Correlation between tools for thinking; arts, crafts, and design avocations; and scientific achievement among STEMM professionals.

Previous studies of science, technology, engineering, mathematics, and medical (STEMM) professionals have identified a common "mental toolkit" composed of 13 "tools for thinking" that STEMM professionals use in their problem raising and problem solving. The present research surveyed a convenience sample of 225 STEMM professionals to investigate whether these "thinking tools" are correlated with STEMM achievement measured variously as patents filed or licensed, companies founded, number of papers and books published, and copyrights assigned. Some mental skills such as modeling and playing are significantly correlated with patent filings and licenses, and others are correlated with different measures of STEMM achievement. Previous research has also demonstrated that some of these thinking tools, most notably visual thinking skills, can be taught through various arts, crafts, and design (ACD) practices, resulting in significant improvements in STEMM learning outcomes. The present research therefore investigates in the survey pool whether ACD are associated with the same measures of STEMM achievement as thinking tool use. Correlations exist between use of some thinking tools and particular ACD avocations: Modeling and playing are correlated with persistent crafts avocations such as metalworking, woodworking, and mechanics, which are, in turn, significantly correlated with patent production. Most survey participants were explicitly aware of the connections between their ACD avocations; their STEMM work; and the tools, skills, and knowledge derived from the former. We conclude that integrating ACD with STEMM content by means of tools for thinking may be an effective way to achieve improved STEMM learning outcomes.

Mental tools for thinking about DNA technologies in new ways.

OBJECTIVE: To investigate the nature of creative thinking in biomedical science with specific applications to molecular pathologies and DNA technologies. DATA SOURCES: Accounts of breakthroughs and inventions contained in autobiographies, biographies, interviews, and archival sources. STUDY SELECTION: Discoveries that have altered, or may yet alter, basic textbook accounts of biomedical sciences for which appropriate data sources exist. DATA EXTRACTION: Approximately 1000 data sources were analyzed, both within appropriate sciences and in other creative fields, such as the arts. DATA SYNTHESIS: The current analysis is based on a framework described in our previous book, Sparks of Genius, which outlines a general approach to understanding creative thinking. CONCLUSIONS: Creative thinking in all disciplines depends on a common mental "toolkit" that consists of 13 fundamental tools: observing, imaging, abstracting, pattern recognition, pattern forming, analogizing, body thinking, empathizing, dimensional thinking, modeling, playing, transforming, and synthesizing. Scientists recognize and solve problems by observing data that break the patterns established by theories; exploring a system by creating an abstract model with which they can play; and transforming data into feelings, sounds, and other forms that create surprising analogies to already-understood principles. The result of such personal thinking is knowledge combined with sensation and emotion--feeling and understanding synthesized into complete awareness. We illustrate some of these modes of thinking with reference to recent breakthroughs in DNA-related areas and suggest ways in which the use of "tools for thinking" can increase the probability of making further discoveries in the biomedical sciences.