EVALUATION OF THE SCIENTIFIC CREATIVITY LEVELS OF GIFTED INDIVIDUALS USING THE CREATIVE SCIENTIFIC ASSOCIATIONS MODEL
Conference paper > Summary Text · 2023
Authors: İlkim Benay ÖZENBAŞ, Murat SAĞLAM
ANKARA INTERNATIONAL CONGRESS ON SCIENTIFIC RESEARCH-IX, Türkiye, Ankara, International, Verbal, Summary Text, 2023-2023, vol Vol. 1, pp 80-81
Summary
<p>Scientific creativity is an aptitude that enables the exploration of novel problem scenarios and facilitates the generation of innovative and diverse solutions through the generation of ideas or through practical efforts. Understanding the various degrees of scientific ingenuity and the constituent components employed in the procedure is a crucial step in cultivating these aptitudes. The assessment of scientific creativity often focuses on the creative outputs found in literature. However, the examination of the utilization of connotations and parallels, which hold significance in the realm of science education, has been overlooked in the assessment of the creative process. The objective of this study is to assess the levels of scientific creativity exhibited by gifted students within the framework of the process. The provided quantitative data was obtained from a survey conducted as a component of a mixed research study. A study was conducted on 125 gifted students who were enrolled in scientific and art centers in Kars, Iğdır, and Erzurum. The students were in the 5th and 6th grades. In the study, the "Creative Scientific Associations Test" utilized as a measurement instrument. The test comprises three subscales: associations (8 questions), analogical reasoning (7 questions), and analogical problem solving (4 questions). The test has acceptable interrater and intrarater reliability. By dividing the total score for each subscale by the quantity of pertinent questions, one can compare the averages of the subscales. The total score of the exam is the aggregate of the scores acquired from the individual subscales. Within the overall total (M =3.539, SD=1.025), the students achieved the highest scores in analogical reasoning (M =1.604, SD=0.521), associations (M =0.986, SD =0.327), and analogical problem solving (M =0.950, SD= 0.498) in their respective subscales. The findings indicate that students who achieve high scores in the analogical reasoning part demonstrate more proficiency in coding, mapping, building links, and making inferences. These skills are important for analogical reasoning and surpass those required in other domains. Low scores in the association section suggest a limited capacity to establish connections between distant concepts in a scientific context. Similarly, low scores in analogical problem solving indicate a lack of proficiency in utilizing analogical reasoning skills in the transfer and application domains. This outcome indicates that pupils lack the ability to generate answers to novel problem situations by drawing upon previous problem situations. These skill categories require additional refinement.</p>