| Summary: | 博士 === 國立高雄師範大學 === 特殊教育學系 === 92 === The test instruments and a theoretical model developed in this research were in accordance with the perspective of the confluence approaches to creativity, and in particular, the systems model, which emphasizes the interaction of individuals, domain, and field as subsystems. The structural equation model (SEM) was then applied to evaluate the goodness of fit of the proposed model in relation to scientific creativity of high school freshmen, with environment, personal attributes, and scientific knowledge as independent variables, and performances in the Scientific Creativity Test and scientific exhibit competition as dependent variables.
The results demonstrated that Questionnaire on the Factors Influencing Scientific Creativity in concert with the Scientific Creativity Test were both psychometrically sound and applicable. Significant differences existed in the questionnaire scores among high school students with varying degrees of proficiency in scientific exhibit competition, although their associations were small. In addition, a confirmatory factor analysis model testing the factors influencing scientific creativity of high school freshmen provided adequate fit. The environment, scientific knowledge along with scores of the Scientific Creativity Test showed stronger and significant direct effects on the performances in the scientific exhibit competition. Nevertheless, the direct effects of personal attributes on the performances in the scientific exhibit competition did not reach a significant level. As well, the environment, scientific knowledge coupled with personal attributes had no statistically significant direct effects on the Scientific Creativity Test performances.
Based on the study’s findings, suggestions were made regarding the identification of creative scientific gifted, strategies for fostering scientific creativity, in combination with directions for future research.
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