An exploratory study of the scientific problem finding ability of highly intelligent students
Abstract
An exploratory study was conducted to compare selected cognitive and non-cognitive variables' relationships with highly intelligent ninth-grade, students' scientific problem finding ability. Scientific problem finding was operationalized as the ability to formulate hypotheses when provided with realistic, ill-defined situations. Specifically, comparisons were made between subjects scores on the Formulating Hypotheses Tests with scores from selected cognitive (Cognitive Abilities Test, Differential Aptitude Test) and non-cognitive variables (Attitude Toward Science, Attitude Toward Problem Solving, Tolerance for Ambiguity). Results of correlational and principal components factor analyses indicated that ninth-grade subjects' abilities to formulate hypotheses were not strongly related to either cognitive or non-cognitive variables used in the study. It was also found that the quality of a subject's responses was positively correlated with quantity of a subject's responses. Differences between males and females were found for three of the subtests of the Differential Aptitude Test: mechanical reasoning, spelling, and clerical speed with females being superior on the latter two. No sex differences were found for intelligence or scientific hypothesis generation ability. Suggestions for future research include utilizing comparisons between the Formulating Hypotheses Test and creativity tests as well as other non-cognitive, or cognitive style measures. A need also exists to explore the development of scientific problem formulation ability. The extent to which the ability to formulate hypotheses relates to the design and conduct of experiments is another future research area defined.
Degree
Ph.D.
Advisors
Feldhusen, Purdue University.
Subject Area
Educational psychology
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.