Abstract
Training on creative thinking, in particular divergent thinking has shown promising effects on improving creativity in higher education and organizational contexts. It’s unclear how school students’ scientific creativity can be enhanced through effective training and how individual differences might influence the training effects. This study examined the effects of a divergent thinking training program, which helped high school students to master a set of divergent thinking strategies and apply them in scientific creativity-related tasks. The results showed that students’ scientific creativity performance was improved after training. Moreover, students with either a high or low level of creative potential equally benefited from the training, whereas students with a higher level of domain knowledge profited more from the training than those with a lower level of domain knowledge. The interaction between training effects and domain knowledge implied the need for aligning the acquisition of domain knowledge with the training on divergent thinking for effective development of scientific creativity. Our results suggest that teaching domain knowledge and teaching domain general skills should not be opposed but work best when integrated together.
Citation
Sun, Meng & Wang, Minhong & Wegerif, Rupert. (2020). Effects of divergent thinking training on students’ scientific creativity: The impact of individual creative potential and domain knowledge. Thinking Skills and Creativity. 37. 100682.
Abstract
The purpose of this study is to investigate the effect of using brainstorm strategy in developing creative problem solving skills among male students in Saud Al-Kharji School in Kuwait. The sample of the study consisted of (98) male students. The sample was distributed into two classes, the first represents the experimental group totaling (47) students taught through brainstorming strategy within the course of developing thinking skills in the academic year 2012/2013, and the second represents the control group totaling (51) students. The instruments of this study were a program to use brainstorming strategy and Torrance creative thinking test. Both validity and reliability were checked by the researcher. The findings of the study showed that there are statistical significant differences at the level of (α = 0.05) between the experimental group and the control group in the total score and the sub scores of the creative thinking in the favor of the experimental group indicating the effectiveness of using brainstorming strategy in developing creative thinking skills. The researcher recommended the use of this strategy in the Kuwait schools.
Citation
AlMutairi, A.N. (2015). The Effect of Using Brainstorming Strategy in Developing Creative Problem Solving Skills among male Students in Kuwait: A Field Study on Saud Al-Kharji School in Kuwait City. Journal of Education and Practice, 6, 136-145.