A componential model of Science Classroom Creativity (SCC) for understanding collective creativity in the science classroom

Abstract

Creativity, a key competency required for students to prepare for the future, has been emphasized in school-based science education in recent years. Some studies have proposed that a better understanding of the collective nature of creativity in group settings is essential for a full explanation of creativity. However, few attempts have been made to understand the collective nature of creativity in science classrooms. The purpose of this study is to conceptualize the creativity expressed by students learning individually or collectively in a science classroom by developing a componential model of science classroom creativity (SCC). We derive five dimensions of SCC (student characteristics, engagement in science class, science teacher support, science classroom environment, and creative behavior) from literature reviews. Then, critical incidents technique, classroom observations, and focus-group interviews are applied to identify SCC components reflecting real science education contexts. As a result, we develop an SCC model with 10 components and 24 subcomponents. Our SCC model provides a theoretical basis for understanding collective creativity in the science classroom, and it can also be used as a practical framework to analyze SCC in the science classroom.