Empirical Studies on Measurement of Creative Thinking in Science Education

(1)编制并对初中生进行了科学学业成绩因素分析测试。通过对考试成绩的分析，提取出科学的创造性思维因子。该因子与知识理解因子和应用因子不同。探讨了该因子得分与胡闹活动的关系。因此，从事许多创造性活动的学生比不从事许多创造性活动的学生获得更高的因子分。(2)另一方面，通过对各主题创造力的分析，考察了领域特异性的影响。因此，科学、社会、数学等学科的创造性思维与音乐、美术、日语、英语等学科的创造性思维不同，这两项研究表明了科学创造性思维测试的必要性。(3)科学发散思维测验是用来测量创造性思维能力的。该测验由七个项目组成，要求被试发散性和创造性地思考科学过程技能。本测验与S-A创造力测验之间的相关系数较高，与学业成绩之间的相关系数不高。这些结果证实了本试验的有效性。(4)科学类比推理测验是用来测量另一种创造性思维能力的测验。这一测验的任务是创造性地找出一般现象与科学现象之间的关系。本测验的结果与科学发散思维测验、学业成绩及学生绘制概念图的能力进行比较。因此，证实了该试验的有效性。

(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.