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Measuring scientific creative thinking: development and validation of a process-oriented instrument.

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Summary
This summary is machine-generated.

This study introduces the Scientific Creative Thinking Scale (SCTS) to assess multi-stage scientific creative thinking (SCT) in students. The validated SCTS offers a reliable measure for understanding scientific innovation and cognitive processes.

Keywords:
cognitive processinstrument developmentprocess-oriented assessmentpsychometricsscientific creative thinking

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Area of Science:

  • Cognitive Psychology
  • Educational Measurement
  • Science Education

Background:

  • Scientific creative thinking (SCT) is crucial for scientific discovery and innovation.
  • Existing assessment tools lack the ability to capture the multi-stage, domain-specific nature of SCT.
  • There is a need for a psychometrically sound instrument to measure SCT.

Purpose of the Study:

  • To develop and validate the Scientific Creative Thinking Scale (SCTS).
  • To provide a reliable and valid measure for assessing the three core stages of SCT: problem identification, hypothesis construction, and experimental verification.
  • To address limitations in existing SCT assessment tools.

Main Methods:

  • Developed the SCTS using an integrative psychological framework, combining divergent thinking and domain-appropriateness.
  • Employed three open-ended tasks based on real-world scientific scenarios.
  • Validated the scale using a two-stage independent sample design with 401 tenth-grade students, including exploratory and confirmatory factor analyses.

Main Results:

  • Exploratory factor analysis revealed a stable three-factor structure accounting for 70.189% of the variance.
  • Confirmatory factor analysis confirmed the three-factor model with good fit indices.
  • The SCTS demonstrated robust reliability (internal consistency, inter-rater reliability) and validity (convergent, discriminant, criterion-related).
  • A significant positive correlation was found between SCTS scores and science academic achievement (ρ = 0.55, p < 0.001).

Conclusions:

  • The SCTS is a process-oriented, psychometrically sound instrument for measuring SCT.
  • The scale provides a methodological foundation for future research on SCT's cognitive mechanisms, individual differences, and developmental trajectories.
  • This validated scale can be used to assess and potentially foster scientific creative thinking in students.