A STRUCTURAL MODEL OF SCIENTIFIC CREATIVITY COMPETENCE FOR HIGH SCHOOL STUDENTS: THEORETICAL FOUNDATIONS AND A PRELIMINARY SURVEY FRAMEWORK

Authors

DOI:

https://doi.org/10.18623/rvd.v23.5907

Keywords:

Scientific Creativity Competence, High School Students, Stem Education, Structural Model, Behavioral Indicators

Abstract

This article proposes a structural model of scientific creativity competence (MSCC) for high school students grounded in competency-based education and the methodological characteristics of school scientific activity. Drawing on an analysis and synthesis of studies on scientific creativity, creativity in STEM education, competency assessment, and general education, the study conceptualizes scientific creativity competence as the ability to mobilize knowledge, skills, attitudes, and higher-order cognitive processes to generate ideas, solutions, or products that are both novel and consistent with scientific standards at a level appropriate for high school students. The proposed model comprises four dimensions: identifying and detecting scientific problems (PRB), generating and proposing ideas for solving scientific problems (IDE), designing and implementing problem-solving plans (DES), and evaluating, revising, and refining scientific solutions (EVA). Based on this structure, the article introduces a set of 16 behavioral indicators and a preliminary survey framework to examine the model’s initial appropriateness, clarity, and feasibility in the context of high school science teaching.

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Published

2026-04-14

How to Cite

Chau, L. Q., & Hai, P. V. (2026). A STRUCTURAL MODEL OF SCIENTIFIC CREATIVITY COMPETENCE FOR HIGH SCHOOL STUDENTS: THEORETICAL FOUNDATIONS AND A PRELIMINARY SURVEY FRAMEWORK. Veredas Do Direito, 23(6), e235907. https://doi.org/10.18623/rvd.v23.5907

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Vol. 23 No. 6 (2026): Veredas do Direito, v. 23, n. 6 2026

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