The Relationship Between Demographic Variables and Scientific Creativity: Mediating and Moderating Roles of Scientific Process Skills

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dc.contributor.authorDikici A.
dc.contributor.authorÖzdemir G.
dc.contributor.authorClark D.B.
dc.date.accessioned2019-08-01T13:38:39Z
dc.date.available2019-08-01T13:38:39Z
dc.date.issued2018
dc.departmentNiğde ÖHÜ
dc.description.abstractThe purpose of this study is to explore the strength of relationships between 7th, 8th, and 9th grade students’ scientific process skills and scientific creativity through structural equation modeling (SEM). For this purpose, data were collected from 353 students in grades 7–9 in Turkey. Scientific Process Skills and Scientific Creativity survey instruments were used as data collection tools. Three models were tested interrelating scientific process skills, scientific creativity, and the demographic variables of grade, age, and gender. In model 1, the demographic variables predicted scientific creativity both directly and indirectly through scientific process skills. In model 2, the demographic variables and scientific process skills predicted scientific creativity directly. In model 3, the demographic variables predicted scientific creativity indirectly through scientific process skills. Results indicated that the relationship between scientific process skills and scientific creativity was significant for all three models. Of the three models, model 2 represented the worst fit to the data, and model 1 represented the best fit with the data. In model 1, grade and gender effects on scientific process skills were significant in favor of the 9th graders and female students. In model 2, gender effect was significant on scientific creativity in favor of female students. The direct effect of scientific process skills was also significant on scientific creativity. Results of model 3 for gender and grade level effects on scientific process skills were similar to those of model 1. Results indicated that while scientific process skills mediated the relationship between gender and scientific creativity, scientific process skills moderated the relationship between age and scientific creativity and the relationship between grade level and scientific creativity. Classroom implications are discussed. © 2018, Springer Nature B.V.
dc.identifier.doi10.1007/s11165-018-9763-2
dc.identifier.issn0157244X
dc.identifier.scopus2-s2.0-85053051126
dc.identifier.scopusqualityN/A
dc.identifier.urihttps://dx.doi.org/10.1007/s11165-018-9763-2
dc.identifier.urihttps://hdl.handle.net/11480/1707
dc.identifier.wosWOS:000574233300015
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthor[0-Belirlenecek]
dc.language.isoen
dc.publisherSpringer Netherlands
dc.relation.ispartofResearch in Science Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectCreativity
dc.subjectDemographic variables
dc.subjectScientific creativity
dc.subjectScientific process skills
dc.titleThe Relationship Between Demographic Variables and Scientific Creativity: Mediating and Moderating Roles of Scientific Process Skills
dc.typeArticle

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