Scientific Creativity in Preschoolers (57-68 months): A Mixed-methods Study
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Abstract
This mixed-methods study assessed scientific creativity (SC) among 40 Vietnamese preschoolers (age range: 57–68 months) using seven culturally adapted tasks grounded on the Scientific Structure Creativity Model (Hu & Adey, 2002). The mean overall performance score was 21.05 (SD = 7.80). Results showed a discrepancy between the imaginative and applied SC dimensions: children performed significantly higher on tasks related to Scientific Imagination and Product Improvement but performed lower on Scientific problem solving and Creative use. Non-response rates for the latter tasks reached 55%. Nonparametric tests indicated no significant differences in SC scores based on gender or birth order. Qualitative data mirrored these quantitative patterns, showing that while children produced diverse ideas in hypothetical contexts, they often lacked specific strategies to address concrete physical challenges. These data suggest that scenario-based assessments may facilitate the identification of specific cognitive constraints in early childhood. Furthermore, the results suggest that Vietnamese preschool STEM instruction may benefit from targeted scaffolding to help children bridge the gap between imaginative thought and practical, hands-on application.
Keywords
Convergent thinking, divergent thinking, early childhood education, scientific creativity, scenario-based assessment.
Article Details
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