The Influence Of High School Students' Scientific Creativity And Characterization Style On Problem Solving

Problem solving is a common activity in student learning. In this study, we want to explore how scientific creativity, representation style and clue affect problem solving. This research consists of three parts:Study 1 explored the structural features of adolescent scientific creativity and its relationship with different representation styles. Firstly, we carried on a 2×2 between-group design, which compared the disciplinary differences and gender differences of high school students' scientific creativity. The results showed that the main effect of different disciplines was significant, and the scores of creativity test of science students were significantly higher than those of the arts students. Secondly,there was a significant positive correlation between the spatial representation style and the scientific creativity of high school students.We further compared the differences between the typical characterization styles of different sexes and sub-disciplines of the total score of scientific personality , and found that the main effect of the style was significant. The effect of discipline was remarkable.Study 2 is a 2(The level of scientific creativity: high, low) X 3(typical representation style: object image, spatial image, verbal) X 2(problem type: spatial,verbal logic) mixed experimental design aimed at exploring how students of different levels of scientific creativity and representation style behave in different types of problem solving. The results showed that scores of people with spatial imagery in the task of problem solving were significantly higher than those of people with object representation and verbal style ; the performance of students with high scientific creativity in problem solving was better than that of students with low scientific creativity ; the students' performance in spatial relationship problem was better than verbal logic problem. The interaction between representation style and problem type was very significant, the level of problem solving of spatial representation was the most outstanding in the spatial relationship problems, and the scores of the object representation and verbal students were not significant.Study 3, with the use of clues,examined students' differences by a 2 (scientific level of creativity: high, low) X 3 (typical representation style: object image, spatial image, verbal) X 3 (grouping: SE, ES, control group) X 2 (problem difficulty level:difficult, simple) mixed experimental design. The results showed that the main effects of scientific creativity, representation style, group and problem difficulty level were significant. The problem solving performance of high science creativity students was better than that of low creativity individuals; students with spatial representation were significantly better than the students with object representation and language in spatial problems; the scores of SE and ES groups with cues were significantly higher than those of the control group; subjects' results in simple problems were far better than those in the difficult ones. In addition, the interaction between grouping and problem difficulty was significant, SE and ES groups were better than the control group in difficult problems; the interaction of characterization, grouping and problem difficulty was significant, the scores of typical spatial representation students were significantly higher than those of object and speech students.The conclusions are:(1) Science students have better scientific creativity than liberal arts students.Scientific creativity is an important factor in problem solving ability of high school students, and students of high level creativity have better competence in solving problems.(2) The level of scientific creativity of high school students with typical spatial representation style is significantly higher than that of typical speech style students.Besides,students of different representation styles perform differently in different types of problems, high school students with spatial representation have outstanding performance in spatial problems.(3) Giving cues help high school students solve the problems effectively. After given the prompts, students with different representation styles have no significant difference.