Analysis of the Relationship between Creativity in Fermi Problems Measured by Applying Information Theory, Creativity in Psychology, and Mathematical Creativity

Bibliographic Data

ID22044449
AuthorsHidemichi Okamoto (0000-0003-2370-6009, Karlsruhe University of Education, corresponding author), Mutfried Hartmann (Karlsruhe University of Education, corresponding author), Tetsushi Kawasaki (Gifu University)
Year2023
Volume13
Issue3
Pages315
Publication date2023-03-18
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13030315
OpenAlexW4327960006
LanguageEN
Citations received2
References cited33

Many educational institutions demand the development of creativity. However, it is still insufficient for encouraging creative work or thinking. One reason is the lack of simple tools to measure creativity in schools. This study focused on Fermi problems to solve the reason for this issue. Fermi problems have been suggested to be deeply related to creativity. However, few empirical studies have been conducted on their relationship. Therefore, this study conducted a survey and analyzed them by structural equation modeling. The results showed a moderate correlation between creativity in Fermi problems and creativity in psychology (r = 0.47, p

Cognitive psychology · Creativity · Creativity technique · Mathematics education · Creativity in Education and Neuroscience · Education, Achievement, and Giftedness · Neuroscience, Education and Cognitive Function · Psychology · Social Psychology

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