Background: This study presents the development of three research tools of scientific creativity. Our aim is to evaluate the development of student creativity while students write digital stories. Three models are linked to create a new model, called Creative, Cognitive, Qualitative Model for Creativity (CCQ tool). Our research tool examines how creativity can be standardized, first by researchers' views and then by teachers and students' creative products. The first tool is based on two existing tools; the Scientific Creativity Structure Model (SCSM) and the TTCT Figural Subscales, and on new characteristics, the effective learning environments, as we have developed them in the CREATIONS Program. We have tried to expand this tool by combining its key elements to the theoretical framework of creativity, as we have approached it in the CREATIONS and the STORIES Programs. The second tool "Students' Creativity Evaluation Model" is a new tool that derives from empirical data and Grounded Theory methods. It examines the expected, original, and innovative ways of students' thinking. The third tool "Experts' Creativity Evaluation Model" allows us to examine the role of experts thinking on writing a story. It aims at tracking experts' model of thinking and is viewed in comparison to the students' creative model of thinking. We create a qualitative tool as we believe that a qualitative method delves deeper into students' internal mechanisms of creativity. Results: Twelve students' stories from classrooms of different countries which participate to STORIES Program are analyzed indicatively by two independent researchers. The results seem to indicate that digital storytelling increases scientific creativity among students. Conclusions: The main difference between expert and students' approaches is that experts' stories follow an up to bottom approach, while it is the opposite for students' creative process. It has to be mentioned that almost all of the stories combined science with creative thinking. Students transformed their personal values into stories; therefore, this creative procedure was influenced by social, cultural, and ethnographical characteristics. The contribution of our research is that it offers a research tool that not only measures creativity but also studies the cognitive mechanisms involved in creative thinking.

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L'étude présentée dans cet article a été réalisée dans le cadre d'un programme européen de recherche {School tomorrow project, IST-2000-25385 "ModellingSpace') piloté par A. Dimitracopoulou de l'université d'Égée. L'ensemble du travail a donné lieu à une thèse soutenue à l'université Paris 5 en 2003. Didaskalia-n° 27-2005 133 Zacharoula SMYRNAIOU et AnnickWEIL-BARAIS Résumé L'étude présentée concerne l'évaluation cognitive d'un logiciel (ModellingSpace) destiné à l'enseignement des sciences. L'évaluation porte sur les fonctions de représentation des relations entre grandeurs physiques, dans le contexte particulier de l'étude de la chute d'un corps sur un plan incliné. L'impact de l'utilisation du logiciel est évalué en comparant les réponses de deux groupes d'élèves de collège (4 e et 3 e) abordant l'expérience avant ou après avoir utilisé le logiciel. Il apparaît que l'usage du logiciel peut faciliter les mises en relation entre les aspects de la réalité, leur conceptualisation etles représentations symboliques de celles-ci, à condition qu'il intervienne conjointement avec la réalisation concrète d'une expérience.

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Students' cognitive representation means the establishment of cognitive frames. This article explores how students construct notions by interacting with their conceptual understanding. Our research question focused on how students represented scientific contexts through the concept of "Learning Science Through Theatre" Initiative. We focused on and analyzed students' representations both by quantitative and qualitative methods. Analyses revealed students' need to disentangling conceptual aspects of explanation. This program creates a network of knowledge and collaboration in which students focus on the mental schemata with respect to RRI Principles. All the theatrical performances during three (3) school years from 2014 to 2017 were organized by school students (2500) and embed scientific concepts, creative and art techniques and cultural/ social elements.

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