The Associative Basis of Scientific Creativity: A Model Proposal
Keywords:
Yaratıcılık, bilimsel yaratıcılık, çağrışımsal teoriAbstract
Öz
Yaratıcılığın bilimsel becerilerin önemli bir yönü olduğu kabul edilir. Bilimsel yaratıcılık bir ihtiyaç veya bir problemi çözme isteği du- rumlarında ortaya çıkar ve özgün ve yararlı fi- kir veya ürünlerin ortaya konulması sürecini kapsar. Mevcut bilimsel yaratıcılık teorileri ve testleri, fen bilimleri alanında hem alan bilgisi hem de problem çözme, özellikle farklı bakış açılarını kullanarak yani yaratıcı şekilde prob- lem çözmek için çok ciddi önem arz eden ana- lojik ve çağrışımsal düşünme süreçlerine yer vermemektedirler. Mevcut çalışma alternatif bir model önerisi sunmayı amaçlamakta ve bi- limsel yaratıcılığı çağrışımsal temelleri üzerin- den irdelemektedir. İncelenen kuramsal çerçe- veden hareketle oluşturulan Bilimsel Çağrışım- lar Modeli, bilimsel yaratıcılığın temelinde ben- zerlik ve aracılığı içeren çağrışımsal düşünme- nin yer aldığını savunmakta ve çağrışımsal dü- şünme, analojik düşünme (analojik nedensel- leme & analojik problem çözme) ve içgörü ol- mak üzere 3 temel bileşene odaklanmaktadır.
Abstract
Creativity is accepted as an important part of scientific skills. Scientific creativity proceeds from a need or urge to solve a problem, and in- volves the production of original and useful ideas or products. Existing scientific creativity theories and tests do not feature the very important thinking processes, such as analogical and associative thinking, which can be considered crucial in creative scientific problem solv- ing. Current study’s aim is to provide an alter- native model and explicate the associative basis of scientific creativity. Emerging from the re- viewed theoretical framework, Scientific Associations Model is proposed. This model claims that, similarity and mediation constitutes the basis of creativity and focuses on three compo- nents namely; associative thinking, analogical thinking (analogical reasoning & analogical problem solving) and insight which are consid- ered to be main elements of scientific associative thinking.
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