Arguing the importance of attitudes to science education, Eric M. Anderman , Gale M. Sinatra & DeLeon L. Gray write: “Sternberg notes that creativity, which can lead to new scientific discoveries, involves intellectual abilities, knowledge and motivation, as does problem solving. But, he posits that creativity also requires the disposition or preference for engaging in novel ways of thinking (Sternberg, 1999). He characterises these dispositions as ‘thinking styles’ (Sternberg, 1997). Thinking styles describes individual differences not in abilities, but in preferences for the use of our abilities. He claims that matching learners’ thinking styles to their learning environment can enhance creative thinking and problem solving. He has demonstrated through a number of summer programmes with high school students that creativity can be fostered using his approach (Sternberg, 2006).” (p.96)
Ref: (emphases in blue bold, mine) Eric M. Anderman , Gale M. Sinatra & DeLeon L. Gray (2012): The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners, Studies in Science Education, 48:1, 89-117
To link to this article: http://dx.doi.org/10.1080/03057267.2012.655038
Reference is to:
Sternberg, R.J. (1997). Thinking styles. New York: Cambridge University Press.
Sternberg, R.J. (1999). Handbook of creativity. New York: Cambridge University Press.
Sternberg, R.J. (2006). The nature of creativity. Creativity Research Journal, 18(1), 87–98.