Implicit Theories of Creativity in Computer Science in the United States and China

Autor/inn/en	Tang, Chaoying; Baer, John; Kaufman, James C.
Titel	Implicit Theories of Creativity in Computer Science in the United States and China
Quelle	In: Journal of Creative Behavior, 49 (2015) 2, S.137-156 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0175
DOI	10.1002/jocb.61
Schlagwörter	Creativity; Computer Science Education; Foreign Countries; Educational Theories; Concept Teaching; Scientists; Profiles; Likert Scales; Factor Analysis; Intelligence; Creative Thinking; Antisocial Behavior; Interpersonal Competence; Intellectual Disciplines; Ethnicity; Age Differences; Gender Differences; Work Experience; Comparative Education; Cross Cultural Studies; Student Surveys; Student Attitudes; China; United States + Suchen Sie Ihr Suchwort? Kreativität; Computer science lessons; Informatikunterricht; Ausland; Educational theory; Theory of education; Bildungstheorie; Scientist; Wissenschaftler; Charakterisierung; Profilanalyse; Likert-Skala; Faktorenanalyse; Intelligenz; Klugheit; Kreatives Denken; Interpersonale Kompetenz; Geisteswissenschaften; Ethnizität; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Employment experience; Job experience; Occupational experience; Berufserfahrung; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Schülerbefragung; Schülerverhalten; USA
Abstract	To study implicit concepts of creativity in computer science in the United States and mainland China, we first asked 308 Chinese computer scientists for adjectives that would describe a creative computer scientist. Computer scientists and non-computer scientists from China (N = 1069) and the United States (N = 971) then rated how well those adjectives described creative computer scientists using a 5-point Likert Scale. Factor analysis revealed that the concept of a creative computer scientist had four dimensions: (1) smart/effective, (2) outgoing, (3) creative thinking and (4) unsociable. Differences in the implicit concepts across disciplines, ethnicity, gender, age, and working experience were analyzed. We discuss the implications of these findings for our understanding of the domain specificity of creativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01