是STEM学生创造性的思想家吗?
Christabel Borg Preca1, Leonie Baldacchino2, Marie Briguglio3
1Department of Public Policy, University of Malta, MSD2080 Msida, Malta.
Journal of Intelligence
|June 27, 2023
概括
学习科学,技术,工程和数学 (STEM) 与中学生更高的创造力有关. 参与和享受STEM科目积极预测创造性思维,即使控制其他因素.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 课程研究 课程研究
背景情况:
- 越来越多的人对STEM教育和创造力感兴趣,认为这是21世纪必不可少的技能.
- 关于中学教育中的STEM-创造力联系的研究有限,结果各不相同.
- 这项研究通过调查青少年的STEM参与度和创造力之间的关联来解决这一差距.
研究的目的:
- 为了确定研究STEM科目的程度与中学学生的增强创造力有关.
- 分析STEM主题暴露和享受在创造力水平上的预测能力.
- 为了控制诸如年龄,性别,父母教育和创造性活动参与等混变量.
主要方法:
- 利用了大约400名马耳他学生 (年龄在11-16岁) 的现有数据集.
- 通过可选科目选择和最喜欢科目识别来衡量STEM参与度.
- 在替代用途测试中使用分歧思维表现来评估创造力.
- 使用相关性和回归分析来检查关系和预测效应.
主要成果:
- 在STEM参与度和创造力水平之间发现了强烈的正相关性.
- 对STEM学科的接触和享受都显著和积极地预测了创造力.
- 这些积极的关联在控制年龄,性别,父母教育和参与创意活动后仍然很重要.
结论:
- 在中学生中,STEM教育似乎促进了创造力.
- 研究结果支持将STEM科目整合起来,以培养诸如创造力之类的横向技能.
- 结果为课程开发和21世纪教育策略提供了宝贵的见解.
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