Relationship Of The Physical Knowledge Of The High School, Thinking Style And Physical Creativity

With the advent of the era of knowledge economy, how to train and developcreative potential, and how to cultivate creative talents more and better has beenconcerned by more and more countries of the world . The relationship of knowledgeand creativity was influenced by other variables, other variables research are helpfulto explaining the nonuniformity. Thinking style had a closely relations as a thirdvariable with knowledge. There have no research to taking thinking style into accountand explaining the relationship between knowledge and creativity. This studyexpounded the idea that thinking style as a third variable can mediate the relationshipbetween knowledge and creativity depending on previous theories, empirical researchresults partly proved this idea, it will help us better understand the mechanisms ofknowledge to creativity.Participants in this study were 287 second-year high school science classes. Theparticipants responded to the Thinking Styles Inventory based on Sternberg's theory ofmental self-government and physical creativity Inventory. In additional, we collectedphysics academic performance. We examined the role of thinking style to knowledgeand creativity, the relationship of thinking style and physical creativity, therelationship of physics knowledge and physical creativity, draws followingconclusion:1,Overall, most students preferred legislative style, hierarchic style, liberal styleand external style, and less use of oligarchic style and monarchic style. Boys preferredlegislative style, internal style and liberal style and girls had more external style.2,About the relationship of thinking style and creativity, results showed thatstudents who had higher scores in creativity preferred legislative style, judicial style,hierarchic style and liberal style, students who had lower scores in creativity preferredexecutive, external, local and conventional style.3, Boys scored significantly higher than girls in originality;In appropriateness,girls scored significantly higher than boys.4,The fluency, flexibility, originality and appropriateness of thinking areassociated significantly with academic performance, and students of goodperformance had better scores in every thinking quality than performance of poor ormiddle students, and had significant differences.5, Internal style, external style, local style can mediate the relationship ofknowledge and originality, judicial style, and internal style can mediate therelationship of knowledge and appropriateness. We didn't find the mediation ofthinking style to knowledge and flexibility, knowledge and fluency, knowledge andcreativity total scores.