The effects of creativity and intelligence on pupils' questions in science

Predictive Validity of the Torrance Tests of Creative Thinking*

“…The Convergent Rating tended to correlate more highly with the Miller Analogies Test score than with the Creativity score (.38 and .16), while the Inventive Level Rating tended to correlate more highly with the Creativity score than the Miller Analogies score (.25 and .19). Lehman (1969) studied the science questions asked by 21 high school students who had previously been administered the verbal battery of the Torrance Tests of Creative Thinking. He elicited questions from the subjects following a standard science experiment, and classified the questions as concrete, abstract, or creative.…”

Students’ Questioning and Creativity

“…A review of the literature about this theme suggests that there exists a category of questions that are exclusively creative, that fully involves and serves to reveal creativity. Dalton (1995) and Gross et al (2001) In this study, we have not used a separate category of "creative questions", such as the one proposed by Force (2000) and Lehman (1972), in support of a designation of the actions and processes of creative thinking. We are more concerned in enhancing students who are "creative questioners" than a simple category of question types that characterise creative questions.…”

Cognitive development and creativity: A study in two high schools

“…Again, differences among the groups were noted and Wallach and Kogan (1965) concluded that a dimension of individual differences, which can appropriately be labelled creativity, does exist apart from the traditional notion of general intelligence. In science, Lehman (1972) has found that creative students and intelligent students ask different types of questions in science classes. Thus, it would seem that at least within the upper ranges of the IQ distribution, intelligence, and creativity are independent.…”