Creative Cognition in Secondary Science: An Exploration of Divergent Thinking in Science among Adolescents

Autor/inn/en	Antink-Meyer, Allison; Lederman, Norman G.
Titel	Creative Cognition in Secondary Science: An Exploration of Divergent Thinking in Science among Adolescents
Quelle	In: International Journal of Science Education, 37 (2015) 10, S.1547-1563 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1043599
Schlagwörter	High School Students; Schemata (Cognition); Thinking Skills; Creative Thinking; Science Instruction; Measures (Individuals); Skill Development; Science Tests; Performance; Scores; Pretests Posttests; Reliability + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Cognition; Schema; Kognition; Denkfähigkeit; Kreatives Denken; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Messdaten; Kompetenzentwicklung; Qualifikationsentwicklung; Achievement; Leistung; Reliabilität
Abstract	The divergent thinking skills in science of 282 US high school students were investigated across 16 weeks of instruction in order to determine whether typical academic time periods can significantly influence changes in thinking skills. Students' from 6 high school science classrooms completed the Scientific Structures Creativity Measure (SSCM) before and after a semester of instruction. Even the short time frame of a typical academic term was found to be sufficient to promote both improvements in divergent thinking skills as well as declining divergent thinking. Declining divergent thinking skills were more common in this time frame than were improvements. The nature of student performance on the SSCM and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01