| Revista INFAD 2012 |
ISSN EDICIÓN EN PAPEL: 0214-9877 |
| Nº1, Vol. 1, pp. 441-450 | doi: en trámite |
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Creativity and thinking styles in arts, sciences, and humanities high school students
Elisabetta Sagone / Maria Elvira De Caroli. pp. 441-450
Abstract
This study aimed to explore the differences in factors of creativity and thinking styles among students aged 13-18 attending to arts, sciences, and humanities high schools. Thinking Style Inventory of Sternberg and Wagner (1992) and Test of Creative Thinking of Williams (1994) were used. Results showed that the more sciences students preferred to work with concrete problems and details, the more they transformed ideas from one to another different mental set; the more sciences students preferred to go beyond existing rules and maximize change, the more they were able to change ideas in different mental set; the more sciences students preferred to maximize change, the more they were able to produce uncommon and meaningful ideas; in addition, the more sciences students preferred to work with other people and to follow existing rules and minimize change, the less they were able to enrich and elaborate their ideas in different way. No relationships between thinking styles and creativity in other types of schools were observed. Future researches will investigate similarities and differences in other curricula studies using other measures of creativity and thinking styles.
Keywords: thinking style; creativity; arts, sciences and humanities students.
