Scientific Creativity in relation to Cognitive Style and Achievement in Science of Secondary School Students

The aim of present paper was to study the influence of Cognitive Style, Achievement in Science and their Interaction on Scientific Creativity of secondary school students. Total 205 students of classes IX and X (mean age 14.8 Years) studying in schools affiliated to Central Board of Secondary Education were taken as sample. Standardized tools, namely, Group Embedded Figures Test by Witkin, Oltman, Raskin and Karp (1971), Scientific Creativity Test by Majumdar (1982) were used to collect data. Marks of students from school records were taken as a measure of their achievement in science. The data were analysed using 2 × 3 Analysis of Variance. Field Independent Students had significantly higher Scientific Creativity than Field Dependent Students. Also, Students with High Achievement in Science had significantly higher scientific creativity than students with Low Achievement in Science.