Pensamiento científico-creativo y rendimiento académico || Scientific-creative thinking and academic achievement

  • Rosario Bermejo Universidad de Murcia
  • María José Ruiz Universidad de Murcia
  • Carmen Ferrándiz Universidad de Murcia
  • Gloria Soto Universidad de Murcia
  • Marta Sainz Universidad de Murcia
Palabras clave: pensamiento científico-creativo, rendimiento académico, adolescentes

Resumen

El objetivo del trabajo es estudiar la relación del constructo de pensamiento científico-creativo con el rendimiento académico en una muestra de alumnos adolescentes. Además de ello, se analizará la fiabilidad de la prueba de pensamiento científico-creativo que se va a utilizar en el presente trabajo. En el estudio participaron 98 estudiantes (12-16 años) de un instituto de Educación Secundaria de la Región de Murcia (España). Los instrumentos utilizados fueron: a) el test de Pensamiento Científico-Creativo (Hu y Adey, 2002); adaptado en nuestro país por el Equipo de Altas Habilidades de la Universidad de Murcia. El test consta de 7 tareas que se fundamentan en el Modelo Estructural de la Creatividad Científica (SCSM, Scientific Creativity Structure Model; Hu y Adey, 2002); mediante este test se valoran las dimensiones de fluidez, flexibilidad y originalidad; b) el test de Inteligencia General y Factorial (IGF/5r; Yuste, 2002), que evalúa las habilidades de Inteligencia General y Factorial, razonamiento lógico, razonamiento verbal, razonamiento numérico y razonamiento espacial; y c) el rendimiento académico de los alumnos por ámbitos (científico-tecnológico, lingüístico-social y artístico). Los resultados mostraron relaciones positivas y estadísticamente significativas entre las tareas de la prueba de creatividad científica y el rendimiento académico en los diferentes ámbitos.

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Publicados
2014-07-01
Cómo citar
Bermejo, R., Ruiz, M. J., Ferrándiz, C., Soto, G., & Sainz, M. (2014). Pensamiento científico-creativo y rendimiento académico || Scientific-creative thinking and academic achievement. Revista De Estudios E Investigación En Psicología Y Educación, 1(1), 64-72. https://doi.org/10.17979/reipe.2014.1.1.24
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