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There is an increasing demand of creative individuals in scientific research, innovation sectors of software industries and industrial research/development sectors. On the other hand, there are requirements of analytical minded people in investigation departments, academia and management sectors. Unfortunately, classification of individuals into creative and analytical categories based on their behavioral response is not easy. This paper makes an attempt to classify people into 4 categories: Analytical, High Creative, Medium Creative and Low Creative from their brain response during their participation in a creativity-test based on convergent problems. The proposed classification problem involves two main phases. In the first phase, a brain connectivity map is constructed from the electroencephalogram (EEG) response of the brain using Pearson's correlation technique. In the second phase, a set of three centrality features, namely degree, closeness and betweenness are extracted from the connectivity map and fed to a classifier model for categorizing the afore-said class labels. The classifier model here synergistically combines one Graph Convolution Network (to abstract the brain connectivity-based centrality features) and one Capsule Network (to undertake the classification task) to develop the proposed Dual Attention Induced Graph Convolutional-Capsule network (DAIGC-CapsNet). The novelty of the proposed classifier model lies in the dual attention module and a new routing algorithm. The dual attention modules includes a) a Mish Induced Attention Module (MI-AM) to guide the graph convolution layers to focus on the most significant node attributes, and b) a Fused Attention Module (F-AM) to ensure the transmission of the most relevant predictions from the primary capsule to the class capsule layers. The latter attention module combines the effects of two sub-modules (channel and spatial) that concentrate on determining "what" and "where" to prioritize within the channel and spatial dimensions of the primary capsules. Lastly, the coupling between the primary and class capsule layers is strengthened by a Sparsemax based routing algorithm. Experiments conducted yield fruitful and definitive outcomes that substantiate the effectiveness of the proposed framework with respect to its conventional counterparts. Moreover, statistical validation of the proposed classifier using Friedman's test also proves its efficacy compared to its competitors. • An interesting approach to assess the scientific creative potential of subjects. • Brain connectivity analysis to identify brain hubs involved during a creative outcome. • Design of a deep learning classifier to classify different levels of creative ability. • Experimental analysis undertaken proves the efficacy of the proposed classifier model. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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.

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study aims to investigate the effect of STEM applications designed for the atomic system and periodic system unit on the scientific creativity of 9th-grade students. The exploratory sequential design, mixed research, is used in the study. The pretest-posttest quasi-experimental design has been preferred for the quantitative part of the study and the phenomenology design for the qualitative part. The study lasted 12 weeks during the first semester of the 2016-2017 academic year. The sample of the study consists of 133 ninth-grade high school students. The study uses an experimental and a control group. The Scientific Creativity Test was used as a data collection tool. Quantitative data were analyzed using the independent samples t-test through the package program SPSS 22. On the other hand, the qualitative data were analyzed using content analysis. As a result of the study, a statistically significant difference was observed to exist between the groups in terms of scientific creativity in favor of the experimental group. In addition, the participants were determined to have put forward many different and extraordinary thoughts with different perspectives. Based on these results, including activities that will improve students' scientific creativity in chemistry lessons is suggested. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Fostering creativity among the students will result in the production of a skillful workforce and human capital in the future. Creativity is a concept that has its roots in specific knowledge domains or disciplines including scientific creativity that is specific to science. This article attempts to fill the gap in understanding and identifying the factors and pedagogical approaches that influence and facilitate the effort to foster scientific creativity in science teaching and learning in schools. Thus, the questions arise of what pedagogical approaches and factors that foster students’ scientific creativity as well as support the teaching and learning in science classrooms. A systematic review of 30 studies was conducted to investigate effective interventions and variables that influence scientific creativity among students in school science classrooms. Pedagogical approaches and strategies such as teaching creative thinking techniques, problem-based, project-based, model-based, ICT-based, integrated STEM-based, and collaborative learning were found to improve scientific creativity among students. Meanwhile, students’ factors, teachers’ factors, and environmental factors were identified to facilitate the inculcation of creativity in science teaching and learning. This review suggests that the role of teachers is crucial in fostering scientific creativity in the science classrooms and there is a need to study teachers’ beliefs and practices in real settings. Also, future studies could also focus on identifying constraining factors that may hinder the fostering of scientific creativity by teachers in the classrooms.

Development of scientific responsibility and creativity in learning physics are included in the key competencies in the industrial era 4.0. However, both of these competencies are not used in school. Therefore, the purpose of this study is to analyze the effectiveness of Creative Responsibility Based Learning in developing students' responsibility and scientific creativity. This research is part of the research and development of the ADDIE model. Trial implementation using one group pre-test and post-test design on 27 students of Class XI-2 MAN 2 Banjarmasin. Data collection instruments consist of responsibility observation and scientific creativity tests. After being CRBL implemented, the students’ responsibility increased at each meeting in good criteria. Also, the value of n-gain scientific creativity by 0.34 in moderate criteria. Thus, CRBL is effective in developing the students’ responsibility and scientific creativity in learning physics.

Contemporary scientific research is competitive, costly and coupled to the parallel universe of commerce. A Faustian bargain between scientists and politicians allows the funding to flow. There is another path: to slow down, think and experiment without the pressure of competition and frequent publication. That path will come at a cost: reduced funding for people and equipment. The article compares and contrasts the most creative musical and visual artists with the current scientific model. I suggest that science requires acceptance that true creativity can only come by decoupling from current commercial and political imperatives.

This paper argues that non-empirical physics, as paradigmatically embodied by string theory, is a conservative research program, in spite of appearances. John Wheeler's 1950s research program of "daring conservatism" is identified as another non-empirical research program that checks all the same boxes as string theory. This case study is used to further analyze the connection between conservatism and a non-empirical approach. It is concluded that the prime difficulty of non-empirical physics is not that it involves unbridled speculation, but that the lack of empirical input prevents it from achieving revolutionary progress. [ABSTRACT FROM AUTHOR]

Purpose- The aim of this study is to examine the effect of extracurricular "Science, Technology, Engineering and Mathematics" (STEM) activities on the scientific creativity of secondary school students. Method- In the study a quasi experimental design with a pre-test post-test control group, one of the quantitative research designs, was used. While the science lessons in the control and experimental groups were carried out within the scope of the curriculum, additional to this science lessons, after school STEM activities were carried out with the experimental group. The 'Scientific Creativity Test,' which consists of seven open-ended questions and adapted by Kurtuluş (2012), was employed as a data collection tool in the study. The data were analysed using the SPSS 20.0 software. Findings- This study had concluded that extracurricular STEM activities applied after school had a positive effect on the scientific creativity scores of secondary school students. From this point of view, it has been recommended to carry out STEM activities in Design-Skill Workshops, whose main purpose is to improve the scientific creativity of students. Significance- When the literature is examined, while there are some studies examines STEM activities on scientific creativity, no study examined the effect of extracurricular STEM activities to be carried out after school independently from the curriculum on students' scientific creativity. So this study will be the first study in this field. On the other hand, since STEM activities will be carried out in the Design-Skill Workshops set forth by the Ministry of National Education in the Vision Document, the findings to be obtained from this study will answer whether the students can improve their creativity, which is one of the main goals of the workshop. [ABSTRACT FROM AUTHOR]

It can be stated that scientific creativity is a fairly new research topic for early childhood. Although creativity is one of the skills that are frequently discussed in early childhood research, studies dealing with scientific creativity, a type of creativity specifically related to science, are very limited regarding this period. In this review study, scientific creativity was conceptually examined and research conducted on scientific creativity with children attending primary and secondary school were included. Whether scientific creativity is possible in early childhood was examined according to a limited number of studies examining scientific creativity in this period. Additionally, based on previous studies, suggestions were given on how to support scientific creativity in early childhood. [ABSTRACT FROM AUTHOR]

The purpose of the study is to determine the effect of argumentationbased inquiry approach (ABI) and STEM-supported ABI approach on students’ academic achievement, scientific creativity and reflective thinking skills for problem solving, and to determine students' views about the process. Explanatory sequential design, one of the mixed research methods, was used in the study. A total of 41students (N=20 boys, n=21 girls) studying in the seventh grade of a secondary school in north-east Turkey constitute the study group. In the study, the two classes that the same teacher attended was randomly determined where one was an ABI group (N=21) and the other a STEM-supported ABI group (N=20). The groups worked with the same teacher throughout the study. In the quantitative dimension of the study, Academic Achievement Test, Reflective Thinking Scale for Problem Solving, and Scientific Creativity Scale was used, while semi-structured interview form was used in the qualitative dimension. Independent Groups T Test and ANCOVA were applied in the analysis of quantitative data. Content analysis was performed in the analysis of qualitative data. In the research, it was concluded that students' reflective thinking skills for problem solving, scientific creativity and academic success are more developed in applications made by integrating STEM into the ABI approach. [ABSTRACT FROM AUTHOR]

Problem-based learning (PBL) is a widely recommended method in science, technology, engineering, and mathematics (STEM) education through which students develop their scientific knowledge by collaboratively solving real-world problems. PBL benefits from both the activation of creative thinking and from socially shared regulation of learning (SSRL)-a group-level phenomenon whereby students collectively share common perceptions of their collaborative learning process and co-construction of knowledge. The current study examines the influence of three types of support (question prompts designed to promote SSRL, creative thinking, or a combination of both) on the participation of individuals in SSRL processes and on their knowledge acquisition, using a sample of 104 seventh-graders in accelerated science classes. Individuals' participation through the different stages of SSRL (forethought, performance, and reflection) was assessed using video recordings, and their scientific knowledge was measured through pre-and post-intervention knowledge tests. While all groups improved their scientific knowledge, individuals receiving only SSRL support improved their participation in most stages of SSRL compared with those receiving creativity or combined support, and a control group which received no support. The findings strengthen the case for SSRL-directed question prompts as a means to enhance student engagement in problem-solving tasks. [ABSTRACT FROM AUTHOR]

This study aims to examine the effects of engineering design-based science teaching (EDBST) on classroom teacher candidates' decision-making skills, scientific creativity and engineering design-based process skills. The random design of the quantitative approach with a pretest-posttest control group was used in the study. The study group consists of 60 teacher candidates convenient sampling method and studying at the Faculty of Education Department of Classroom Education of a state university in Ankara in the 2017-2018 academic year. The implementations of the study continued in the Science and Technology Laboratory Applications-II course for 14 weeks in accordance with the content integration of STEM. Study data were calculated through dependent and independent groups t-test, one-way repeated measures ANOVA and multivariate variance analysis (MANOVA). When the results of the study were examined, it was seen that the skills of the classroom teacher candidates, where the courses were taught with engineering design-based science teaching, developed positively. [ABSTRACT FROM AUTHOR]

The current challenge in Malaysia's education system is to provide quality education capable of producing world-class human capital and possessing 21st century critical skills. At the same time, PPPM 2013-2025 also encourages Malaysians to engage with the Science, Technology, Engineering and Mathematics (STEM) field as indeed the technological advances and economic development of the society today are driven by STEM. The purpose of this study is to investigate the effect of the use of STEM Integration Learning Approach for Forensic Science (PISTEM Forensik) on the acquisition of scientific creativity among form four students, and its effects based on gender. This study is a quasi-experimental study involving 67 form four students (31 female and 36 male) from two different schools. Data collection was carried out through the Hu & Adey Scientific Creativity Test which was given to both groups of students involved. The findings show that there is a significant difference in the student's scientific creativity following the PISTEM Forensik Approach at the level of p <.05. The implication of this study to schools is an improvement in the application of effective scientific creativity skills to students. In conclusion, the PISTEM Forensik Approach can enhance the acquisition of scientific creativity of high school students. [ABSTRACT FROM AUTHOR]

The purpose of the current study is to investigate the effectiveness of unstructured, semi-structured, structured hands-on modeling activities and traditional teaching methods in developing academic achievement, problem-solving skills, and scientific creativity in prospective science teachers in the subject of the human circulatory and respiratory systems. A pre-test–post-test quasi-experimental design was used to investigate the treatment effect. There were three experimental groups and a control group in a total of 88 prospective science teachers who were enrolled in the Department of Science Education. The Academic Achievement Test (AAT), Problem-Solving Inventory (PSI), and Scientific Creativity Scale (SCS) were applied as data collection tools. The researchers employed two-way ANOVA and ANCOVA to analyze the data. Results revealed that all modeling activities were effective in enhancing participants' AAT scores when compared with those of the control group. In addition, unstructured modeling and semi-structured modeling activities were more effective than structured modeling activities in improving AAT scores. For the AAT retention test, unstructured and semi-structured modeling groups showed better performance than the structured modeling group and control group. Moreover, there was a statistically significant difference in PSI scores of the participants in favor of unstructured and semi-structured modeling activities. Lastly, there was no statistically significant difference in SCS scores with the experimental groups and control group. [ABSTRACT FROM AUTHOR]

Problem-based learning (PBL) is a widely recommended method in science, technology, engineering, and mathematics (STEM) education through which students develop their scientific knowledge by collaboratively solving real-world problems. PBL benefits from both the activation of creative thinking and from socially shared regulation of learning (SSRL)-a group-level phenomenon whereby students collectively share common perceptions of their collaborative learning process and co-construction of knowledge. The current study examines the influence of three types of support (question prompts designed to promote SSRL, creative thinking, or a combination of both) on the participation of individuals in SSRL processes and on their knowledge acquisition, using a sample of 104 seventh-graders in accelerated science classes. Individuals' participation through the different stages of SSRL (forethought, performance, and reflection) was assessed using video recordings, and their scientific knowledge was measured through pre-and post-intervention knowledge tests. While all groups improved their scientific knowledge, individuals receiving only SSRL support improved their participation in most stages of SSRL compared with those receiving creativity or combined support, and a control group which received no support. The findings strengthen the case for SSRL-directed question prompts as a means to enhance student engagement in problem-solving tasks.

The purpose of this study is to explore the effectiveness of a STEAM (Science, Technology, Engineering, Arts, Mathematics) -based curriculum on junior high school students’ scientific creativity. The main topic of the STEAM-based curriculum in this study is an ancient mechanical clock that was designed and produced by the authors’ team. Further, the main concept of the ancient mechanical clock is about a gear wheel. Hence, this study designed two stages of courses which were gear wheel science courses (2 weeks) and STEAM-based courses (2 weeks). A total of 62 junior high school students from two different courses participated in this study and were divided into a control group and an experimental group. This study adopted a counterbalance design. The control group joined gear wheel science courses first and joined STEAM-based courses second. In contrast, the experimental group joined STEAM-based courses first. Both groups were asked to complete a pre-test, a middle-test, and a post-test by completing the “Scientific Creativity Test (Cronbach’s α 0.87)”. The results from paired t-test analyses showed that control group students did not show significant differences in scientific creativity before and after joining the gear wheel science courses, but they got significantly higher scores after joining STEAM-based courses than before. On the other hand, the experimental group students got higher scores in scientific creativity after joining STEAM-based courses than before, and persisted in getting higher scores after joining the gear wheel courses than before. Furthermore, the results implied that the STEAM-based courses might help students maintain or continue their scientific creativity. Further discussion is provided.

Up until now, there have been several different viewpoints on creativity in general and creativity in the science field in particular. Furthermore, STEAM (science, technology, engineering, arts, and mathematics) education is increasingly successful and widespread around the world; however, few studies on its impact on scientific creativity exist. As a result, research on the influence of STEAM-based curriculum on students’ scientific creativity is critical. Elementary school students were chosen to be investigated in this research, and the main topic of the STEAM-based curriculum was about a house-shaped money-saving tube with the concept of lock science, which was developed and created by the authors’ team. This research produced two phases of courses: Lock Science Courses (2 weeks) and STEAM-based courses (2 weeks). In this study, sixty-six elementary students from two separate courses were divided into two groups: control and experimental. This research used a counterbalanced design. The control group took Lock Science Courses first and then STEAM-based courses, while the experimental group did the opposite. As a pretest and posttest, students in both groups were asked to complete the “scientific creativity test” (Cronbach’s α, 0.87). The findings of the paired t-test study indicate that both the control and experimental groups have shown significant improvement in their scientific creativity. However, only the fluency and flexibility components of scientific creativity (consisting of fluency, flexibility, and originality) showed considerable development, whereas the originality component remained unchanged. This research also found that after engaging in a STEAM-based curriculum, there was no substantial difference in scientific creativity between males and females. Further discussion is provided.

The objective of this study was to analyze the dimensions of creativity in high-ability teenage students. Firstly, we reviewed the most relevant scientific contributions on creativity. Next, the dimensions of creativity in secondary school students who were previously identified as highability students were analyzed. The sample was obtained from 215 students, of which 31 were identified as high-ability students. The abilities associated with divergent thinking were assessed using the Torrance Test of Creative Thinking The fluency, flexibility, and originality dimensions were assessed with the Scientific-Creative Thinking Test. This study was conducted using a quantitative approach. Tests were administered during school hours from March to June 2019. They were corrected considering the protocols established by the original authors themselves. Data were analyzed using SPSS, version 24.0. The results provide evidence that high-ability students achieve higher scores in both the figurative-creativity and scientific-creativity dimensions. A significant relationship between creativity and high ability was therefore established. Students with high abilities and qualities require the educational support necessary to develop their talent. This study was of an exploratory nature and the results obtained contribute to developing future studies applying its findings in teenagers’ teaching–learning process. [ABSTRACT FROM AUTHOR]

A “lost chapter” from Antoine de Saint-Exupéry’s Le Petite Prince about the Little Prince visiting a mathematician, written in French in the style of the original work, is presented along with several translations. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• Research trends in scientific creativity continue to exhibit growth up. • China and the USA stand out as the primary contributors in this area. • The research direction on the topic is geared towards enhancement and assessment. • The integration between scientific creativity and science education is evident. The main goal of this study is to use bibliometric methods to explore the scientific creativity literature over the past two decades. The aim is to gain a deep understanding of how this field has developed conceptually, intellectually, and socially, with the objective of advancing both empirical evidence and conceptual understanding. The study draws upon the Scopus database as the source of literature metadata, subsequently subjecting the data to analysis via the Bibliometrix software. Commencing with an initial identification of 254 articles, a stringent application of search and exclusion criteria led to the inclusion of 110 articles for in-depth analysis. The outcomes of this research unveil pivotal themes within scientific creativity, offering a quantitative analysis that presents an encompassing view through tables, graphs, and maps. Moreover, the study delves into identifying core performance indicators associated with article production and citation rates. As discerned from the results, the emerging research directions within scientific creativity encompass the enhancement and assessment of scientific creativity, pedagogical strategies for teaching creativity within science education, and the exploration of thinking skills pertinent to scientific creativity. These findings provide valuable insights for future researchers and also have practical implications for educators and policymakers. By doing so, this study helps inform the development of strategies to effectively foster scientific creativity in the context of the 21st-century skills era. [ABSTRACT FROM AUTHOR]

In 2015, the United Nations committed the world to 17-life changing goals for the purpose of accelerating and promoting global development (United Nations). Named the “Sustainable Development Goals (SDGs)”, its principal objective is to end global poverty and hunger, and to promote prosperity for all by the year 2030. The SDGs provides specific recommendations for attaining progress in diverse fields, including health, education, agriculture, energy, water resources, economic growth, industry and infrastructure, land matters and climate change. On the basis of the global assessments and consensus reached at the time, it was strongly recommended that considerations be given to concomitant and covariate issues such as equality, peace and social justice, sustainable planning and partnership, which today form the basis upon which the SDGs are being implemented in many parts of the world.

Scientific creativity and responsibility are believed to be key factors for overcoming increasingly complex real-life problems faced by students; but both competencies are not trained in school. Therefore, this research aims to describe the effectiveness of creative responsibility based learning (CRBL) to increase student’s responsibility and scientific creativity on physics learning in senior high school. This research used one group pretest-posttest design involving 66 students of two senior high schools in Banjarmasin, South Kalimantan, Indonesia. The data collection was conducted by using responsibility observation emphasizing on participatory, cooperation, delivering an opinion, and leadership. Additionally, data were gained through scientific creativity test emphasizing on problem finding, product improvement, scientific imagination, scientific problem solving, and creative product design. The data analysis was done through qualitative descriptive, n-gain, and paired t-test. The results showed (1) student’s responsibility for each meeting is in good criteria, and (2) there is a significant increase on students’ scientific creativity at α = 5 %, with n-gain constitutes moderate category. Thus, the CRBL is believed to be effective to increase student’s responsibility and scientific creativity in physics learning

Involving the talented youth in the processes of innovation development is an important factor in the development of the society and modernization of the Russian economy. The national education system defines working with gifted children and young people as a key priority. The role of universities in youth talents training and management increases inasmuch the purpose of educational institutions is not only training of specialists with the highest professional qualification but creating the so-called intellectual elite of the country as well. The model of talent management system functioning at I.N. Ulianov Chuvash State University is described in the article. The article examines the complex multi-level system presented by interaction between elements «school – higher education provider – production». The basic forms of identifying and following up gifted schoolchildren and students and forms of supporting young lecturers are considered. A number of the University structural subdivisions such as Centre for working with the gifted youth, Center of Supplementary Education, Vocational Guidance Center, Innovation-implementation Center take part in working with talents by implementing a year-round complex of events. One of the key factors in functioning the talent management system is staffing. With a view to maintaining continuity, fostering young teachers’ motivation the University implements in-house target programs. One of the most effective forms of preserving and transferring the best practices of professional adaptation is tutorship. A multilevel approach makes it possible to create conditions for maximum revealing talents in students, professionals and to build the system of continuity within the system of working with young talents.

The Wademen Model was chosen to develop the Online Scientific Creativity Learning (OSCL). The quality of OSCL is measured using an expert validation sheet. Students' scientific creativity is assessed using the Scientific Creativity Test Instrument (SCTI) and then analyzed through N-gain and parametric inferential statistical tests. The OSCL has been proven effective in increasing students' scientific creativity during the Covid-19 pandemic. There is no significant difference (N-gain at a moderate level) between OSCL and Creativity Responsibility Based Learning (CRBL), except with Conventional Learning (N-gain at low level). The results of students' scientific creativity are at a high level after using OSCL and CRBL, while conventional learning is low. The OSCL can be an alternative for the scientific creativity of students in science education. Besides, OSCL facilitates the responsibility and science process skills which are characteristic of being emphasized in the learning phases. The OSCL can be a learning innovation in science education to improve students' scientific creativity in the Covid-19 pandemic. [ABSTRACT FROM AUTHOR]

This research aims to examine the effect of science, technology, engineering and mathematics (STEM) supported research-inquiry-based learning approach on the scientific creativity of 7th grade students. A pre-test and post-test quasi-experimental design with the control group was adopted into the research. The participants of this research were 64 secondary school students, 35 of whom were in the experimental group and 29 of whom were in the control group. To examine the effect of the intervention, a scientific creativity test was used and Wilcoxon signed ranks test, Mann-Whitney U-test, dependent t-tests were performed to analyse the data. The results revealed a significant difference in scientific creativity test scores, favoring the experimental group. When the subscales originality, flexibility and fluency were analysed, a significant difference in favor of the post-test of the experimental group was noted. However, no significant difference was found between the pre-post test scores of the control group. This means that the intervention has the potential to increase the scientific creativity of seventh grade students. Drawing on the results of this research, we argue that STEM supported education should be used to identify the appropriate steps of the engineering design process for secondary school and high school levels. [ABSTRACT FROM AUTHOR]

The objective of this study was to understand behavioral characteristics of creative physicists during their growth period, and we want to use any insight gained to help teachers and parents encourage students' creativity in their everyday life. To do this, the critical incident technique was utilized to extract behavioral traits from six physicists through the study of literature. As a result, 210 cases were extracted and summarized in the form of a list consisting of eight categories and 30 statements. A high degree of validity was obtained through a survey of experts and science teachers who had experiences in gifted education. By applying the developed list to eighteen science high school students, high reliability was obtained through the analysis of Cronbach alpha, Cohens' kappa, and correlations between two evaluators. Results of this study revealed that students showed various aspects of the extracted behavioral characteristics evenly. However, evaluation scores differed between individuals; thus, it might be possible to use the list as a scientific creativity test tool. Finally, this study discussed various potential applications of the list along with its limitations. [ABSTRACT FROM AUTHOR]

Although there is emerging knowledge on cultural differences in teaching practices of STEAM, as well as on cultural factors of scientific creative cognition, more research is needed to predict further implications for optimal STEAM education. Keywords: space; STEAM; scientific creativity; culture; teaching practices; creative cognition EN space STEAM scientific creativity culture teaching practices creative cognition N.PAG N.PAG 6 03/27/21 20210323 NES 210323 Introduction Governments recognized that a sustainable future requires solving new problems of a rapidly changing world in an innovative and interdisciplinary way. In this way, research could relate teacher practices to learning outcomes, by integrating qualitative analysis of teacher and student attitudes and teacher practices, as well as quantitative measurement of creative scientific cognition. By broadening the STEAM education framework by integrating the empirical domain of scientific creativity, the Arts component is no longer "simply added", but forms an essential part to increase scientific creative cognition and innovative thinking. [Extracted from the article]

In this research, the effect of experimental applications by using robotics technology in Science and Technology course the "Force and Motion" unit on the level of scientific creativity and scientific attitude of students was investigated. This research was designed according to the quasi-experimental method pre-test post-test design with a control group. In the research that was carried out with the 7th grade students (N=40) studying at a secondary school in Kayseri Province, Turkey. "Scientific Creativity Test" and "Scientific Attitude Scale" were used as data collection tools. At the end of implementation which lasted eight weeks, the quantitative data obtained were evaluated at 0.05 meaningfulness level through SPSS package software. "Mann Whitney U-Test" and "Wilcoxon Signed Ranks Test" were applied as analysis techniques. As a result of the research, while a meaningful difference was found between scientific creativity and scientific attitude pre-test post-test points of the students in the experimental group which robotics technology was used, no difference was found in the control group. Thus, it was found out that robotics developed scientific creativity and scientific attitude level of the students who joined the research by affecting it positively. Therefore, it is recommended that robotics-assisted science laboratory activities should also be planned and implemented in different classes, units or subjects to provide a science teaching with a better quality that supports and improves scientific creativity and scientific attitudes of students. [ABSTRACT FROM AUTHOR]

The equal odds baseline is a parsimonious model that describes the relationship between quantity and quality of output in scientific creativity. Specifically, it is posited that quality is a linear function of quantity, and therefore, strong positive correlations between these two variables are expected. Strong positive correlations also play a crucial role in a recurring issue in divergent thinking research: the fluency contamination effect. This effect refers to the problem that any other summative scoring of divergent thinking tests such as the number of original responses (i.e., quality of responses) is confounded by fluency (i.e., quantity of responses). The current work sheds further light into the conceptual overlap between the equal odds baseline, and the fluency contamination effect by demonstrating that a recent formalization of the fluency contamination effect can be used to derive the equal odds baseline. This result is then utilized within a structural equation modeling approach with simulated datasets to thoroughly examine the equal odds baseline. The findings of the structural equation modeling approach are discussed with respect to their potential to better understand the relationship between quantity and quality of productions in creativity research. [ABSTRACT FROM AUTHOR]

The aim of the study is to reveal the relationship between science-based entrepreneurship tendencies and scientific creativity levels of gifted students. In this context, students' science-based entrepreneurship tendencies and scientific creativity levels were determined. In addition, it was investigated whether sciencebased entrepreneurship and scientific creativity differ by gender, age and education program variables. Finally, it was discussed if scientific creativity is a predictive variable for science-based entrepreneurship. As a method, correlational research design, which is one of the quantitative research method designs, was used. The sample of the study consisted of 165 gifted students studying in a Science and Art Center (SAC) located in the Eastern Anatolian Region of Turkey in the 2019-2020 academic years. Science Based Entrepreneurship Scale (SBES) and Scientific Creativity Scale (SCS) were used as data collection tools. In the findings of the research, it was found that gifted students have a moderate level of scientific creativity and their level of science-based entrepreneurship is above average. Also, students' science-based entrepreneurship tendencies and scientific creativities do not differ by gender, age and program variables. Lastly, it was found that there was a moderate and positive correlation between scientific creativity and sciencebased entrepreneurship scores of gifted students and scientific creativity was a predictor of science-based entrepreneurship. At the end, these results were discussed based on the related literature and necessary recommendations were done. [ABSTRACT FROM AUTHOR]

The article is devoted to Oleksandr Oguy (1958–2014), the well-known in Ukraine and abroad scientist and linguist, doctor of sciences, professor of Yuriy Fed’kovych Chernivtsi National University. He was a person of a broad professional and common erudition, the author of numerous works, that where also related to the adjacent to philology sciences and were often denoted with complexed multidisciplinary approach. The article focuses on the O. Oguy’s interests with artistic literature, literary scholarship, in particular Ukrainian writing and the personality of Y. Fed’kovych. The work of the scientist in this area is analyzed in detail. It is concluded that they are based on a scrupulous analysis of critical literature about the writer, documentary sources, and also on the logical development of observations of psychological, historical, socio-cultural and aesthetic order. So, in the field of research about the greatest poet of Bukovyna, the scientist brought his ability to analyze and synthesize the material in a new way, on new methodological principals, and thus managed to reach a higher level of scientific creativity. The issue of the importance of the further study of O. Oguy’s workshop was questioned as perhaps the only way to prolong their life and life of the author himself.

The teaching material for Physics based on collaborative creativity learning (CCL) model is by design to improve scientific creativity, collaborative skills, and science process skills of junior high school students. The focus of this research is to analyze the teaching materials based on CCL model in terms of their validity (content and construct, reliable) and effectiveness to improve students’ scientific creativity in the science lesson, particularly for Physics education. The validity and effectiveness of the teaching material were measured by using Validation Assessment Sheet (VAS) and Scientific Creativity Assessment Sheet (SCAS). The data were analysed through mean validity score, Cronbach’s coefficient alpha, Wilcoxon test, N-gain, and Mann Whitney test. The results of this study include: (1) validity of the the CCL-based teaching materials for Physics fulfill validity criteria (valid and reliable); (2) in terms of components of validity, the CCL-based teaching materials for Physics: (a) there is an increase of students’ scientific creativity with the alpha of α = 0.05, (b) the average score of students’ scientific creativity was in medium category, and (c) there is no significant different improvement (consistent) of scientific creativity skills in all groups. The implication of this developmental research of CCL-based teaching materials for Physics has proven to be valid and effective to increase the scientific creativity of junior high school students, particularly in Motions and Simple Machine chapters.

This study aimed to investigate the effect of the Schwartz's model on chemical concepts acquisition, improving creative thinking skills, and learning transfer of the ninth grade students. Participant of the study consisted of (64) ninth grade students from the Directorate in Amman, academic year (2018/2019), and they were divided randomly into experimental and control group. To achieve the objectives of the study, a teacher's guide for the electrochemistry unit was prepared using the chemistry curriculum for the ninth grade. Furthermore, creative thinking skills and chemical concepts were combined according to the Schwartz's model, and the chemical concept test was prepared in the form of a multiple choice test and test learning effect transfer. Also, the Torrance Test of Creative Thinking was prepared. Data were analyzed using ANCOVA, ANOVA and results showed the effectiveness of the Schwartz's model of chemical concepts, improvement in creative thinking skills, and transference of learning effect in favor of the experimental group students, and statistically significant difference was seen (α = 0.05) between the average performance of the study sample and in favor of the experimental group students. In light of the results, the study recommended the need for science students to use the Schwartz's model in teaching. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the strength of relationships between 7th, 8th, and 9th grade students' scientific process skills and scientific creativity through structural equation modeling (SEM). For this purpose, data were collected from 353 students in grades 7–9 in Turkey. Scientific Process Skills and Scientific Creativity survey instruments were used as data collection tools. Three models were tested interrelating scientific process skills, scientific creativity, and the demographic variables of grade, age, and gender. In model 1, the demographic variables predicted scientific creativity both directly and indirectly through scientific process skills. In model 2, the demographic variables and scientific process skills predicted scientific creativity directly. In model 3, the demographic variables predicted scientific creativity indirectly through scientific process skills. Results indicated that the relationship between scientific process skills and scientific creativity was significant for all three models. Of the three models, model 2 represented the worst fit to the data, and model 1 represented the best fit with the data. In model 1, grade and gender effects on scientific process skills were significant in favor of the 9th graders and female students. In model 2, gender effect was significant on scientific creativity in favor of female students. The direct effect of scientific process skills was also significant on scientific creativity. Results of model 3 for gender and grade level effects on scientific process skills were similar to those of model 1. Results indicated that while scientific process skills mediated the relationship between gender and scientific creativity, scientific process skills moderated the relationship between age and scientific creativity and the relationship between grade level and scientific creativity. Classroom implications are discussed. [ABSTRACT FROM AUTHOR]

This study aims to evaluate the scientific creativity levels of second, third and fourth grade students who enrolled in a STEM course for an entire academic year. The sample consisted of 85 elementary school students in two private schools in Antalya, Turkey. "Scientific Creativity Test" and "Student Demographic Questionnaire" were the instruments used in the study. Findings revealed that the scientific creativity level of the students showed a statistically significant difference with respect to their grade level. No significant differences were observed based for other variables (gender, number of siblings, parental occupation, favorite subject, the most successful subject, future occupation). In this paper, selected student responses will be presented together with a comparison of the existing curricula and the implemented STEM curriculum as well as a discussion of the findings. The study has indicated that the implemented STEM program positively affected scientific creativity of the students. [ABSTRACT FROM AUTHOR]

This research aims to describe the effectiveness of collaborative creativity learning models to train student’s scientific creativity learning outcome for secondary student. This research was conducted using one group pre- and post-test design. The results showed (1) an improved indicator of achievement in motion material with average g-score = 0.66 (medium) and in simple machines material with average g-score = 0.72 (high); (2) 97.9% of students gave responses that collaborative creativity models enabled them to practice scientific creative skills. The research showed that collaborative creativity models were effective in improving scientific creativity skills. [ABSTRACT FROM AUTHOR]

The purpose of this study was to find out the correlation between scientific knowledge and science process skills with scientific creativity in Creative Responsibility Based Learning (CRBL). This study involved 83 students of science, physics, chemistry and biology education at Lambung Mangkurat University, Indonesia. The process of data collection used scientific knowledge tests, science process skills tests, and scientific creativity tests. The results of the study show that: (1) scientific knowledge and scientific creativity have a positive, but not significant, relationship. Even though, the mastery of scientific knowledge was needed as a connector of science process skills with scientific creativity; (2) science process skills were positively and significantly correlated with scientific creativity; and (3) both scientific knowledge and science process skills had a simultaneous correlation to scientific creativity. [ABSTRACT FROM AUTHOR]

The BIOSEL (Biotechnology Series Learning) model is a learning model that provides opportunities for students to assemble learning through a conceptual description of the coherent and precise steps of Biotechnology implementation. The purpose of this research was to analyze validity and practicality of the BIOSEL model to improve the concept mastery and scientific creativity of junior high school students. This research was conducted in the Odd Semester of the 2018/2019 Academic Year at Ex Residency of Besuki Junior High Schools (Jember, Banyuwangi, Bondowoso, and Situbondo) which involved 140 junior high school students of class XI through purposive sampling. The validity instruments used were validation sheets for learning and material content experts and for user. Meanwhile, the practicality instrument used was an observation sheet focusing on learning implementation, relevant student activities, and obstacles found during learning. The results of BIOSEL model validity showed that the model had the content, construct, and face validities that had fulfilled the feasibility to apply in the learning process. In addition, the results of BIOSEL model practicality included implementation of each syntax with an average value of < 3.6 as a very good category, student activities with an average value of < 85% as a very active category, and the obstacles found that had the appropriate alternative solutions. [ABSTRACT FROM AUTHOR]

This response to the foregoing reviews of The Poetry and Music of Science identifies common themes raised by them, responds to direct questions where this is possible and suggests further avenues of discussion. It focusses in particular on issues of the historical and cultural setting of human creativity, the particular issues raised by poetry, the differences between artistic and scientific imagination, the confusion (and de-confusion) of 'imagination' and 'creativity', the social and institutional framings of the sciences and the arts, the question of digital creativity and theological themes. A common emerging idea is that human creativity, whether artistic or scientific, is well-described by neither purely 'expressive' nor 'receptive' actions but by a meeting of both. [ABSTRACT FROM AUTHOR]

This study explores the relationship between critical thinking disposition and scientific creativity and examines the hypothesized mediating role played by creative self‐concept (trait‐like creative self‐efficacy). A large sample (N = 1,153) of Chinese high school students filled the Critical Thinking Disposition Inventory and revised trait‐like creative self‐efficacy scale, and then solved Scientific Creativity Test for Adolescent. Structural equation modeling has demonstrated that students' critical thinking disposition was positively related to their creative self‐concept and scientific creativity, and creative self‐concept fully mediated the link between critical thinking disposition and scientific creativity. We discuss these findings in terms of the hypothetical role played by creative self‐concept for creative functioning. [ABSTRACT FROM AUTHOR]

The present study tested the effects of extrinsic motivation on scientific and artistic creativity among Chinese middle school students. In Study 1, a between‐groups design was applied to examine the effects of expected rewards on scientific and artistic creativity among 123 students, and in Study 2 the same design was applied to examine the effects of expected evaluation from different raters on scientific and artistic creativity among 120 students. We also considered the effects of grade and gender in both studies. The results of Study 1 indicated that expected material reward had significant negative effects on scientific creativity for 7th graders, while expected social reward had significant positive effects on scientific creativity for 8th graders, and both expected material and social rewards had significant positive effects on artistic creativity. The results of Study 2 indicated that expected evaluation from teachers and classmates had significant negative effects on scientific creativity and significant positive effects on artistic creativity. These results suggest that there is no one‐size‐fits‐all answer to the effects of extrinsic motivation and creativity, Factors such as culture, type of extrinsic motivation, grade, and domains of creativity must be fully considered when cultivating adolescents' creativity. [ABSTRACT FROM AUTHOR]