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Investigation of effective strategies for developing creative science thinking
Yang, Kuay-Keng Lee, Ling Hong, Zuway-R Lin, Huann-shyang
Yang, Kuay-Keng
Lee, Ling
Hong, Zuway-R
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.
Keywords
Convergent thinking, creative science thinking, divergent thinking, science inquiry, scientific creativity
Date
2016
Type
Journal article
Journal
International Journal of Science Education
Book
Volume
38
Issue
13
Page Range
2133-2151
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Source URL
Event URL
Open Access Status
License
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Controlled