Necessary or Sufficient? The Impacts of Epistemic Beliefs on STEM Creativity and the Mediation of Intellectual Risk-Taking

Autor/inn/en	Wan, Zhi Hong; So, Wing Mui Winnie; Hu, Weiping
Titel	Necessary or Sufficient? The Impacts of Epistemic Beliefs on STEM Creativity and the Mediation of Intellectual Risk-Taking
Quelle	In: International Journal of Science Education, 43 (2021) 5, S.672-692 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wan, Zhi Hong) ORCID (So, Wing Mui Winnie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1877368
Schlagwörter	STEM Education; Beliefs; Elementary School Students; Foreign Countries; Risk; Predictor Variables; Creativity; Epistemology; Student Projects; Hong Kong + Suchen Sie Ihr Suchwort? STEM; Belief; Glaube; Ausland; Risiko; Prädiktor; Kreativität; Erkenntnistheorie; Schulprojekt; Hongkong
Abstract	Although encouraging student creativity is a commonly recognised goal of STEM education, there is a lack of research in this area. In this study, the effects of epistemic beliefs on STEM creativity and the mediation of intellectual risk-taking were investigated. The subjects were 461 primary students in Hong Kong. The findings revealed that (i) intellectual risk-taking was a significant and positive predictor of STEM creativity; (ii) the certainty and justification dimensions of epistemic beliefs had direct, negative and significant impacts on STEM creativity; and (iii) the complexity dimension of epistemic beliefs had both direct and indirect significantly positive impacts on STEM creativity, and the indirect impacts were mediated by intellectual risk-taking. This study revealed the complicated relationships between different orientations in epistemic beliefs and STEM creativity, which include both constraining and facilitating effects, and both direct and indirect impacts. We argue that although reducing naïve and relativistic epistemic beliefs is essential for the development of creativity in STEM education, the effects of cultivating mature epistemic beliefs may not be sufficient. Further direct and explicit approaches are required to more effectively enhance students' STEM creativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01