Relaciones entre creatividad científica, pensamiento divergente, disposición hacia el pensamiento crítico, nivel académico y género en la educación secundaria

• Fernández-Vilanova, Jorge ^[1] ; Solaz-Portolés, Joan J. ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: Transformando la educación a través del conocimiento / coord. por José María Esteve Faubel, Aitana Fernández Sogorb, Rosabel Martínez Roig, Juan Francisco Álvarez Herrero, 2022, ISBN 978-84-19506-73-3, págs. 354-365
• Idioma: español
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• Resumen

  • The objectives of the study were to (1) assess disposition towards critical thinking, divergent thinking and scientific creativity of secondary school students of different grade level and gender; (2) analyse the relationships between the above variables; and (3) examine the relative contribution of the different variables to scientific creativity. This study used an ex post facto, cross-sectional, descriptive research design. A total of 141 secondary school students (71 males and 70 females) in the 8th, 10th and 11th grades participated. Three questionnaires, one to assess scientific inquiry ability (as an indicator of scientific creativity), one to estimate divergent thinking, and the other to determine disposition towards critical thinking, were administered to participants. From the results obtained through an analysis of correlations between variables and a multiple regression analysis, it can be concluded that: a) the level of divergent thinking and disposition towards critical thinking is medium-high, and the level of scientific creativity is low in 8th grade and medium-high in 11th grade (it is an inappropriate level for secondary education); b) divergent thinking, disposition towards critical thinking and grade level have a significant influence on scientific creativity, with grade level being the variable with the greatest contribution.