Browse > Article
http://dx.doi.org/10.15267/keses.2014.33.2.242

Development of an Assessment Formula for Scientific Creativity and Its Application  

Lim, Chae-Seong (Seoul National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.33, no.2, 2014 , pp. 242-257 More about this Journal
Abstract
Researchers have employed a diversity of definitions and measurement methods for creativity. As a result, creativity research is underrepresented in the literature and the findings of different studies often prove difficult to draw into a coherent body of understanding. With regard to assessment, there are some important problems both in creativity research and practice, such as originality bias and Big-C creativity bias in teachers' perceptions about creativity and creative thinking, and additive rather than multiplicative scoring systems of creativity assessment. Drawing upon most widely accepted conceptions of the creativity construct, I defined 'student's scientific creativity' as the ability to make a product both original and useful to the student in terms of little-c creativity, and 'scientist's scientific creativity' as the ability to come up with a product both original and useful to the science community in terms of Big-C creativity. In this study, an 'Assessment Formula for Scientific Creativity' was developed, which is consisted of the multiplication of originality and usefulness scores rather than the sum of the two scores, and then, with scores calculated from the assessment formula, the scientific explanations generated by children were categorized into four types: routine, useful, original, and creative types. The assessment formula was revealed to be both valid and reliable. The implications of the assessment formula for scientific creativity are examined. The new assessment formula may contribute to the comprehensive understanding of scientific creativity to guide future research and the appropriate interpretation of previous studies.
Keywords
assessment formula; scientific creativity; types of scientific explanation; originality; usefulness;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Newton, D. P. & Newton, L. D. (2010). What teachers see as creative incidents in elementary science lessons. International Journal of Science Education, 32(15), 1989-2005.   DOI   ScienceOn
2 Newton, D. P. (2010). Assessing the creativity of scientific explanations in elementary science: an insider-outsider view of intuitive assessment in the hypothesis space. Research in Science and Technological Education, 28(3), 187-201.   DOI   ScienceOn
3 Simonton, D. K. (1999b). Origins of genius: Darwinian perspectives on creativity. New York: Oxford University Press.
4 Silvia, P. J., Wigert, B., Reiter-Palmon, R. & Kaufman, J. C. (2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6, 19-34.   DOI
5 Simonton, D. K. (1999a). Creativity as blind variation and selective retention: Is the creative process Darwinian? Psychological Inquiry, 10(4), 309-328.   DOI   ScienceOn
6 Simonton, D. K. (2008). Distribution, normal. In W. A. Darity, Jr. (Ed.), International encyclopedia of the social sciences (2nd ed., Vol. 2). Detroit: Macmillan Reference USA. pp. 415-417.
7 Simonton, D. K. (2011). Creativity and discovery as blind variation: Campbell's (1960) BVSR model after the half-century mark. Review of General Psychology, 15, 158-174.   DOI   ScienceOn
8 Simonton, D. K. (2012). Assessing scientific creativity: Conceptual analyses of assessment complexities. Commissioned paper, The Science of Science and Innovation Policy Conference, National Academy of Sciences.
9 Spendlove, D. (2005). Creativity in education: A review. Design and Technology Education; An International Journal, 10(2), 9-18.
10 Sternberg, R. J. & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Creativity research handbook. New York: Cambridge University Press. pp. 3-15.
11 Sternberg, R. J. (1996). Successful intelligence. New York: Basic Books.
12 Treffinger, D. J., Sortore, M. R. & Cross, J. A. (1993). Programs and strategies for nurturing creativity. In K. A. Heller, F. J. Monk, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 555-567). New York: Pergamon.
13 Torrance, E. P. (1998). The Torrance tests of creative thinking norms - Technical manual figural (streamlined) forms A & B. Bensenville, IL: Scholastic Testing Service, Inc.
14 Treffinger, D. J. (1996). Creativity, creative thinking, and critical thinking: In search of definitions. Sarasota, FL: Center for Creative Learning.
15 Treffinger, D. J. (2009). Myth 5: Creativity is too difficult to measure. Gifted Child Quarterly, 53, 245-247.   DOI
16 Treffinger, D. J., Young, G. C., Selby, E. C. & Shepardson, C. A. (2002). Assessing creativity: A guide for educators. National Research Center on the Gifted and Talented.
17 Watson, J. D. (1968). The double helix: A personal account of the discovery of the structure of DNA. New York: Atheneum.
18 Williams, F. E. (1970). Classroom ideas for encouraging thinking and feeling. Buffalo: DOK Publishers.
19 Batey, M. & Furnham, A. (2006). Creativity, intelligence and personality: A critical review of the scattered literature. Genetic, Social, and General Psychology Monographs, 132, 355-429.   DOI
20 Beghetto, R. A. (2010). Creativity in the classroom. In J. C. Kaufman, & R. J. Sternberg (Eds.), The Cambridge handbook of creativity. Cambridge, UK: Cambridge University Press. pp. 447-466.
21 Boden, M. A. (1996). What is creativity? In M. A. Boden (Ed.) Dimensions of creativity. Cambridge, Massachusetts, Massachusetts Institute of Technology. pp. 75-117.
22 Batey, M. (2012). The measurement of creativity: From definitional consensus to the introduction of a new heuristic framework. Creativity Research Journal, 24(1), 55-65.   DOI
23 Beghetto, R. A. & Kaufman, J. C. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13(1), 1-12.   DOI   ScienceOn
24 Biernat, M. (2003). Toward a broader view of social stereotyping. American Psychologist, 58, 1019-1027.   DOI   ScienceOn
25 Boden, M. A. (2004). The creative mind: Myths and mechanisms. London: Routledge.
26 Cattell, R. B. & Butcher, H. J. (1968). The prediction of achievement and creativity. New York: Bobbs-Merrill.
27 Cropley, A. (2003). Creativity in education & learning: A guide for teachers and educators. London: Kogan Page Limited.
28 Cropley, A. (2006). Functional creativity: A socially-useful creativity concept. Baltic Journal of Psychology, 7(1), 26-38.
29 Amabile, T. M. (1983). The social psychology of creativity. New York: Springer-Verlag.
30 Hebert, T. P., Cramond, B., Neumeister, K. L. S., Millar, G. & Silvian, A. F. (2002). E. Paul Torrance: His life, accomplishments, and legacy. Storrs: The University of Connecticut, The National Research Center on the Gifted and Talented (NRC/GT).
31 Heinelt, G. (1974). Creative teachers/creative students. Freiburg, Germany: Herder.
32 Amabile, T. M. (1982). Social psychology of creativity: A consensual assesment technique. Journal of Personality and Social Psychology, 43(5), 997-1013.   DOI
33 Helie, S. & Ron, S. (2010). Incubation, insight, and creative problem solving: A unified theory and a connectionist model. Psychological Review, 117, 994-1024.   DOI   ScienceOn
34 Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Boulder, CO: Westview Press.
35 Alexander, P. A. (1992). Domain knowledge: Evolving themes and emerging concerns. Educational Psychology, 27, 33-51.   DOI   ScienceOn
36 Barbot, B., Besancon, M. & Lubart, T. I. (2011). Assessing creativity in the classroom. The Open Education Journal, 4, 58-66.   DOI
37 Barron, F. & Harrington, D. M. (1981). Creativity, intelligence, and personality. Annual Review of Psychology, 32, 439-476.   DOI   ScienceOn
38 Barron, F. (1969). Creative person and creative process. New York: Holt, Rinehart and Winston.
39 Barron, F. (1988). Putting creativity to work. In Sternberg R. J, (Ed.). The nature of creativity: Contemporary psychological perspectives. Cambridge, UK: Cambridge University Press. pp. 76-98.
40 Findlay, C. S. & Lumsden, C. J. (1988). The creative mind: Toward an evolutionary theory of discovery and innovation. Journal of Social and Biological Structures, 11, 3-55.   DOI   ScienceOn
41 Davis, G. A. (1997). Identifying creative students and measuring creativity. In N. Colangelo, & G. A. Davis (Eds.), Handbook of gifted education (pp. 269-281). Needham Heights, MA: Viacom.
42 Ford, C. M. & Gioia, D. A. (2000). Factors influencing creativity in the domain of managerial decision making. Journal of Management, 26, 705-732.
43 Diehl, M. & Stroebe, W. (1987). Productivity loss in brainstorming groups: Toward the solution of a riddle. Journal of Personality and Social Psychology, 53, 497-509.   DOI
44 Finke, R. A., Ward, T. B. & Smith, S. M. (1992). Creative cognition: Theory, research, and applications. Cambridge, MA: The MIT Press.
45 Fleming, M. (2008). Arts in education and creativity: A review of the literature. Creative Partnerships, Arts Council England: London.
46 Fryer, M. (1996). Creative teaching and learning. London: Paul Chapman Publishing Ltd.
47 Gardner, H. (1993). Creating minds. New York: Basic Books.
48 Givens, P. R. (1962). Identifying and encouraging creative processes. The Journal of Higher Education, 33(6), 295-301.   DOI   ScienceOn
49 Glover, J. A., Ronning, R. R. & Reynolds, C. R. (1989). Handbook of creativity: Perspectives on individual differences. NY: Plenum.
50 Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454.   DOI   ScienceOn
51 Hadamard, J. (1954). The psychology of invention in the mathematical field. New York: Dover Publications.
52 Lissitz, R. W. & Willhoft, J. L. (1985). A methodological study of the Torrance Tests of Creativity. Journal of Educational Measurement, 22, 1-111.   DOI   ScienceOn
53 Litchfield, R. C. (2008). Brainstorming reconsidered: A goal-based view. Academy of Management Review, 33, 649-668.   DOI   ScienceOn
54 Kind, P. M. & Kind, V. (2007). Creativity in science education: perspectives and challenges for developing school science. Studies in Science Education, 43, 1-37.   DOI   ScienceOn
55 Klahr, D. & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Science, 12, 1-48.   DOI   ScienceOn
56 Lim, C. S. (2012). Development of an instructional model for brain-based evolutionary approach to creative problem solving in science. Biology Education (Korea), 40(4), 429-452.   DOI
57 Mayer, R. E. (1995). The search for insight: Grappling with gestalt psychology's the nature of insight. In R. J. Sternberg and J. E. Unanswered questions. Davidson. Cambridge, The MIT Press. pp. 3-32.
58 Mayr, E. (1997). This is biology. Cambridge: Belknap Press of Harvard University Press.
59 Cropley, A. (2010). Creativity in the classroom: The dark side. In D. H. Cropley, J. C. Kaufman, A. R. Cropley, and M. A. Runco (Eds.). The dark side of creativity. Cambridge: Cambridge University Press. pp. 297-315.
60 Cropley, A. J. (2001). Creativity in education and learning. London: Routledge Falmer.
61 Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper Collins.
62 Darwin, C. (1859). The origin of species by means of natural selection, or the preservation of favored races in the struggle for life. Champaign: Project Gutenberg.
63 Hocevar, D. (1979). Ideational fluency as a confounding factor in the measurement of originality. Journal of Educational Psychology, 71, 191-196.   DOI
64 Houtz, J. C. & Krug, D. (1995). Assessment of creativity: Resolving a mid-life crisis. Educational Psychology Review, 7, 269-300.   DOI
65 Mumford, M. D., Mobley, M. I., Uhlman, C. E., Reiter-Palmon, R. & Doares, L. M. (1991). Process analytic of creative capacities. Creativity Research Journal, 4, 91-122.   DOI   ScienceOn
66 Hocevar, D. & Michael, W. B. (1979). The effects of scoring formulas on the discriminant validity of tests of divergent thinking. Educational and Psychological Measurement, 39, 917-921.   DOI
67 Hu, W. & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403.   DOI   ScienceOn
68 Ivcevic, Z. (2009). Creativity map: Toward the next generation of theories of creativity. Psychology of Aesthetics, Creativity, and the Arts, 3, 17-21.   DOI   ScienceOn
69 Jung, H. C., Han, K. S., Kim, B. N. & Choe, S. U. (2002). Development of programs to enhance the scientific creativity - Based on theory and examples - Journal of Korean Earth Science Education, 24(4), 334-348.   과학기술학회마을
70 Kaufman, J. C. & Beghetto, R. A. (2009). Beyond big and little: The four model of creativity. Review of General Psychology, 13(1), 1-12.   DOI   ScienceOn
71 Kaufman, J. C., Plucker, J. A. & Baer, J. (2008). Essentials of creativity assessment. Hoboken, NJ: Wiley.
72 Kim, C. J., Chae, D. H. and Lim, C. S. (1999). Introduction to science education. Seoul: BooksHill.
73 Petty, G. (1997). How to be better at creativity. London: Kogan Page.
74 Kim, K. H. (2006). Can we trust creativity tests? A review of the Torrance Tests of Creative Thinking (TTCT). Creativity Research Journal, 18(1), 3-14.   DOI   ScienceOn
75 Richards, R. (1993). Everyday creativity, eminent creativity and pschopathology. Psychological Inquiry, 4(3), 212-217.   DOI   ScienceOn
76 Newton, L. D. & Newton, D. P. (2008). Conceptions of creativity in elementary school science. Excellence in education, 2008: Future minds & creativity. The International Centre for Innovation in Education, Conference Proceedings. Paris, July 1-4, 2008.
77 Plucker, J. A., Beghetto, R. A. & Dow, G. T. (2004). Why isn't creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 83-96.   DOI   ScienceOn
78 Rigden, J. S. (1983). The art of great science. Phi Delta Kappan, 64(9), 613-617.
79 Roberts, S. (2004). Self-experimentation as a source of new ideas. Behavioral and Brain Sciences, 27, 227-288.
80 Rogers, C. R. (1961). On becoming a person. Boston: Houghton Mifflin.
81 Rose, J. (2009). The independent review of the primary curriculum: Final report. Nottingham: DCSF Publications.
82 Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55, 657-687.   DOI   ScienceOn
83 Runco, M. A., Okuda, S. M. & Thurston, B. J. (1987). The psychometric properties of four systems for scoring divergent thinking tests. Journal of Psychoeducational Assessment, 5(2), 149-156.   DOI
84 Taylor, C. W., Smith, W. R. & Gheselin, B. (1975). The creative and other contributions of one sample of research scientists. In C. W. Taylor, & F. Barron (Eds.) Scientific creativity: Its recognition and development. Huntington, New York: R. E. Krieger. pp. 53-76.
85 Seifert, C. M., Meyer, D. E., Davidson, N., Patalano, A. L. & Yaniv, I. (1995). Demystification of cognitive insight: Opportunistic assimilation and the preparedmind perspective. In R. J. Sternberg and J. E. Davidson (Eds.), The nature of insight. Cambridge, MA: MIT Press. pp. 65-124.
86 Torrance, E. P. (1974). The Torrance tests of creative thinking-norms-technical manual research edition-verbal tests, forms A and B-figural tests, forms A and B. Princeton, NJ: Personnel Press.
87 Surkova, I. (2012). Towards a creativity framework. Society and Economy, 34(1), 115-138.   DOI
88 Torrance, E. P. (1966). The Torrance tests of creative thinking-norms-technical manual research edition-verbal tests, forms A and B-figural tests, forms A and B. Princeton, NJ: Personnel Press.
89 Torrance, E. P. (1975). Explorations in creative thinking in the early school years. In C. W. Taylor, & F. Barron (Eds.) Scientific creativity: Its recognition and development. Huntington, New York: R. E. Krieger. pp. 173-183.
90 Nettle, D. (2001). Strong imagination: Madness, creativity and human nature. Oxford, UK: Oxford University Press.
91 Newton, D. P. & Newton, L. D. (2009). Some students' conceptions of creativity in school science. Research in Science and Technology Education, 27(1), 45-60.   DOI   ScienceOn
92 Walker, C. & Gleaves, A. (2008). An exploration of students' perceptions and understandings of creativity as an assessment criterion in undergraduate-level studies within higher education. Irish Educational Studies, 27(1), 41-54.   DOI   ScienceOn
93 Bowers, K. S., Regehr, G. & Balthazard, C. (1990). Intuition in the context of discovery. Cognitive Psychology, 22, 72-110.   DOI
94 Ausubel, D. P. (1978). Educational psychology. New York: Holt, Rinehart & Winston.
95 Ministry of Education and Science Technology (2011). Science curriculum. Ministry of Education and Science Technology Announcement 2011-361 (Supplement 9).
96 Jardine, L. (2000). Ingenious pursuits. London: Little Brown and Company.
97 Newton, D. P. (2000). Teaching for understanding. London: Routledge.
98 Eysenck, H. J. (1993). Creativity and personality: Suggestions for a theory. Psychological Inquiry, 4, 147-178.   DOI   ScienceOn
99 Mumford, M. D. (2003). Taking stock in taking stock. Creativity Research Journal, 15, 147-151.   DOI
100 Silvia, P. J., Winterstein, B. P., Willse, J. T., Barona, C. M., Cram, J. T., Hess, K. I., Martinez, J. L. & Richard, C. A. (2008). Assessing creativity with divergent thinking tasks: exploring the reliability and validity of new subjective scoring methods. Psychology of Aesthetics, Creativity, and the Arts, 2, 68-85.   DOI   ScienceOn