Measurement of divergent thinking in biological contexts: Development, pilot testing, and validation of a test instrument for use in school

Abstract

Nurturing students' creative potential, particularly in STEM fields, is essential for fostering social progress and innovation. This study addresses the lack of available tests for creative potential in specific subjects by developing and validating a test instrument designed to measure divergent thinking (DT) in biology. The design-based research project consisted of two studies involving a total of N = 342 students (M_age = 10.96). The developed DT test was initially evaluated with participants from an enrichment program during the first study. For validation, intelligence was measured using Raven's Progressive Matrices 2, as well as scientific inquiry skills in biology, inductive thinking skills in biology, situational interest, and subjective task values across different subjects. In the second study, the developed DT test was applied to a randomized sample from different schools. In both studies, the DT test demonstrated excellent inter-rater reliability. The investigation into the factor structure showed that each task represented a different factor, and the test has limited ability to measure individual DT constructs. Positive correlations were identified between fluency and scientific inquiry skills, as well as between fluency and scientific inductive thinking. The results indicate that the developed test is capable of measuring facets of subject-specific DT and provides an initial option for researchers and educators to assess DT in biology. Future research should explore the effects of different task types, instructions, and time limits. Replications for other STEM subjects, age groups, and comparisons to classic DT tests should be conducted.