Scientific Creativity In More Than 60 Years: A Bibliometric Analysis

Berry Devanda; Lufri; Ali Amran; Yuni Ahda

doi:10.55227/ijhess.v2i1.235

Authors

Berry Devanda SMAN 1 Koto XI Tarusan
Lufri Universitas Negeri Padang
Ali Amran Universitas Negeri Padang
Yuni Ahda Universitas Negeri Padang

DOI:

https://doi.org/10.55227/ijhess.v2i1.235

Keywords:

Scientific Creativity, Bibliometric Analysis, Vos Viewer

Abstract

Although research on student scientific creativity can be found easily on the literature, it is difficult to get articles on how scientific creativity is presented for some decades. This article report scientific creativity from 1960 to 2022 which mined from Scopus database. 181 articles were analyzed using a bibliometric analysis. Publish or Perish (PoP), Mendeley and Vos Viewer were used to find the map of literature on scientific creativity. Keyword used in this research was merely “Scientific Creativity”. The results of the analysis using Vos Viewer show some interesting findings. First, although there have been publications published since 1960 on scientific creativity, from 2008 to 2022 the number of studies on this topic increased significantly. This may be due to the increasing attention of researchers to 21st century skills, creativity and other skills. Second, several findings from Vos Viewer show that there is no collaboration among researchers on scientific creativity that should be able to improve the quality and productivity of research around the topic. Third, the topics about the model and the effectiveness of scientific creativity are increasing. This matter can be taken into consideration by researchers to be used as the next research.

References

Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. December. https://doi.org/10.1080/13598139.2014.905247

Bereczki, E. O., & Kárpáti, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 25–56. https://doi.org/https://doi.org/10.1016/j.edurev.2017.10.003

Bi, H., Mi, S., Lu, S., & Hu, X. (2020). Meta-analysis of interventions and their effectiveness in students ’ scientific creativity ☆. Thinking Skills and Creativity, 38(August), 100750. https://doi.org/10.1016/j.tsc.2020.100750

Craft, A. (2003). The limits to creativity in education: Dilemmas for the educator. British Journal of Educational Studies, 51(2), 113–127.

Feist, G. (2011). Creativity in science. In Encyclopedia of creativity (pp. 296–302).

Hernández-Torrano, D., & Ibrayeva, L. (2020). Creativity and education: A bibliometric mapping of the research literature (1975–2019). Thinking Skills and Creativity, 35, 100625.

Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389–403. https://doi.org/10.1080/09500690110098912

Huang, P.-S., Peng, S.-L., Chen, H.-C., Tseng, L.-C., & Hsu, L.-C. (2017). The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity. Thinking Skills and Creativity, 25, 1–9. https://doi.org/https://doi.org/10.1016/j.tsc.2017.06.001

Jones, B. F. (2011). Age dynamics in scientific creativity. Proceedings of the National Academy of Sciences of the United States of America, 108(47), 18910–18914. https://doi.org/10.1073/pnas.1102895108

Liu, S.-C., & Lin, H. (2014). Primary Teachers’ Beliefs about Scientific Creativity in the Classroom Context. In International Journal of Science Education (Vol. 36, Issue 10, pp. 1551–1567).

Mullet, D. R., Willerson, A., N. Lamb, K., & Kettler, T. (2016). Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, 9–30. https://doi.org/https://doi.org/10.1016/j.tsc.2016.05.001

Schacter, J., Thum, Y. M., & Zifkin, D. (2006). How much does creative teaching enhance elementary school students’ achievement? The Journal of Creative Behavior, 40(1), 47–72.

Siew, N. (2017). Scientific creativity test for fifth graders: Development and validation. In Man in India (Vol. 97, Issue 17, pp. 195–207). https://api.elsevier.com/content/abstract/scopus_id/85031820751

Siew, N. M. (2015). Fostering fifth graders’ scientific creativity through problem-based learning. Journal of Baltic Science Education, 14(5), 655–669. https://api.elsevier.com/content/abstract/scopus_id/84947211465

Simonton, D. (2003). Scientific Creativity as Constrained Stochastic Behavior: The Integration of Product, Person, and Process Perspectives. In Psychological Bulletin (Vol. 129, Issue 4, pp. 475–494). https://doi.org/10.1037/0033-2909.129.4.475

So, K., & Hu, Y. (2019). Understanding creativity in an Asian school context: Korean teachers’ perspectives. Thinking Skills and Creativity, 33, 100573. https://doi.org/https://doi.org/10.1016/j.tsc.2019.100573

Suyidno. (2018). Effectiveness of creative responsibility based teaching (CRBT) model on basic physics learning to increase student’s scientific creativity and responsibility. Journal of Baltic Science Education, 17(1), 136–151. https://api.elsevier.com/content/abstract/scopus_id/85042744727

Wicaksono, I. (2017). The effectiveness of virtual science teaching model (VS-TM) to improve student’s scientific creativity and concept mastery on senior high school physics subject. Journal of Baltic Science Education, 16(4), 549–561. https://api.elsevier.com/content/abstract/scopus_id/85028544567