian termasuk kategori tinggi. Sedangkan aspek keluwesan termasuk pada kategori sedang. Bentuk penelitian menggunakan mixed methods dengan status sepadan yaitu menggunakan pendekatan deskriptif kualitatif dan pendekatan kuantitatif. Sedangkan sampel penelitian adalah mahasiswa yang tidak mengulang pada mata kuliah penilaian proses dan hasil pembelajaran matematika tahun ajaran 2022/2023. Pengambilan sampel menggunakan teknik klaster random sampling. Pengujian hipotesis penelitian dengan menggunakan analisis korelasi Kendall Tau. Hasil pengujian hipotesis menunjukkan bahwa terdapat keterkaitan yang erat antara scientific attitudes dengan kemampuan berfikir kreatif mahasiswa pada perkuliahan penilaian proses dan hasil belajar matematika. One that can affect the development of creative thinking skills is a person's scientific attitude. The aims of this study were (a) to describe the scientific attitude profile of students in the Mathematics Education Study Program, (b) to describe the creative thinking skills of students in the Mathematics Education Study Program, (c) to test the relationship between scientific attitudes and students' creative thinking skills. Aspects of fluency, aspects of creativity, and aspects of fact are included in the high category. In comparison, the aspect of flexibility is included in the medium category. This form of research uses mixed methods with commensurate status, namely using a qualitative descriptive approach and a quantitative approach. Meanwhile, the research sample was students who did not repeat the mathematics learning process and results in the 2022/2023 school year assessment course. Sampling using cluster random sampling technique. Testing the research hypothesis using Kendall Tau correlation analysis. The results of hypothesis testing show a close relationship between scientific attitudes and students' creative thinking abilities in the process assessment lectures and mathematics learning outcomes.

Patterns of Character Education for Vocational School Students through Non-Academic Programs: Paradigm and Implementation

Some Indonesian students, including vocational school students, often perform negative behavior. This study aims to reveal the good practice of character education patterns through non-academic activities in a vocational school in Palembang, South Sumatera, Indonesia. This study uses an explanatory case study method that explains a phenomenon in depth and detail. The study data are obtained through interviews, observation, and documentation. There are 11 informants involved in this study. They are the vice head of the school for student affairs, the supervisor of extracurricular activities, the head of school administration, the coordinator of the counseling guidance unit, Islamic spiritual advisors, teachers, and five students. The research procedure includes data collection, data reduction, data presentation, and conclusions. The result of this study indicates that to shape student character, schools should not only conduct this through learning activities but also design well-planned non-academic activities. The pattern of non-academic character education is implemented through two activities. The first is habituation activities including a routine smiling day program, operasi semut (ant operations), reading Al-Qur'an, flag-raising ceremony, and short-term Islamic boarding schools. The second is doing extracurricular activities including scouting, choir, dance and drama, scientific creativity club, etc. These non-academic activities have a positive impact on the formation of students' positive character. Students are accustomed to practicing religious values such as honest, tolerant, disciplined, hard-working, creative, independent, democratic, curios, homeland-loving, communicative, peace-loving, environmentally caring, socially caring, and responsible in daily activities. Further research is required to test the effectiveness of this non-academic approach to character education in other schools.

Use of Science Process Skills Indicators in "Avicom" Science Creativity Competition To Improve Student Critical Thinking

This research was conducted to determine the effectiveness of science process skills indicators (SPS) in scientific creativity competition activities as a learning approach in improving students' critical thinking skills. Avicom is a student scientific creativity competition organized by SMA Avicenna Cinere which is attended by junior high school students from various provinces in Indonesia. This study uses a qualitative descriptive method with a theoretical triangulation approach, namely observation, review, and analysis. The data comes from article documents, videos of participant activities, and competition activities. The results of the analysis of data sources show an increase in the ability of SPS participants in three basic skills which are shown in the form of scientific work products, scientific work articles, and scientific paper presentations. The results of the literature study, this SPS competency indicator has an impact on increasing the participants' critical thinking skills

A comparison of three stem approaches to the teaching and learning of science topics: Students’ knowledge and scientific creativity

The main objective of this study was to compare the effectiveness of three STEM approaches in implementing STEM activities in lower secondary school students based on knowledge and scientific creativity. A pre-posttest experimental design was adapted. Six classes with almost similar learning conditions were randomly selected and each class was assigned as a group, in which two groups followed the Stand–alone engineering design approach, two adopted the 5E-EDP approach, and two classes used the Jigsaw learning approach. The data were collected from the tests before and after the experiments and were statistically analyzed. The findings revealed that these three approaches enhanced the students’ gains in both knowledge and scientific creativity. Despite the overall progress, there existed a statistical difference among these models in their effects on the students’ knowledge and scientific creativity. While 5E-EDP and Jigsaw learning approach were proven to make substantial progress in these factors, the Stand-alone engineering design scored less significance. The study also showed that there was a statistical difference between the Stand-alone engineering design approach and Jigsaw learning approach. The respective second approach formed a foundation for better performance of the students’ knowledge and scientific creativity compared to the first one. Each approachhas its own value in enhancing students’ knowledge and scientific creativity. The result of this study could be a hint for STEM educators to apply appropriate methods in similar contexts to boost achievements.

STREM PBL with E-Authentic Assessment: Its Impact to Students’ Scientific Creativity on Static Fluid

This study aims to explore the scientific creativity of high school students on the static fluid in STREM PBL with an e-authentic assessment. This study used a mixed method with an embedded experimental design. This study involved 30 11th-grade senior high school students in Sidoarjo, Indonesia. Data collection techniques were carried out through pretest-posttest, interview, and observation. Pretest and posttest instruments consist of three scientific creativity essay questions with a reliability of 0.610. The results of the Wilcoxon test of p = .000, with the posttest being higher than the pretest, indicate a significant difference between students’ scientific creativity before and after learning. The effect size value of 0.87 indicates that STREM PBL with an e-authentic assessment moderately affects students’ scientific creativity. All indicators of scientific creativity have increased. The order of increasing the average scientific creativity score for each indicator is fluency (high) elaboration (moderate) originality (moderate) flexibility (moderate). Meanwhile, the order of the average level of scientific creativity at the posttest is fluency (very creative) elaboration (quite creative) = flexibility (quite creative) originality (less creative). Students’ scientific creativity increases because this learning makes students solve problems, carry out projects (design and create a product), carry out inquiry activities (experiment and investigation), collaborate with groups, and evaluate projects through self and peer assessment. Learning activities that can increase the level of fluency indicators are mentioning as many ideas as possible for experimental designs and product designs. Learning activities that can increase the level of flexibility indicators are integrating religion content into STEM (it is also better if integrating art content) and providing several problems and products from various fields. Learning activities that increase originality indicators give each individual or group a different project topic. Learning activities that can increase elaboration indicators are strengthening mastery of concepts and evaluating the work of oneself and others through self-assessment and peer assessment.

Imagery in Scientific Discourse

The article is an overview of the problems on the topic of figurativeness in scientific discourse. The analysis was carried out in three perspectives: “conceptual” - the key ideas about the role of figurativeness in the formation of scientific discourse (about metaphorical schemes that lie in the processes of thinking and scientific conceptualization, about the need to identify and analyze these schemes in science, about the role of comparison and analogy in the conceptual and semantic deployment of scientific discourse); “narrative” - the ideas about the function of figurativeness in the development of the author’s ontology are considered (the problems of constructing a rhetorical “Self” in scientific discourse, “self-identifying narrative”, “scientific identity”); “communicative” - the specificity of figurativeness is revealed in connection with the problem of knowledge transfer and modern strategies for popularizing science. It is shown that in the context of the modern identification of the “rhetoric” of scientific communication and discussion of strategies for science popularizing, the research topic is characterized by particular relevance. The analysis of figurativeness in scientific discourse touches upon the problem of the dialogue between science and society, which is important for our time, and how scientific achievements fit into socio-cultural and educational contexts. It is shown that the scientific significance of the study of figurativeness in scientific discourse is manifested in the fact that it allows, firstly, to expand the concept of “scientific”, revising the ideals of academic scientificity, often translating a view of science as an “emotionally emasculated” “substrate” of objective and transparent truth, and thereby overcome the existing communicative “barrier” between society and the scientific community; secondly, to rethink ideas about the communicative specifics of scientific creativity and the role of language in constructing the semantic and logical-methodological space of science.

Управление научной деятельностью креативных сотрудников в высшей школе с использованием наукометрических индикаторов

The phenomenon of creativity is considered from the standpoint of an indicator that determines a person’s ability to scientific creativity. The genesis of the creativity theory is presented and issues requiring additional research are highlighted. The tests and methods aimed at identifying a person’s creative abilities are analysed; their generality is shown and both positive points and the restrictions related to their application difficulties to large creative groups are separately identified. The indicators are justified that are advisable to be used when testing universities’ and scientific institutions’ employees. The feasibility of applying open sources based on the scientific electronic library “E-library” in assessing the creative abilities of personalities involved in research and pedagogical activities is shown. The authors propose to use histograms that determine each of the employees’ contribution to the university’s overall scientific potential as the initial data for the subsequent research. The law of distributing these histograms is established and the curves approximating them are identified. The choice of the threshold determining the team’s creative part is justified based on the Pareto principle. The commonality of the distribution law is proven and numerical indicators are obtained allowing one to quickly conduct calculations on choosing the threshold of making a decision. Examples of four universities demonstrate the procedure for applying the developed approach. The article demonstrates the processing data of the results characterising the contribution of the creative part of scientific and pedagogical groups to forming the intellectual potential of universities issued in open publications. The conclusions are formulated and the directions of further research are determined.

The Effects of STEM Activities Conducted with the Flipped Learning Model on Primary School Students’ Scientific Creativity, Attitudes and Perceptions towards STEM

The aim of this study is to determine the effects of STEM activities carried out with the flipped learning model within the scope of science class on the scientific creativity, perceptions about STEM, and attitudes towards STEM of 4th grade primary school students and to reveal students’ opinions about the learning process. The sample of this study consisted of 57 fourth grade students attending a public primary school in a city center in the Eastern Black Sea region in the spring semester of the 2021-2022 academic year. Mixed method was used in the study. Quasi-experimental method with experimental and control groups was used in the quantitative dimension of the study, and case study was used in the qualitative dimension. In the study, data were collected using the “Scientific Creativity Scale”, “STEM Attitude Scale”, “STEM Perception Test” and a “semi-structured interview form” developed by the researcher. SPSS 21 package program was used to analyze the collected quantitative data and content analysis was used to analyze the qualitative data. The quantitative results of the study revealed that STEM activities conducted with the Flipped Learning Model had a positive effect on students’ scientific creativity levels and STEM perceptions, but had no effect on their attitudes towards STEM. The qualitative results of the study revealed that students mostly found the activities useful, instructive and fun. In line with the results obtained from the study, the use of STEM activities supported by the Flipped Learning model is recommended at all levels of education.

THE RELATIONSHIP BETWEEN PSYCHOANALYSIS AND LITERATURE

Austrian physician and scientist Sigmund Freud’s psychoanalytic concept, which emerged at the beginning of the XX century, greatly influenced the spiritual culture of the 20th century. Z. Freud’s philosophical ideas based on the results obtained in the field of neurosis therapy and the study of the mental processes of the unconscious, as well as their openness to understanding and broad perspectives for explaining the mechanisms of social life, human behavior, the nature of scientific and artistic creativity psychoanalysis gained great importance not only in the eyes of scientists but also in creative intellectuals and the general public. This paper highlights the emergence of psychoanalysis as a field of science and its close relationship with literature by analyzing the works of well-known psychologist Sigmund Freud as well as his influence on the psychoanalytic approach to literature. KEYWORDS: psychoanalysis, literature, conscious, unconscious, writer, psychologist, research method, symbol, individual.

Creativity in energy balance, obesity and feeding behavior research, some thoughts

This review provides an overview of examples of especially creative work related to the fields of ingestive behavior, energetics (defined as the study of the acquisition, storage, and use of metabolizable energy by biological organisms and the causes and consequences of such acquisition, storage, and use), and nutrition, focusing on both individual works and discoveries, as well as bodies of works and in some cases the working styles of particular scientists. The paper then discusses some principles extracted from our observations as well as from the literature on creativity pointing out some factors that seem to make for more creative science and that can be done by individuals to promote creativity in their own work. Finally, we end with a short set of tips for the field in general to promote creativity among our ranks broadly.

Г.Н. Потанин и В.И. Вернадский: опыт научного взаимодействия

For the first time in the research literature, the paper highlights the cooperation of the outstanding Russian investigators G.N. Potanin (1835-1920) and V.I. Vernadsky (1863-1945). The basis of interaction between these scientists was determined by the fact that both of them were students of Natural Department of the Faculty of Physics and Mathematics of Imperial St. Petersburg University. They carried the knowledge and interest in research gained at the university throughout their lives. Based on authentic sources, the authors revealed the role of A.A. Inostrantsev (1843-1919) as the organizer and ruler of the geological cabinet (museum) at St. Petersburg University, where G.N. Potanin acquired the necessary knowledge for his scientific expeditions to Central Asia in 1874. Under the influence of Dr. Inostrantsev, Potanin realized the importance of museums in geology and other branches. Besides, he supported V.V. Dokuchaev (1846-1903) in conducting soil science research in Russia. The paper emphasizes the participation of the university student Vladimir Vernadsky in Prof. Dokuchaev’s expeditions and in the preparation of a soil exposition at the World Exhibition in Paris in 1889. Following in the footsteps of his teachers and mentors, V.I. Vernadsky joined the museum science, became the curator of the Mineralogical Museum in Alma Mater, and then, some years later, in the Imperial Moscow University. Immediate communication between V.I. Vernadsky and G.N. Potanin occurred in the 1890s - 1900s, when they participated in discussions on ideological and political reorganization of Russia, pondered on the problems of regional self-government in the country. As a brief conclusion from this publication, the authors postulate free thought and scientific creativity, which related to Vernadsky and Potanin, as relevant ideas of our days.

Relationship between level of scientific creativity and scientific attitudes among prospective chemistry teachers

<span lang="EN-US">Scientific creativity and scientific attitude are important things that must be passed on in science learning. That is because the level of scientific creativity and scientific attitude could influence the performance in learning. As the same crucial components in learning, this research aimed to study the relationship between the level of scientific creativity and scientific attitudes. This study involved 92 prospective chemistry teachers in Pekanbaru, Indonesia who were selected using sample-simple random sampling. The data was collected through a chemistry scientific creativity test (CSCT) in form of open-ended questions, and a scientific attitude questionnaire. The data further was analyzed using SPSS 26.0 with a calculation of spearman correlation. The result showed that there was no relationship between the level of scientific creativity and scientific attitudes with Sig. 2-tailed=0.193, r<sub>s</sub>=0.137. It indicated that the level of scientific attitude was not the dominant factor that could influence the level of scientific creativity among prospective chemistry teachers in this study. Thus, this finding could be a consideration for educational stakeholders to explore the dominant factor that affected scientific creativity.</span>