SCIENTIFIC CREATIVITY IN SCIENCE EDUCATION

Divergent thinking, which indicates the capacity to generate multiple alternatives or solutions, received attention as a component of creative thinking after the “Sputnik shock” of the late 1950s. Since then, numerous special programs for fostering creativity in convergent, critical, associational or analogical thinking have been developed. As a result, an article in 1993 reported that there were about 250 programs for improving creativity, and in 1998, a researcher classified various teaching strategies used in the programs into 170 types.