Thinking what no one else has thought. Investigating the scientific creativity of primary school students in a science class.

Autor/inn/en	Fernandez, Shanaia Marie; Madelo, Pauline Kaye; Suico, Ray Anne Lu; Cane, Jas Felicisimo; Magsayo, Joy; Capuyan, Mae; Siew, Nyet Moi; Acut, Dharel
Titel	Thinking what no one else has thought. Investigating the scientific creativity of primary school students in a science class. Paralleltitel: Misliti, cesar ni mislil se nihce drug: raziskovanje znanstvene ustvarjalnosti osnovnosolcev pri pouku naravoslovja.
Quelle	In: CEPS journal, 15 (2025) 3, S. 95-124Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35117 10.26529/cepsj.1514
URN	urn:nbn:de:0111-pedocs-351174
Schlagwörter	Kreativität; Problemlösen; Schüler; Curriculum; Kunst; Empirische Untersuchung; Wissenschaft; Innovation; STEMS (Science, Technology, Environment in Modern Society)
Abstract	For the advancement of humanity, scientific creativity is a crucial skill for coming up with innovations, addressing existing issues and interpreting particular scientific phenomena. The present study aimed to determine the scientific creativity level of 23 primary school students. In a single cross-sectional study, a descriptive survey questionnaire modelled on the Scientific Structure Creativity Model (SSCM) incorporated a seven-item scientific creativity test specifically designed to align with the backgrounds of primary school students. The results show that the students have a balance between a low or intermediate scientific creativity level. Of the 23 respondents, 8 have a low scientific creativity level, 8 have an intermediate scientific creativity level and 7 have a high scientific creativity level. The respondents are the most scientifically creative in creative science problem solving. The researchers recommend an intervention such as integrating the arts into the STEM curriculum to help develop students' scientific creativity. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3