Comprehensive Scientific Creativity Assessment (C-SCA): A New Approach for Measuring Scientific Creativity in Secondary School Students

被引：0

作者：

Xu, Shiyu ^{[1
,2
]}

Reiss, Michael J. ^{[1
]}

Lodge, Wilton ^{[1
]}

机构：

[1] UCL, UCL Inst Educ, London, England

[2] UCL, UCLs Fac Educ & Soc, IOE, 20 Bedford Way, London WC1H 0AL, England

来源：

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION | 2025年 / 23卷 / 02期

关键词：

Comprehensive Scientific Creativity Assessment (C-SCA); Creative Trait Motivation (CTM); Scientific knowledge; Scientific Creativity Test for Upper Secondary School Students (SCT-USSS); Thinking styles; DIVERGENT THINKING; ACHIEVEMENT; PERCEPTIONS; VALIDATION; VALIDITY;

D O I：

10.1007/s10763-024-10469-z

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study introduces a Comprehensive Scientific Creativity Assessment (C-SCA) instrument and empirically tests its reliability and validity. While existing instruments to measure scientific creativity generally focus on a single dimension, such as divergent thinking, the C-SCA incorporates scientific knowledge, motivation in scientific creativity and thinking styles within its assessment framework. In this study, the three dimensions of C-SCA were measured using modifications of existing instruments. We provide two versions of the test, to allow tests of the effectiveness of educational interventions on scientific creativity. We incorporated ChatGPT into the scientific creativity scoring process to enhance the objectivity of the scores. Looking ahead, technological advancements hold promise for further improvements in scientific creativity assessment.

引用

页码：293 / 319

页数：27

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