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학술저널

The Art and Science of Science and Art

This study examined whether children’s demonstrated creativity in science is related to their artistic expression, whether such relationships change over time, and whether there are differences by gender or socio-economic status (SES). Data were from the 2003 New Zealand National Educational Monitoring Project (total n = 1,551). Results from correlations and independent-sample t-tests yielded signifycant relationships between creativity in art and creativity in science, along with correlations among gender, SES, and the art and science scores, although variances explained are small. Significant increases in scores over time for both domains were also obtained. The results are discussed in terms of supporting the mini-c, little-c, and Big-C Model for Creativity (Beghetto & Kaufman, 2007) and potential effects on non-integrated curricula.

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