A scientific creativity test for secondary school students

By Weiping Hu, P. Adey. 2002

551 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/92d3a28ed07c944ad505021584dab0d088dea2c2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. R. Bowker
2. H. Aktamış
3. Omer Ergin
4. Weiping Hu
5. Xinfa Yi
6. W. Meyer
7. Baojun Wu
8. Chunyan Duan

In Experimental and Cognitive Psychology

1. R. Bowker
2. H. Aktamış
3. Omer Ergin
4. Hsueh-Chih Chen
5. Weiping Hu
6. S. Astutik
7. Xinfa Yi
8. W. Meyer

Citations in the corpus

• The Effect of Scientific Process Skills Education on Students' Scientific Creativity, Science Attitudes and Academic Achievements. (2008, methodology): “The Scientific Creativity Scale developed by Hu and Adey (2002) was translated into Turkish, and the items inadaptable to Turkish culture were replaced.”
• The Practicality and Effectiveness of Collaborative Creativity Learning (CCL) Model by Using PhET Simulation to Increase Students’ Scientific Creativity (2018, background): “…production, creative experimental, science problem solving, science production and hypothesizing based on the results of literature studies (Hu & Adey 2010; Hu, et al., 2013; Suyidno et al., 2018; Wicaksono et al., 2017) and preliminary study by researchers (Astutik, 2015; Astutik et al.,…”
• The Influence of CASE on Scientific Creativity (2003, background): “Hu and Adey (2002) , where a fuller account of the relevant literature can be found.”
• A Study on the Development of a Mathematics Creativity Scale. (2016, background): “The measurement construct should be acceptable by students (Hu and Adey, 2002).”
• Increasing Students' Scientific Creativity: The “Learn to Think” Intervention Program (2013, methodology): “Lastly, the former test (Hu & Adey, 2002) has seven items that are time-consuming and therefore less practical.”
• The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity (2017, methodology): “Divergent thinking ability has also been considered to measure the abilities of fluency, flexibility and originality in the creativity of these two domains (Ayas & Sak, 2014; Haylock, 1987a, 1997; Hu & Adey, 2002; Lee et al., 2003; Leikin, 2009; Leikin & Lev, 2013; Sak & Ayas, 2013).”
• Convergent Thinking Moderates the Relationship between Divergent Thinking and Scientific Creativity (2019, background): “…also need to integrate, evaluate all ideas or problem solutions, and pick out the most suitable, which is especially true for scientific creativity (Howard, Culley, & Dekoninck, 2008; Hu & Adey, 2002; Simonton, 2011, 2015; Webb, Little, Cropper, & Roze, 2017; Zeng, Proctor, & Salvendy, 2010, 2011).”
• Children’s perceptions and learning about tropical rainforests: an analysis of their drawings (2007, methodology): “Although many other tests have been developed and the Torrance model has been extended, this approach to scoring creativity tests is still in use, (for example, see Wu & Adey, 2002 ).”