Abstract
Recent research on creativity has put great emphasis on how multiple systems influence an individual’s creativity development. The main purposes of this study were (a) to understand the current situation of pupils’ explanatory style, domain knowledge, creative life experience, and technological creativity; and (b) to explore the relationships between pupils’ grade, explanatory style, domain knowledge, creative life experience and their technological creativity. The participants included 418 pupils. The employed instruments were The Questionnaire of Children’s Explanatory Style, The Questionnaire of Creative Life Experience, The Test of Technological Creativity, and the scores of Science.
The main findings in this study were as follows: (a) There were grade differences on the pupils’ explanatory style; (b) although no significant interaction effect of grade × explanatory style on technological creativity was found, there were significant main effects of grade; (c) domain knowledge contributed to the pupils’ performance on technological creativity; (d) creative life experience had significant effects on the pupils’ technological creativity, and the indices of “language” and “performing arts” had the highest correlation with technological creativity; and (e) grade, explanatory style, domain knowledge, and creative life experience could effectively predict the pupils’ ability group membership of technological creativity, and grade as well as domain knowledge had better predictive power.
| Keywords: | explanatory style; domain knowledge; creative life experience; technological creativity |
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