A study of creativity in science learning of secondary school students in relation to their intelligence

Pages: 1219-1221
Prakash Sannakanavar (Department of Education, Karnataka State Womens University, Toavi Campus, Karnataka)

Intelligence is classically defined as “the ability to acquire and utilize knowledge.” In testing circumstances, an Intelligence Quotient (IQ) is gauged by one’s ability to utilize information gained historically. Creativity is the ability to come up with new ideas through a mental process of connecting existing concepts. The ideas don’t have to be revolutionary (which is a common misconception many people have about creative thinking), they just have to be new for the thinker. Intelligence certainly plays a part in creative thinking, but not how you might expect. Your IQ is generally gauged by an ability to interpret information and provide solutions, no matter the circumstance. In mathematics and basic sciences IQ is immensely important, because it demonstrates your ability to memorize concepts and repeat their results on similar problems. If I tell you that two plus two equals four, you should (ideally) be able to intelligently conclude that four plus four equals twice the original answer. This fact alone demonstrates intelligence’s relation to creativity, one that is vital for not only understanding creative thinking, but for improving it. Another important aspect of intelligence is the ability to filter solutions efficiently.