The Assessment of Science Classroom Creativity: Scale Development

Autor/inn/en	Hong, Oksu; Park, Min-Ho; Song, Jinwoong
Titel	The Assessment of Science Classroom Creativity: Scale Development
Quelle	In: International Journal of Science Education, 44 (2022) 8, S.1356-1377 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hong, Oksu) ORCID (Song, Jinwoong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2077466
Schlagwörter	Test Construction; Science Education; Creativity; Creativity Tests; Test Validity; Test Reliability; Test Items; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Testaufbau; Naturwissenschaftliche Bildung; Kreativität; Creativity test; Kreativitätstest; Testvalidität; Testreliabilität; Test content; Testaufgabe; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Science education should help unleash the creative potential of students, for which an instrument to accurately assess creativity is required. This study aims to develop and validate such a scale to assess science classroom creativity (SCC), which is the creativity expressed by students in the process of learning either individually or collectively in a science classroom. This study is carried out in the following four stages to achieve this goal: (1) item generation, (2) scale development, (3) scale validation, and (4) scale application. The results of this study indicate that the developed SCC scale with 49 items is a valid and reliable instrument that consists of nine components: cognitive/affective student characteristics, internal/external engagement in science class, science classroom environment, cognitive/emotional support of the science teacher, and individual/collective creative behaviour. Furthermore, the application of the scale provides science teachers with opportunities to: understand creativity more deeply, think reflectively about their teaching practice, and produce differentiated instructional designs to promote creativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01