"Mathematics is the alphabet that God used to describe the universe."
Research into creativity in the natural sciences is a central concern of the Center for ScienceTeaching at the Upper Austrian University of Teacher Education. Since 2010, didactics experts in chemistry, physics and biology have been working on the following topics and research questions:
![[Translate to Englisch:] Analytische Unterlagen und Statistiken](/fileadmin/_processed_/1/4/csm_diagnosinstrument_40cf5a8db8.jpg "[Translate to Englisch:] Diagnoseinstrument zur Erhebung der kreativen Problemlösefähigkeit")
Diagnostic tool for the survey of creative problem solving ability
The DPAS-TEST (Divergent Problem-solving Ability in Science-Test) was developed and evaluated to assess the creative problem-solving ability of adolescents in science tasks.
- The DPAS test is a valid instrument for both cross-sectional and longitudinal studies.
- The DPAS test contains items with general science questions as well as experimental problems.
![[Translate to Englisch:] Eine Gruppe Jugundlicher beim Forschen](/fileadmin/_processed_/b/b/csm_interventionsstudien_f9902c32d7.jpg "[Translate to Englisch:] Interventionsstudien zu flex-based Learning")
Intervention studies on flex-based learning
Intervention studies are investigating the effectiveness of flex-based learning on the development of creative problem-solving skills. Over 3,000 adolescents have participated in these empirical studies to date.
![[Translate to Englisch:] Smile Interface](/fileadmin/_processed_/9/e/csm_beforschung_der_lehrgaenge_69e22b4b6a.jpg "[Translate to Englisch:] Beforschung der Lehrgänge")
Researching the courses
Since 2018, courses have been held at the Upper Austrian University of Teacher Education to introduce teachers to the methods and techniques of flex-based learning. The acceptance of divergent classroom management as well as the competence acquisition of the participating teachers is being researched.
- 95% of teachers report that the course significantly increased their methodological competence in promoting creative problem-solving skills.
- 87% of the certified teachers used the flex-based learning techniques sustainably in their classes.
Publications
Fostering Scientific Creativity in the Classroom: The Concept of Flex-Based Learning
Haim & Aschauer, 2022: International Journal of Learning, Teaching and Educational Research
Vol. 21, No. 3, pp. 196-230. https://doi.org/10.26803/ijlter.21.3.11
A Contribution to Scientific Creativity: A Validation Study Measuring Divergent Problem Solving Ability
A Contribution to Scientific Creativity: A Validation Study Measuring Divergent Problem Solving Ability Aschauer, Haim & Weber (2021): Creativity Research Journal. https://doi.org/10.1080/10400419.2021.1968656
Diagnose divergenter Denkstrategien bei naturwissenschaftlichen Problemstellungen
Haim, Aschauer & Weber (2020). Diagnose divergenter Denkstrategien bei naturwissenschaftlichen Problemstellungen. In: S. Habig (Hrsg.), Naturwissenschaftliche Kompetenzen in der Gesellschaft von morgen. Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Wien 2019. (S. 381). Universität Duisburg-Essen
Effektive Lehrerfortbildung zur Vermittlung von flex-based learning
Oyrer, Haim & Aschauer (2020). Effektive Lehrerfortbildung zur Vermittlung von flex-based learning. In: S. Habig (Hrsg.), Naturwissenschaftliche Kompetenzen in der Gesellschaft von morgen. Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Wien 2019. (S. 605). Universität Duisburg-Essen
Kreatives Lösungsorientiertes Experimentieren – KLEx
Haim, Kurt (2013). Kreatives Lösungsorientiertes Experimentieren – KLEx In: Praxis der Naturwissenschaften – Chemie in der Schule 4, 62, 34 – 37
KLEx – Eine Experimentiertechnik zur Förderung kreativer Problemlösekompetenz im naturwissenschaftlichen Unterricht
Haim & Weber (2014). KLEx – Eine Experimentiertechnik zur Förderung kreativer Problemlösekompetenz im naturwissenschaftlichen Unterricht In: Last oder Lust? Forschung und Lehrer/innenbildung Hrsg. E .Feyerer, K. Hirschenhauser u. K. Soukup-Altrichter, Münster, Waxmann
Innovative FOCUS: A Program to Foster Creativity and Innovation in the Context of Education for Sustainability
Haim, K., & Aschauer, W. (2024). Innovative FOCUS: A Program to Foster Creativity and Innovation in the Context of Education for Sustainability. Sustainability, 16(6), 2257.
https://www.mdpi.com/2071-1050/16/6/2257
The Word-sentence construction (Woseco) task versus the verbal fluency task: Capturing features of scientific creativity via semantic networks
Haim, E., Lai, C. K., Beaty, R., & Stella, M. (2024, April 18). The Word-sentence construction (Woseco) task versus the verbal fluency task: Capturing features of scientific creativity via semantic networks.
ttps://doi.org/10.31234/osf.io/f2z9a
https://osf.io/preprints/psyarxiv/f2z9a
Fostering Creativity in Science Education Reshapes Semantic Memory
Lai, C. K., Haim, E., Aschauer, W., Haim, K., & Beaty, R. (2024, February 27). Fostering Creativity in Science Education Reshapes Semantic Memory.
https://doi.org/10.31234/osf.io/cmrhv
https://osf.io/preprints/psyarxiv/cmrhv
Automated Scoring of Scientific Creativity in German
Benjamin Goecke, University of Tübingen
Paul V. DiStefano, Pennsylvania State University
Wolfgang Aschauer, Kurt Haim, University of Education Upper Austria
Roger Beaty, Pennsylvania State University
Boris Forthmann, University of Münster
Fostering creativity in science education reshapes semantic memory
Clin KY Lai, Roger Beaty, Pennsylvania State University
Edith Haim, University of Trento
Wolfgang Aschauer, Kurt Haim, University of Education Upper Austria
The effectiveness of the teaching program “scientific creativity in practice”
Kurt Haim, Wolfgang Aschauer, Christoph Weber; Department of Science Education, University of Education Upper Austria, Linz, Austria.
DOI doi.org/10.1007/s44217-024-00368-4
Publication