Empirical Studies on Measurement of Creative Thinking in Science Education

(1)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，提取科学创造性思维因素。该因素不同于知识理解因素和应用因素。研究了该因子得分与胡闹活动之间的关系。因此，从事创造性活动较多的学生比不从事创造性活动的学生获得更高的因子得分。(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作用。因此，科学、社会研究和数学领域的创造性思维与音乐、美术、日语和英语领域的创造性思维是不同的。以上两项调查都表明了科学创造性思维测试的必要性。(3)编制科学发散性思维测试，测试学生的创造性思维能力。该测试由七个项目组成，要求受试者以发散性和创造性的方式思考科学过程技能。本测验与S-A创造力测验的相关系数较高，但与学业成绩的相关系数不高。这些结果证实了这个测试的有效性。(4)科学类比推理测验是另一种创造性思维能力的测验。这个测试的任务是创造性地找出一般现象和科学现象之间的关系。本测试结果与科学发散性思维测试、学业成绩、学生概念图绘制能力进行比较。因此，该测试的有效性得到了证实。

(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.