Exploring the Moderating Role of Demographic Variables in the Relationship Between Scientific Curiosity and Creativity Among Secondary School Students

Abstract

This research investigates how considering demographic factors that may moderate the connection between Scientific Curiosity and Scientific Creativity among secondary school students. Factors such as gender, grade level, type of school, family structure, parental education and occupation influence Scientific Curiosity and Scientific Creativity independently and may affect the strength of their relationships. The aim is to analyze these relationships among 8th and 9th graders using structural regression analysis, with data collected from 200 students in Bilaspur, Chhattisgarh, India, who were surveyed using standardized scales for scientific curiosity (Xavier 2010) and scientific creativity (W. Hu & Adey, 2002a) Moderation analysis reveals that demographic variables significantly moderate the relationship between scientific creativity and scientific curiosity, indicating that students are better at turning curiosity into innovative scientific work. The findings emphasize the universal importance of fostering curiosity to enhance creativity in science education, irrespective of demographic factors. This underscores the need for the paper to discuss implications for curriculum design and teaching practices, along with suggestions for future research.