Pensamiento científico-creativo y rendimiento académico

  1. Bermejo García, María Rosario
  2. Sainz Gómez, Marta
  3. María José Ruíz 1
  4. Ferrándiz García, Carmen
  5. Soto Martínez, Gloria
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Revista:
Revista de estudios e investigación en psicología y educación

ISSN: 2386-7418

Año de publicación: 2014

Volumen: 1

Número: 1

Páginas: 64-72

Tipo: Artículo

DOI: 10.17979/REIPE.2014.1.1.24 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de estudios e investigación en psicología y educación

Resumen

http://revistas.udc.es/index.php/reipe/article/view/24El 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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Fuente de los datos: Dialnet