| Budget Amount *help |
¥3,000,000 (Direct Cost: ¥3,000,000)
Fiscal Year 1998: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 1997: ¥2,400,000 (Direct Cost: ¥2,400,000)
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| Research Abstract |
(1) A test to analyze factors of science academic achievements was composed and carried out to junior high school students. Analyzing the test scores, scientifically creative thinking factor was extracted. This factor was distinct from knowledge-comprehension factor and application factor. The relations between this factor scores and messing about activity were investigated. Consequently, students who engaged many creative activities got high factor scores than the students who did not engage many creative activities.
(2) On the other hand, the effect of domain-specificity was investigated according to analyze each subject-matter creativity. Consequently, the creative thinking in science, social study, and mathematics were different from the creative thinking in music, fine art, Japanese, and English.
Above two investigations induced to the necessities of scientifically creative thinking test.
(3) Science Divergent Thinking Test was composed to measure the creative thinking ability. This test consisted of seven items, which asked subjects to think about scientific process-skills divergently and creatively. The correlation coefficient was high value between this test and S-A Creativity Test, but was not so high between this test and academic achievements. These results confirmed the validity of this test.
(4) Science Analogical Reasoning Test was composed to measure another creative thinking ability. The tasks of this test were to find out creatively the relation between general phenomenon and scientific phenomenon. The results of this test were compared to Science Divergent Thinking Test, academic achievements, and students' ability to draw concept map. Consequently, the validity of this test was confirmed.
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