Investigation of effective strategies for developing creative science thinking

Journal article

Yang, Kuay-Keng, Lee, Ling, Hong, Zuway-R and Lin, Huann-shyang. (2016). Investigation of effective strategies for developing creative science thinking. International Journal of Science Education. 38(13), pp. 2133 - 2151. https://doi.org/10.1080/09500693.2016.1230685
AuthorsYang, Kuay-Keng, Lee, Ling, Hong, Zuway-R and Lin, Huann-shyang
Abstract

The purpose of this study was to explore the effectiveness of the creative inquiry-based science teaching on students’ creative science thinking and science inquiry performance. A quasi-experimental design consisting one experimental group (N = 20) and one comparison group (N = 24) with pretest and post-test was conducted. The framework of the intervention focused on potential strategies such as promoting divergent and convergent thinking and providing an open, inquiry-based learning environment that are recommended by the literature. Results revealed that the experimental group students outperformed their counterparts in the comparison group on the performances of science inquiry and convergent thinking. Additional qualitative data analyses from classroom observations and case teacher interviews identified supportive teaching strategies (e.g. facilitating associative thinking, sharing impressive ideas, encouraging evidence-based conclusions, and reviewing and commenting on group presentations) for developing students’ creative science thinking.

KeywordsConvergent thinking; creative science thinking; divergent thinking; science inquiry; scientific creativity
Year2016
JournalInternational Journal of Science Education
Journal citation38 (13), pp. 2133 - 2151
PublisherRoutledge
ISSN0950-0693
Digital Object Identifier (DOI)https://doi.org/10.1080/09500693.2016.1230685
Scopus EID2-s2.0-84987665810
Page range2133 - 2151
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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