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Scientific Creativity

Scientific Creativity. Model of Scientific Creativity. Definition: a kind of intellectual trait or ability producing or potentially producing a certain product that is original and has social or personal value, designed with a certain purpose in mind, using given information.

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Scientific Creativity

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  1. Scientific Creativity

  2. Model of Scientific Creativity Definition: a kind of intellectual trait or ability producing or potentially producing a certain product that is original and has social or personal value, designed with a certain purpose in mind, using given information. Hu& Adey(2002)

  3. Differences between creative scientists and artist • Scientific creativity is more constrained by the real-world • Scientists create solutions that must fit situation parameters • The best scientific creators are those who are artistically creative (Simonton, 2009)

  4. Dispositional Traits of Creative Scientists • More original • Less conventional • More impulsive • Less inhibited • Less formal • More subjective

  5. Scientific Creativity Activity • Materials Up for Grabs (10 minutes)

  6. Reflection • What strategies did you use to solve the problem? • How was your solution constrained?

  7. Compare/contrast • Now that you have completed the two activity types, brainstorm ways that the two types of creative problem solving are similar and different. • What can teachers do to help students be better creative problem solvers?

  8. References Simonton, D. K. (2009). Varieties of (scientific) creativity: A hierarchical model of domain-specific disposition, development, and achievement. Perspectives on Psychological Science, 4(5), 441-452. doi: 10.1111/j.1745-6924.2009.01152.x. Charyton, C., & Snelbecker, G. E. (2007). General, artistic and scientific creativity attributes of engineering and music students. Creativity Research Journal, 19, 213-225. Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403. doi:10.1080/09500690110098912.

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