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ERIC Number: ED075168
Record Type: RIE
Publication Date: 1970
Pages: 115
Abstractor: N/A
Reference Count: N/A
The Development of Divergent Thinking as a Function of Inquiry Training.
Bills, Frank Lynn
This study evaluated an attempt to increase the divergent thinking of eighth grade students with a five week experimental treatment utilizing student inquiry. In this treatment, students were shown a demonstration consisting of a discrepant event; students then suggested hypotheses and checked their hypotheses by asking questions, as in Suchman's method. Instructors answered these questions but did not identify the correct explanation. Six teachers each taught one experimental class and one control class, for a total of 306 students. Six creativity tests were given before and after the treatment, and the treatment effects were analyzed by analysis of covariance, blocking on sex and intelligence level. Two interactions were significant, but no significant main effect was found. It was concluded that, although students appeared to enjoy the inquiry sessions and were motivated to seek solutions from outside sources when discussions were left open-minded, the experimental treatment did not increase their creative production. (MM)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71,129 MF-$4.00 Xerography-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Utah State University