Determination of the Relationship between Elementary Students’ Scientific Creativity and Academic Achievement in Science and Technology Courses

Abstract

The aim of this study is to determine the relationships among general and scientific creativities and academic
achievement in science and technology courses and to compare 6-8th grade elementary school students according to gender,
grade level, and general creativity categories. For this purpose, Divergent Thinking Exercise, Scientific Creativity Test and
the Williams Scale were applied to the sample (N = 145), which was formed using the cluster sampling technique. The data
were analyzed via t-test, ANOVA and X2 statistical techniques. It is determined that general and scientific creativity scores
and academic achievement scores in science and technology course are positively related to each other. The mean general
creativity score of girls was found to be statistically significantly higher than that of boys, whereas there was no significant
difference between their mean scientific creativity scores. According to the grade level, it was observed that there was a
statistically significant difference between the general and scientific creativity scores.