You are on page 1of 7

Literature Review on

Scientific Creativity
Rubaaiah Sidek
Contents
1. Creativity
• Creaitivity in Education
2. Scientific Creativity
• Instrument development for Scientific Creativity
• Studies on level of Scientific Creativity
• Studies on correlation
• Studies on Intervention (experimental)
Studies on Creativity in education
Test of Creativity / Variables to be Dimension of
Country Aim Respondent N Result
Quesstionnaire/ Tools studied on Creativity Creativity

Academic
Positive
achievement
(Surapuramath Secondary Bekar mahadiyar
India Relationship 100 gender No sig differnetce
, A. K., 2014) students creativity test
area of schools No sig differnetce
government/ aided
No sig differnetce
school

(Nadeem et. Torrance Tests of Creative academic


Pakistan Relationship Secondary 256 Sig relationship
Al, 2012) Thinking [TTCT] achievement

teaching emphasized problem


S. Korean Teachers 44
methods solving
Hong. & Kang., South Study open-ended and Likert-
ethics korean emphasizes more
2009 Korea perception US Teachers 21 type questionnaires.
environmental
US emphasize more
support
PIP fostered frequent
Structured Interview
Lilia, E. M., Observe 7 dominant emer- gence of creativity
undergraduate Checklist (27 items) and
Lilia, H., Seth, Malaysia creative 12 creativity characteristics much
physic students an Obser- vation Checklist
S., 2015) characteristic characteristic better as compared to
(37 items).
PPW.

Khatena-Torrance Academic
(Naderi et.al, related
Malaysia Relationship undergraduate 153 Creative Perception achievement
2010)
Inventory (KTCPI)
Gender Sig Difference
Instrument development for Scientific
Creativity
Reliability and Dimension of Scientific Result (Scientific
Author Country Respondent N
validity Creativity (SC) Creativity)
internal 87
fluency
(good)
interscorer 92 Mathematically
6th grade flexibility
(Ayas & Sak, 2014) 693 (excellent) talented > average
students
hypothes generation students
experiment design
evidence evaluation
Secondary
(Hu & Adey, 2002) England 160 adequate SC increased in age
student in
problem and solution
th
5 grade female better than
(Ahmed Hassan, 2006) Turkey 138 0.89 coefficient grouping of flowers
students male
design experiment

trait
(Siew, Chong, & Chin, strong correllation
Malaysia Primary 206 high
2014) process between 3 dimensions
product
trait
Mukhopadhyay., 2013 India Secondary 212 adequate process
product
Studies on level of Scientific Creativity
Dimension of Scientific Creativity
Author Country Respondent N Result (Scientific Creativity)
(SC)
science knowledge satisfactory
Pre-service fluency satisfactory
(Kaçan, 2015) Turkey 31
teachers flexibility unsatisfactory
originality unsatisfactory
assesed themselves in terms of
Teacher inadequate
(Demir, 2015) Turkey 20 SC
candidates
defining SC unable to understand
fluency average

(Cevher, Ertekin, & 8th grade Gifted flexibility average


20 not enough to produce creative
Koksal, 2014) students originality
ideas
not enough to produce creative
elaboration
ideas
proposed diverse ideas about
characteristic of creative learner how to foster creativity in school
science, but seemed to overlook
Upper primary
(Liu & Lin, 2014) Taiwan 16 creative classroom some aspects, such as
science teachers
convergent thinking, problem-
inquiry approach in creative finding, and linking the arts and
classroom science.
2nd year higher concept of SC not in depth understanding
(Demir, 2015) Turkey 31
edu critical thinking correct yet insufficient
Studies on correlation
Variables studied on
Author Country Respondent N Result
Scientific Creativity

(Okere & Secondary form 3 Gender Sig Difference


Kenya 363
Ndeke, 2012) students Knowledge Sig Difference

(Ayverdi, Asker,
6th-8th grade Gender No Sig Diffrenece
Aydin, & Turkey 145
Elementary school
Saritaş, 2012) grades Sig Difference
(Charyton &
100 music, 105
Snelbecker, USA 205 courses No Sig Diffrenece
engineering
2007)

Domain knowledge Positive correlation


(Huang, Peng & primary school
Taiwan 187
Chen., 2017) sixth-graders
Divergent thinking Positive correlation
Studies on Intervention (experimental)
Author Country Respondent N Treatment Result (Scientific Creativity)
(Lin, Hu, 2003) England Secondary 1689 CASE (National Program) sig
(Iwan Wicaksono,
Wasis, & Indonesia Senior High School 318 VS -TM sig
Madlazim, 2017)

(Arisi, Do,
Honey bee theme
Yaraticilik, & Etk, Turkey Secondary 112 sig
program
2016)

(Nyet, Moi, &


Malaysia 6 yo pre-schoolers 216 PBL-CL‘NHT’ sig
Sombuling, 2017)
(Siew, Chong, &
Malaysia 5th graders elementary 232 PBL Sig
Lee, 2015)
(Aktamis, Faculty,
Turkey Elementary 7th grade 40 SPS Sig
& Eyl, 2008)
(Laius, Post, &
Estonia 16-18 yo 1918 New Science Curriculum Not Sig
Rannikmäe, 2016)

VS-TM refers to a teaching model that applies virtual media aided scientific approach.
PBL-CL‘NHT’ refers to Problem based learning (PBL) with cooperative learning (CL) and ‘Numbered
Heads Together’ (NHT)
Sig refers to Significantly inreased

You might also like