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A study of Korean students' creativity in science using structural equation modeling.

机译：使用结构方程模型研究韩国学生的科学创造力。

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摘要

Through the review of creativity research I have found that studies lack certain crucial parts: (a) a theoretical framework for the study of creativity in science, (b) studies considering the unique components related to scientific creativity, and (c) studies of the interactions among key components through simultaneous analyses. The primary purpose of this study is to explore the dynamic interactions among four components (scientific proficiency, intrinsic motivation, creative competence, context supporting creativity) related to scientific creativity under the framework of scientific creativity. A total of 295 Korean middle school students participated.;Well-known and commonly used measurements were selected and developed. Two scientific achievement scores and one score measured by performance-based assessment were used to measure student scientific knowledge/inquiry skills. Six items selected from the study of Lederman, Abd-El-Khalick, Bell, and Schwartz (2002) were used to assess how well students understand the nature of science. Five items were selected from the subscale of the scientific attitude inventory version II (Moore & Foy, 1997) to assess student attitude toward science. The Test of Creative Thinking-Drawing Production (Urban & Jellen, 1996) was used to measure creative competence. Eight items chosen from the 15 items of the Work Preference Inventory (1994) were applied to measure students' intrinsic motivation. To assess the level of context supporting creativity, eight items were adapted from measurement of the work environment (Amabile, Conti, Coon, Lazenby, and Herron, 1996). To assess scientific creativity, one open-ended science problem was used and three raters rated the level of scientific creativity through the Consensual Assessment Technique (Amabile, 1996).;The results show that scientific proficiency and creative competence correlates with scientific creativity. Intrinsic motivation and context components do not predict scientific creativity. The strength of relationships between scientific proficiency and scientific creativity (estimate parameter=0.43) and creative competence and scientific creativity (estimate parameter=0.17) are similar [chi2.05(1)=0.670, P>.05]. In specific analysis of structural model, I found that creative competence and scientific proficiency play a role of partial mediators among three components (general creativity, scientific proficiency, and scientific creativity). The moderate effects of intrinsic motivation and context component were investigated, but the moderation effects were not found.
机译：通过对创造力研究的回顾，我发现研究缺少某些关键部分：（a）科学创造力研究的理论框架，（b）考虑与科学创造力有关的独特组成部分的研究，以及（c）对创造力的研究。通过同步分析在关键组件之间进行交互。这项研究的主要目的是探索在科学创造力框架下与科学创造力有关的四个组成部分（科学能力，内在动机，创造能力，环境支持创造力）之间的动态相互作用。共有295名韩国中学生参加了会议；选择并开发了知名和常用的测量方法。两项科学成就分数和一项基于绩效评估的分数用于衡量学生的科学知识/探究技能。从Lederman，Abd-El-Khalick，Bell和Schwartz（2002）的研究中选择了六个项目来评估学生对科学本质的理解程度。从第二版的科学态度量表（Moore＆Foy，1997）的子量表中选择了五个项目，以评估学生对科学的态度。创造性思维-绘画生产测验（Urban＆Jellen，1996）用于衡量创造性能力。从工作偏好量表（1994年）的15个项目中选择了8个项目来衡量学生的内在动机。为了评估支持创造力的情境水平，从工作环境的测量中调整了八个项目（Amabile，Conti，Coon，Lazenby和Herron，1996年）。为了评估科学创造力，使用了一个开放性科学问题，并且三个评估者通过共识评估技术（Amabile，1996）对科学创造力的等级进行了评估。结果表明，科学能力和创造能力与科学创造力相关。内在动机和情境成分不能预测科学创造力。科学熟练度和科学创造力（估计参数= 0.43）与创造能力和科学创造力（估计参数= 0.17）之间的关系强度相似[chi2.05（1）= 0.670，P> .05]。在对结构模型的具体分析中，我发现创新能力和科学能力在三个组成部分（一般创造力，科学能力和科学创造力）之间扮演着部分中介者的角色。研究了内在动机和情境成分的中度影响，但没有发现中度影响。

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  • 作者

    Jo, Son Mi.;

  • 作者单位

    The University of Arizona.;

  • 授予单位 The University of Arizona.;
  • 学科 Education Secondary.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 197 p.
  • 总页数 197
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;自然科学教育与普及;
  • 关键词

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