Inteligencia y Pensamiento Científico-Creativo: su convergencia en la explicación del rendimiento académico de los alumnos

Ruiz, María Julia; Bermejo, Rosario; Ferrando, Mercedes; Prieto, María Dolores; Sainz, Marta

doi:10.25115/ejrep.33.13122

Cited by 9 publications

(6 citation statements)

References 30 publications

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“…Therefore, the largest number of high-ability students should be identified to be able to offer the attention required to enhance their talent and abilities [ 17 , 33 ]. This study confirms that it is necessary to identify more students in order to better able to serve them [ 26 , 34 ]. The final aim will be to apply the findings to the teaching–learning process [ 35 ].…”

Section: Discussionsupporting

confidence: 75%

Dimensions of Creativity in Secondary School High-Ability Students

Redó

Gutiérrez

Cano

2021

EJIHPE

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The objective of this study was to analyze the dimensions of creativity in high-ability teenage students. Firstly, we reviewed the most relevant scientific contributions on creativity. Next, the dimensions of creativity in secondary school students who were previously identified as high-ability students were analyzed. The sample was obtained from 215 students, of which 31 were identified as high-ability students. The abilities associated with divergent thinking were assessed using the Torrance Test of Creative Thinking The fluency, flexibility, and originality dimensions were assessed with the Scientific-Creative Thinking Test. This study was conducted using a quantitative approach. Tests were administered during school hours from March to June 2019. They were corrected considering the protocols established by the original authors themselves. Data were analyzed using SPSS, version 24.0. The results provide evidence that high-ability students achieve higher scores in both the figurative-creativity and scientific-creativity dimensions. A significant relationship between creativity and high ability was therefore established. Students with high abilities and qualities require the educational support necessary to develop their talent. This study was of an exploratory nature and the results obtained contribute to developing future studies applying its findings in teenagers’ teaching–learning process.

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Section: Discussionsupporting

confidence: 75%

Dimensions of Creativity in Secondary School High-Ability Students

Redó

Gutiérrez

Cano

2021

EJIHPE

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“…Therefore, the largest number of high-ability students should be identified, to be able to offer the attention required in the enhancement of their talent and ability [17], [26]. This study confirms that it is necessary to identify more in order to better able to serve them [30] [31] [34]. The final aim will be to apply them to teaching-learning process.…”

Section: Discussionmentioning

confidence: 54%

Dimensions of Creativity in Secondary School High-Ability Students

Redó¹,

Gutiérrez²,

Cano³

2021

Preprint

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The objective of this article is to analyze the dimensions of creativity concerning students with high abilities. Firstly a review of the most relevant scientific contributions on creativity is carried out. Next the dimensions of creativity in secondary school students who have been previously identified as high- ability students are analyzed. Those abilities associated to di-vergent thinking were assessed by means of the Torrance Test of Creative Thinking [19]. The flu-ency, flexibility and originality dimensions were assessed with the Scientific-Creative Thinking Test (TPCC, [7]). The results obtained evidence that high-ability students achieve greater scores in both the figurative creativity and scientific-creativity dimensions. A significant relationship between creativity and high ability can therefore be established. This study is of an exploratory nature and the results obtained contribute to develop future studies in application of its findings in the teaching-learning process..

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“…However, no statistically significant relationships were obtained between the TCTT scores and academic performance. For this reason, it is worth asking oneself whether it is easier to be creative in tasks which involve creating drawings (TCTT), without requiring a previous knowledge or in tasks more closely connected to a given domain (Ruiz, Bermejo, Ferrando, Prieto & Sáinz, 2014).…”

Section: Discussionmentioning

confidence: 99%

The Specificity of Creativity: Figurative and Scientific

Bernal¹,

Esparza²,

Ruiz³

et al. 2017

EJREP

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Introduction. This work tackles the question about the nature of creativity as a general vs. domain-specific ability. First we deal with the concept of creativity and then, the main approaches to the debate of generality vs. specificity are exposed Method. A total of 133 students attending 3rd grade of secondary education in Murcia Region took part in this research. The assessment instruments were the Torrance Test of Creative Thinking to assess general-figurative creativity and the Hu and Adey's Scientific-Creative thinking test to meassure scienific creativity. Also the Diferencial Aptitude Test was used to meassure intelligence. The relationship between figurative-general creativity and scientific creativity was studied from diferent statistical procedures: using correlation analysis, factorial, and using perceptual mapping. Results. The results point out to the independence between both figurative and scientific creativity; further more, we could talk about a task-specific creativity. Discussion or Conclusion. The debate about the generality vs domain specific creativity does have a great effect on the educational practice. Specifically regarding two issuees: a) the type of assessment to identify the students' creative potential, thus deciding which students could be candidates to enter specific gifted and talented programs; b) regarding to how to teach and foster divergent thinking and creativity in our students.

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Inteligencia y Pensamiento Científico-Creativo: su convergencia en la explicación del rendimiento académico de los alumnos

Cited by 9 publications

References 30 publications

Dimensions of Creativity in Secondary School High-Ability Students

Dimensions of Creativity in Secondary School High-Ability Students

Dimensions of Creativity in Secondary School High-Ability Students

The Specificity of Creativity: Figurative and Scientific

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