This document discusses scientific creativity and its importance. It defines creativity as the ability to generate new and useful ideas and solutions, and notes that creativity involves fluency, flexibility, and originality. The relationship between scientific creativity and the scientific process is explored, with scientific problem solving requiring exploration of different solutions. Five major categories of scientific process skills are identified: identifying problems and forming hypotheses, designing experiments, making measurements and observations, presenting data, and evaluating results and drawing conclusions. The document concludes that creativity is essential both for individuals and society, and that good learning activities can promote scientific creativity in students with teachers playing an important role.

1. ONLINE ASSIGNMENT
TOPIC: SCIENTIFIC CREATIVITY
Submitted by
Asha Achenkunju
Physical science
Reg. No. 18214303006

2. SCIENTIFIC CREATIVITY
Introduction
Science plays a significant role in the lives of human being. For centuries,
many great scientist have changed the face of history. The various accomplishment of
these scientists have several to promote the development of civilizations with the
current fascinating developments in technology, science plays a crucial role in
promoting the welfare of human being, promoting the welfare of human being, and
helping them survive on this products that are beneficial in every endeavor of their
lives but also through science individuals decipher the codes of the universe. We
appropriate creative scientists because of their original ideas and innovations.
Creativity is the ability to generate work that is both new and appropriate
researchers agree that creativity is the product of useful new products and ideas,
ability to wonders, ability to solve problems understanding, the world around you,
seeking solutions and ability to think. According to Torrance, central features of
creativity are fluency, flexibility and originality. From a psychologist’s point of view,
creativity is the ability to make something new or out available and stored
conformation.
The relationship b/w scientific creativity and science process skills
Scientific research requires creativity in the sense of creating original solutions
and new understanding. Problem solving in science requires a student to explore
his/her own repertoire, to a variety of routes to a solution. This is the justification
for considering scientific creativity as worthy of attention on the education of students
who will others become scientific or who need an understanding of society.

3. Solving problems in science is a process in which investigative/ inquire
activities aim at giving opportunities to students for to solve a problem using their
skills of applying the scientific processes. Theses skill can be grouped with in 5 major
categories.
1. Identification of problem and formulating hypotheses
2. Designing the experiment by deciding the variables
3. Making measurements, observation and finding the evidence and defining
them.
4. Presentation of the data using tables and graphs
5. Evaluating of the process by criticizing the and drawing conclusions.
SCORING THE SCIENTIFIC CREATIVITY TEST
Fluency, flexibility and originality steps of the test were taken into
consideration while scoring the test.
Fluency: The numbers of response that the students give to the questions.
Flexibility : Whether the students finds an alternative way when the way they propose
for solution of the problem does not work, (This category has not been taken into
evaluation since no response that are appropriate for evaluation of students have been
seen).
Originality: The originality score is developed as in the original analysis from the
frequency of al response obtained. If the frequency of the response is smaller than 51,
2 points is granted 10%, 0pint is granted.

4. CONCLUSION
Creativity is essential on both the individual and social level. Good learning
activities promotes scientific creativity among the students. Teacher play an important
role on developing creativity among them. We can possibly identify scientific creative
talent in students and after identify the creative talent we can be planning the various
activity and program on the direction of creativity enhancement. It be possible to get
information about fluency, flexibility, originality, inquisitiveness and total creativity
in science of the students.
Reference
Dr. Manimma Mathew (2014), Teaching science NAS publishers
Kohli.V.K. (1967) Teaching science Krishna