From STEM to STEAM: How to Monitor Creativity

Abstract

Creativity is a broad and complex construct, difficult to define and to quantify, assumed to introduce new impulses into science education (STEM), and leading to better acceptance of science by adolescents. Therefore, increasing efforts are being undertaken to integrate traditional creativity (Arts), in modifying STEM to STEAM. Consequently, a valid way of empirically quantifying of creativity of adolescents is needed. In this study, part of a European initiative (CREATIONS), an 8-item Likert-scale questionnaire quantifying individual creativity was administered to a sample of 2,713 students, aged 11–19 (M ± SD = 15.71 ± 2.24; 54.7% females), revealing two subscales: one, labelled Act, covering conscious and trainable cognitive processes; the second, named Flow, contained items describing elements of flow experiences, a mental state of creativity. Analyses indicated that there were no gender differences and that younger students’ creativity scores were higher than those of older students. Recommendations for implementation in STEAM lessons are discussed.

ACKNOWLEDGMENTS

This work was supported by the European HORIZON-2020 framework labelled CREATIONS: Developing an Engaging Science Classroom (Grant Agreement No.665917). We would like to thank all students and teachers who supported this study.

Additional information

Funding

This work was supported by the European HORIZON-2020 framework labelled CREATIONS: Developing an Engaging Science Classroom; [Grant Agreement No.665917].