GENDER-BASED DIFFERENCES IN SCHOOL-AGED CHILDREN’S DIVERGENT THINKING
Journal: International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) (Vol.2, No. 2)Publication Date: 2014-12-20
Authors : Leah Roue;
Page : 1-6
Keywords : Divergent thinking; gender; creativity; science and engineering; Wallach and Kogan Creativity Test (WKCT);
Abstract
This study examines whether the shortage of females in science and engineering is linked to possible gender-based differences in school-aged children’s divergent thinking. Divergent thinking is a direct measure of creativity and an important characteristic in science and engineering. A survey instrument designed to measure divergent thinking was administered to 8th and 11th graders in a mid-western United States school district. Results showed that there were no difference between girls and boys on the three measures of divergent thinking: fluency, flexibility, and originality. These results indicate little reason as to why participation in science and engineering is male dominated, and support the notion that additional exposure to science and engineering through divergent-thinking activities will provide girls with the self-knowledge that they are capable of solving open-ended problems and engineering tasks.
Other Latest Articles
- THE SUGGESTIVE METHOD IN SPORT EDUCATION ? THEORETICAL BASICS AND PRACTICAL APPLICATION
- PROTOTYPICAL CATEGORIZATION - LINGUOCOGNITIVE FORM OF FLEXIBLE RATIONALITY
- STUDENT PARLIAMENT IN FUNCTION OF TRAINING FOR DEMOCRATIC ACTION
- CORRELATION BETWEEN THE PROFESSIONAL INTERESTS AND THE GENDER OF THE YOUNG PERSON
- PROFICIENT CONSTITUTION FOR ONLINE EDUCATIONAL ENVIRONMENT USING FEEDBACK ANALYSIS
Last modified: 2015-04-14 20:08:01