No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Fostering student’s creative and problem-solving skills through a hands-on activity
Abstract
The purpose of this study is to investigate how a group of junior-high school pupils created a functional boat from scratch and resolved the problems encountered in a scientifc project. The study was conducted using a qualitatively exploratory method. Data sources consist of artefacts, interviews, observations, and self-refection reports. The study results reveal that the hands-on, trial-and-error experiential learning not only helped the pupils enhance their creative skills and problem-solving abilities, but also helped them realize the value of collaboration. Nevertheless, although they were able to make various shapes of boats using diferent materials, only half of the boats created were able to successfully complete the established course. It discloses that turning a model work into a functional piece demands a certain extent of scientifc knowledge and skills associated with the tasks, in addition to creative skills. The students’ anticipation of the teacher’s scafolding to achieve the project goal was found to vary greatly among teams, indicating a dilemma of the teachers’ role in an open-form scientifc project. How the created products were ranked in the project also raises concerns regarding setting up criteria to assess scientifc artefacts. Suggestions for enhancing future implementations are provided.
... The problem that can improve students' problem solving skills are the problem that International Journal of Instruction, October 2018 • Vol.11, No.4 enables them to analyze, synthesize, and evaluate (Ültay, 2017). Therefore, the purpose of the science learning nowadays is not only about transferring knowledge and skills, but also facilitating both of them and use the new knowledge to make decision and solve the problem (Irwanto, Rohaeti, & Prodjosantoso, 2018b;Shieh & Chang, 2014). We believe that if lecturers less apply PSS then it can become serious inhibition for the students in establishing cognitive learning process for building the coherent concept (Su, 2016). ...
... The core of constructivism learning process is helping the students to grow critical thinking and foster their problem solving skills during the teamwork (Avsec & Kocijancic, 2014;Shieh & Chang, 2014). In this context, lecturer plays an important role in understanding students' learning needs and providing an adequate method to help them to achieve their learning purposes. ...
... We claim that the high score of experimental group students is related to course activities designed to teach content and engage students in analyzing data, discussing ideas, making a conclusion, and building their own knowledge through teamwork in accordance with inquiry approach principles. Students agree that teamwork is the best way to solve the problem, therefore, it is important for the students to share ideas and thoughts actively about the problems being encountered (Shieh & Chang, 2014). It is assumed that experimental group students have better achievement because they construct their skills by exploring the problem through group discussions with peers and lecturer, inventing the concept through their experiences, applying the concept through inquiry, and self-evaluation towards learning process intensively. ...
In the context of 21st century learning, lecturers encounter complex challenges in optimizing learning processes and outcomes. The previous research reports that teaching method is considered as the right solution to overcome that problem. This quasi-experimental research aims to: 1) explore the difference between Critical Thinking Skills (CTS) and Problem Solving Skills (PSS) among preservice elementary teachers taught by using POGIL and traditional lecture, and 2) analyze the correlational strength between CTS and PSS. Both groups were chosen by using cluster random sampling. This research was conducted at the Universitas Muhammadiyah Ponorogo, Indonesia, involving 48 participants in the academic year 2017/2018. The CTS Essay Test was adapted from Ennis (2011) and the PSS Essay Test was adapted from Polya (1957), face validity was conducted by the experts, and obtained reliability coefficient of .88 and .89 respectively. The data were analyzed by using Mann-Whitney U-test and Spearman’s rho correlation at the significance level of .05. The results show that: 1) there is a significant difference in CTS and PSS among experimental and control groups in favour of experimental group students, and 2) there is a high positive and significant correlation between both dependent variables. We recommend that lecturers need to improve students’ higher-order thinking skills by using POGIL
... The problem that can improve students' problem solving skills are the problem that International Journal of Instruction, October 2018 • Vol.11, No.4 enables them to analyze, synthesize, and evaluate (Ültay, 2017). Therefore, the purpose of the science learning nowadays is not only about transferring knowledge and skills, but also facilitating both of them and use the new knowledge to make decision and solve the problem (Irwanto, Rohaeti, & Prodjosantoso, 2018b;Shieh & Chang, 2014). We believe that if lecturers less apply PSS then it can become serious inhibition for the students in establishing cognitive learning process for building the coherent concept (Su, 2016). ...
... The core of constructivism learning process is helping the students to grow critical thinking and foster their problem solving skills during the teamwork (Avsec & Kocijancic, 2014;Shieh & Chang, 2014). In this context, lecturer plays an important role in understanding students' learning needs and providing an adequate method to help them to achieve their learning purposes. ...
... We claim that the high score of experimental group students is related to course activities designed to teach content and engage students in analyzing data, discussing ideas, making a conclusion, and building their own knowledge through teamwork in accordance with inquiry approach principles. Students agree that teamwork is the best way to solve the problem, therefore, it is important for the students to share ideas and thoughts actively about the problems being encountered (Shieh & Chang, 2014). It is assumed that experimental group students have better achievement because they construct their skills by exploring the problem through group discussions with peers and lecturer, inventing the concept through their experiences, applying the concept through inquiry, and self-evaluation towards learning process intensively. ...
In the context of 21st century learning, lecturers encounter complex challenges in optimizing learning processes and outcomes. The previous research reports that teaching method is considered as the right solution to overcome that problem. This quasi-experimental research aims to: 1) explore the difference between Critical Thinking Skills (CTS) and Problem Solving Skills (PSS) among preservice elementary teachers taught by using POGIL and traditional lecture, and 2) analyze the correlational strength between CTS and PSS. Both groups were chosen by using cluster random sampling. This research was conducted at the Universitas Muhammadiyah Ponorogo, Indonesia, involving 48 participants in the academic year 2017/2018. The CTS Essay Test was adapted from Ennis (2011) and the PSS Essay Test was adapted from Polya (1957), face validity was conducted by the experts, and obtained reliability coefficient of .88 and .89 respectively. The data were analyzed by using Mann-Whitney U-test and Spearman’s rho correlation at the significance level of .05. The results show that: 1) there is a significant difference in CTS and PSS among experimental and control groups in favour of experimental group students, and 2) there is a high positive and significant correlation between both dependent variables. We recommend that lecturers need to improve students’ higher-order thinking skills by using POGIL.
... The problem that can improve students' problem solving skills are the problem that International Journal of Instruction, October 2018 • Vol.11, No.4 enables them to analyze, synthesize, and evaluate (Ültay, 2017). Therefore, the purpose of the science learning nowadays is not only about transferring knowledge and skills, but also facilitating both of them and use the new knowledge to make decision and solve the problem (Irwanto, Rohaeti, & Prodjosantoso, 2018b;Shieh & Chang, 2014). We believe that if lecturers less apply PSS then it can become serious inhibition for the students in establishing cognitive learning process for building the coherent concept (Su, 2016). ...
... The core of constructivism learning process is helping the students to grow critical thinking and foster their problem solving skills during the teamwork (Avsec & Kocijancic, 2014;Shieh & Chang, 2014). In this context, lecturer plays an important role in understanding students' learning needs and providing an adequate method to help them to achieve their learning purposes. ...
... We claim that the high score of experimental group students is related to course activities designed to teach content and engage students in analyzing data, discussing ideas, making a conclusion, and building their own knowledge through teamwork in accordance with inquiry approach principles. Students agree that teamwork is the best way to solve the problem, therefore, it is important for the students to share ideas and thoughts actively about the problems being encountered (Shieh & Chang, 2014). It is assumed that experimental group students have better achievement because they construct their skills by exploring the problem through group discussions with peers and lecturer, inventing the concept through their experiences, applying the concept through inquiry, and self-evaluation towards learning process intensively. ...
In the context of 21st century learning, lecturers encounter complex challenges in optimizing learning processes and outcomes. The previous research reports that teaching method is considered as the right solution to overcome that problem. This quasi-experimental research aims to: 1) explore the difference between Critical Thinking Skills (CTS) and Problem Solving Skills (PSS) among preservice elementary teachers taught by using POGIL and traditional lecture, and 2) analyze the correlational strength between CTS and PSS. Both groups were chosen by using cluster random sampling. This research was conducted at the Universitas Muhammadiyah Ponorogo, Indonesia, involving 48 participants in the academic year 2017/2018. The CTS Essay Test was adapted from Ennis (2011) and the PSS Essay Test was adapted from Polya (1957), face validity was conducted by the experts, and obtained reliability coefficient of .88 and .89 respectively. The data were analyzed by using Mann-Whitney U-test and Spearman’s rho correlation at the significance level of .05. The results show that: 1) there is a significant difference in CTS and PSS among experimental and control groups in favour of experimental group students, and 2) there is a high positive and significant correlation between both dependent variables. We recommend that lecturers need to improve students’ higher-order thinking skills by using POGIL.
... It may be due to the fact that lectures generally do not develop practical work experience and attitudes towards chemistry (Calik, Ultay, Kolomuc & Aytar, 2015;Goodey & Talgar, 2016). Responding to these issues, many studies suggest that chemistry teaching and learning in the 21st century is designed in such a way as to create a student-centered collaborative environment and enhance students' knowledge, conceptual understanding, problem-solving, critical thinking, laboratory skills, and various transferable skills (Aka, Guven & Aydogdu, 2010;Boesdorfer & Livermore, 2018;Gurses, Acikyildiz, Dogar & Sozbilir, 2007;Shieh & Chang, 2014;van Brederode, Zoon & Meeter, 2020). ...
... Briefly, this learning model is designed so that students not only receive knowledge but also promote enthusiasm for critical inquiry and find creative solutions (Guinness, 2012). In addition, through hands-on activities, students are expected to be better at linking theory with practice and improve problem-solving and collaborative skills (Shieh & Chang, 2014). Students should not only follow practical techniques but should be encouraged to participate actively in the classroom in order to construct knowledge and enhance laboratory skills effectively (Johnstone & Al-Shuaili, 2001;Veiga et al., 2019). ...
In the past decade, scientific process skills and scientific attitudes are widely regarded as essential factors influencing students’ achievement and their future career choices. Unfortunately, previous literature found that students’ scientific skills and attitudes tend to be unsatisfactory. Thus, cultivating students’ skills and attitudes is seen as a fundamental goal in science education. This research sought to promote scientific process skills and scientific attitudes of pre-service chemistry teachers using REORCILEA (Research-Oriented Collaborative Inquiry Learning). In this quasi-experimental research, a one-group pretest and posttest design was utilized. A total of 50 pre-service teachers (6 males and 44 females) at a medium-sized public university in Indonesia were recruited for this study. In order to gather data, the Scientific Process Skills Observation Checklist (SPSOC) and the Scientific Attitude Survey (SAS) were administered before and after the intervention. The data obtained in this study were analyzed through a paired-samples t-test and Cohen’s d. The results showed a significant increase from pretest to posttest in scientific process skills and scientific attitude scores during treatment, each with a high effect size. It can be summarized that REORCILEA is effective in fostering scientific skills and positive attitudes of pre-service chemistry teachers to a satisfactory level. It is recommended for educators to apply REORCILEA to other college chemistry courses to improve their performance.
... It may be due to the fact that lectures generally do not develop practical work experience and attitudes towards chemistry (Calik, Ultay, Kolomuc & Aytar, 2015;Goodey & Talgar, 2016). Responding to these issues, many studies suggest that chemistry teaching and learning in the 21st century is designed in such a way as to create a student-centered collaborative environment and enhance students' knowledge, conceptual understanding, problem-solving, critical thinking, laboratory skills, and various transferable skills (Aka, Guven & Aydogdu, 2010;Boesdorfer & Livermore, 2018;Gurses, Acikyildiz, Dogar & Sozbilir, 2007;Shieh & Chang, 2014;van Brederode, Zoon & Meeter, 2020). ...
... Briefly, this learning model is designed so that students not only receive knowledge but also promote enthusiasm for critical inquiry and find creative solutions (Guinness, 2012). In addition, through hands-on activities, students are expected to be better at linking theory with practice and improve problem-solving and collaborative skills (Shieh & Chang, 2014). Students should not only follow practical techniques but should be encouraged to participate actively in the classroom in order to construct knowledge and enhance laboratory skills effectively (Johnstone & Al-Shuaili, 2001;Veiga et al., 2019). ...
In the past decade, scientific process skills and scientific attitudes are widely regarded as essential factors influencing students’ achievement and their future career choices. Unfortunately, previous literature found that students’ scientific skills and attitudes tend to be unsatisfactory. Thus, cultivating students’ skills and attitudes is seen as a fundamental goal in science education. This research sought to promote scientific process skills and scientific attitudes of pre-service chemistry teachers using REORCILEA (Research-Oriented Collaborative Inquiry Learning). In this quasi-experimental research, a one-group pretest and posttest design was utilized. A total of 50 pre-service teachers (6 males and 44 females) at a medium-sized public university in Indonesia were recruited for this study. In order to gather data, the Scientific Process Skills Observation Checklist (SPSOC) and the Scientific Attitude Survey (SAS) were administered before and after the intervention. The data obtained in this study were analyzed through a paired-samples t-test and Cohen’s d. The results showed a significant increase from pretest to posttest in scientific process skills and scientific attitude scores during treatment, each with a high effect size. It can be summarized that REORCILEA is effective in fostering scientific skills and positive attitudes of pre-service chemistry teachers to a satisfactory level. It is recommended for educators to apply REORCILEA to other college chemistry courses to improve their performance.
... There is a direct link of reflection with creative thinking skills as it was evidenced through the experimental study conducted by Dvergsten and Haugen (2015) that cooperation of experiential learning experiences with reflective writing assignments is the best source of creating critical thinking skills. Sheih and Chang (2014) also postured that a combination of problem-solving and creative skills is effectively nourished through experiential learning activities. Teaching may be effective in a way when it promotes cognitive and social aptitude, individuality, high aims and loyalty; on the other hand, teaching will be turn into ineffective process when it fails to develop these skills in individuals. ...
... Keeping in mind, the essential importance of reflective writing in experiential process as illustrated by the various authors (Davis, 2006;Maclellan, 2004;Mair 2010;Moussa-Inaty, 2015;Tsang, 2011) the participants' documents reflected improvement in their writing-styles, concepts' understanding, and ideas generations, reviewing tasks in order to overcome mistakes, vocabulary-practice, and learning new terms in order to sustain new knowledge. Participants' writings also showed a bit amount of creative skills which is evidenced in the researches that creative thinking skills are reflected through the incorporations of experiential learning theory (Dvergsten & Haugen, 2015;Sheih & Chang, 2014). ...
Reflective writing as a key component is one of the foundational object in Kolb's experiential learning process; concrete experience, reflective observation, abstract conceptualization, and active experimentation. The current qualitative study using single-case study design, explored the role of reflective writing in making learning effective and long-lasting at university classroom. For this purpose, total sixty-three students enrolled in the course Application of Computer in Measurement, participated voluntarily in the study. The textual data consisted of written-assignments and classroom-tasks were analysed through document-review as data source. The researchers carefully integrated all the texts into keen observation and analysis and extracted meanings from the reflective writings of the participants in order to sustain reflexivity to ensure trustworthiness as a key component of qualitative studies. Each and every participant's document was passed by in-depth and keen analysis employed through coding, categorization and themes generation. The findings showed that students need to develop better understanding in sentence-structuring, application of ideas, how to make meanings from interpretation of texts in terms of improvement. The study also concludes that there was lacking in terms of written-feedback from the teachers however, oral-feedback was utilized at maximum level. The study contributes to the knowledge towards the proper reflective writing practices at higher education level. The implications showed that a single student's ability may be engaged in successful learning course of action and outcomes through proper guidance provided by the teachers to them regarding reflective-writing.
... The implementation of the Project-Based Learning (PjBL) model, assisted by the Applied Science Worksheet, is one way to overcome the problem. The characteristics of Applied Science at the time of learning are the existence of contextual problems, the use of local materials, creative products, interesting products (Darling-Hammond, Flook, Cook-Harvey, Barron, & Osher, 2019;Shieh, 2014). Student worksheet applications can help improve students' basic competencies, be able to help teachers and students to play an active role, build knowledge, student performance in practicums, and project science (Putri, Rusdiana, & Suwarma, 2019;Suyatna & Manurung, 2017;Wulansari, Rusnayati, Saepuzaman, Karim, & Feranie, 2019). ...
... The possibility of a significant influence because in learning activities in the form of problem solving and providing opportunities for students to work autonomously and construct their own learning, and produce a product of student work worth and realistic. Scientific approach and student-centered learning will make it easier for students to apply the knowledge they get in real situations, explore and elaborate the material being studied, while providing opportunities for students to actualize abilities through learning activities that are designed by the teacher (Farhana, Zakiah, & Azlina, 2019;Shieh, 2014). This also requires students to be more independent in learning, active participation occurs between students, collaborative learning skills in achieving academic abilities at a high level/taxonomy level of creativity. ...
The low factor of learning outcomes is triggering by the emergence of students' boredom in learning. This study aimed to determine the effect of Project-Based Learning (PBL) Models assisted by the Science Worksheet on Applied Waste Management on students' creativity and learning outcomes. This research was a quasi-experimental study. The population was all students in Vocational High School 1 Cikedung, Indonesia, and the sample was 57 students from two classes. Learning outcomes data obtained through tests with multiple-choice questions while creativity data using response questionnaires. The data obtained were analyzed using a one-way analysis of covariance. The results showed there was a significant effect of the learning model on students' creativity and learning outcomes. It concluded that the PBL model assisted in the worksheet has a positive impact on student competencies, especially on their creativity and biology learning outcomes.
... Parnes (1967) proposed the concept of Creative Problem Solving (CPS), which is a high-order cognitive ability including the thinking mechanisms of cognition, memory, divergent thinking, convergent thinking, and evaluation (Parnes, Noller, & Biondi, 1977). On the other hand, many researchers conceptualize creativity as a creative "product" by looking at the outcomes of creative thoughts and evaluating whether the features of the product could be subjectively judged by experts as being creative (Amabile & Tighe, 1993;Amabile, 1983;Shieh & Chang, 2014;Siew, Chong, & Lee, 2015). For example, Shieh and Chang (2014) asked junior-high school students to create functional boats from scratch to observe how they resolved the problems encountered during the process, and found that the experience of designing scientific artefacts does in fact enhance students' creative skills and problem-solving abilities. ...
... On the other hand, many researchers conceptualize creativity as a creative "product" by looking at the outcomes of creative thoughts and evaluating whether the features of the product could be subjectively judged by experts as being creative (Amabile & Tighe, 1993;Amabile, 1983;Shieh & Chang, 2014;Siew, Chong, & Lee, 2015). For example, Shieh and Chang (2014) asked junior-high school students to create functional boats from scratch to observe how they resolved the problems encountered during the process, and found that the experience of designing scientific artefacts does in fact enhance students' creative skills and problem-solving abilities. Guilford (1977) proposed sensitivity, fluency, flexibility, originality, and elaboration as the criteria of creativity assessment, which are commonly adopted by most researchers in evaluating product creativity. ...
Scaffolds in games have the potential to facilitate learning effects in addition to assisting the gaming process. However, studies on game-based science learning usually only adopt questionnaires to evaluate scientific concepts, and use interviews or observations to assess problem solving ability, neglecting the importance of investigating game-making outcomes. We customized a digital game, “Crayon Physics Deluxe,” with varied scaffolding designs to evaluate their effects on science learning. A total of 126 participants were divided into four groups: demonstration scaffolding, non-scaffolding, marking critical features scaffolding, and the no-game group. Learning outcomes were examined in terms of physics knowledge acquisition (in the form of concept maps) and design creativity (in the form of game episode designs). Students were asked to transform their roles from problem solvers to problem designers, which might not only demonstrate their ability to solve scientific problems, but also develop their creativity potential in designing scientific puzzles. The results indicated that the marking critical features scaffolding group performed significantly better than the demonstration scaffolding group in both conceptual knowledge acquisition and the sensitivity dimension of design creativity, while the group with demonstration scaffolding scored higher in the flexibility dimension of design creativity. These findings suggest that proper scaffolds could be designed to function as learning scaffolds rather than just as gaming scaffolds, and different learning purposes require various scaffolding designs. The content of the scaffolds, as well as the timing of their provision should be carefully designed according to the game features to achieve specific instructional purposes.
... Pemecahan masalah akan meningkatkan kemampuan mahasiswa untuk mengatur dan mengkonsolidasikan pengetahuan mereka secara efisien ke dalam memori jangka panjang mereka. Saat mahasiswa mengerjakan tugas pemecahan masalah, tidak hanya meningkatkan keterampilan pemecahan masalah, juga mengembangkan pemahaman yang lebih baik tentang literasi ilmiah, HOTS seperti menganalisis, mengevaluasi, dan mengkreasi (Fensham & Bellocchi, 2013;Gil-Glazer et al., 2019;Ichsan et al., 2019;Istiyono et al., 2020;Shieh & Chang, 2014). Dalam e-modul fitokimia berbasis STEM-Inkuiri, penekanannya bergeser ke bentuk pemecahan masalah yang lebih kompleks. ...
Penelitian ini bertujuan untuk mengembangkan bahan ajar (e-modul) fitokimia lahan basah berbasis STEAM-Inkuiri yang valid, praktis dan efektif. Model pengembangan dalam penelitian ini menggunakan ADDIE. Penelitian dilakukan pada mahasiswa pendidikan kimia yang mengambil mata kuliah fitokimia. Teknik pengumpulan data yang digunakan berupa lembar validasi, angket dan tes penilaian. Hasil penelitian menunjukkan bahwa (1) validitas e-modul yang dikembangkan dalam kriteria ini sangat valid, (2) kepraktisan dan keterbacaan, dan respon mahasiswa terhadap e-modul yang dikembangkan dalam kriteria sangat praktis, (3) efektivitas dilihat dari n-gain kemampuan pemecahan masalah, literasi sains, dan pemahaman konsep mahasiswa secara berurutan 0,49; 0,68; 0,59 berada pada kriteria sedang dan diperkuat dengan hasil uji Wilcoxon(p value < 0,05) yang menunjukkan ada peningkatan yang signifikan antara hasil pre-test dan post-test. Disimpulkan bahwa e-modul yang dikembangkan valid, praktis dan efektif sehingga layak untuk meningkatkan kemampuan pemecahan masalah, literasi sains dan pemahaman konsep mahasiswa.
... In addition to the optional mini-project that is not required to be practically implemented, it is important for students to develop their practical skills [14]. The emergence of the Arduino development systems on the market has simplified practical realization, but has also lowered the student's interest in microcontroller architectures. ...
This paper presents a few initiatives of developing Electronics engineering students’ creativity and the achieved outcomes. After implementing these initiatives, a student group including students of different nationalities, distinguished themselves by their outstanding achievements in comparison with other three groups of students of identical nationalities. This paper emphasizes some aspects of intercultural cooperation and proposes the hypothesis of this cooperation as the driving force behind the development of student creativity.
... Problem-solving skills grow with age from an early age and will develop and contribute to selfdetermination abilities, namely, the ability to act independently (Palmer et al., 2013). In addition to training the ability to find solutions, the ability to solve problems can have an impact on the development of other abilities, such as critical and systematic thinking skills (Syaodih et al., 2018), creative (Shieh & Chang, 2014). , and communication (Dyah & Farida Agus Setiawati, 2019). ...
The objective of this study was to develop an interactive game that enhances problem-solving abilities in Kindergarten students aged 5-6 years. This research falls under the category of Research and Development, utilising the Borg Gall developmental paradigm. It implemented 9 out of the 10 developed stages, specifically: 1) Identifying instructional objectives, 2) Instructional analysis, 3) Analysis of learners and context, 4) Formulating performance objectives, 5) Developing assessment instruments, 6) Developing instructional strategies, 7) Developing and selecting teaching materials, 8) Designing and conducting formative evaluation of instructions, 9) Revising instructions. The class exam evaluation revealed that the average score in class B1 was 85.55%, while in class B2, the average score among presenters was 83.77%. The findings from the medium grade exam indicated that interactive games were effective in enhancing problem-solving skills in early infancy.
... In this study, all of the teacher participants revealed that they conduct hands-on tasks to enhance student's creativity in problemsolving. Shieh and Chang (2014) established facts about using hands-on tasks to foster creativity and problem-solving in conducting scientific projects. In the conduct of conventional science hands-on tasks, the students are expected to submit a laboratory report following a distinct format given by the teacher. ...
Creativity is an important skill to be developed in STEM education and is also needed for economic development. Hence, this study identified and described the instructional practices of Physics teachers that foster creativity in problem-solving in Physics classrooms and their students creativity as influenced by these practices. Using a descriptive case study, classroom observation, semi-structured interviews, and document analysis were initiated from the purposive sample of six cases of Physics teachers. Thematic analysis revealed that the teacher participants foster creativity in problem-solving through constructivist-oriented and student-directed learning activities. The descriptive statistics further revealed that Creative Problem-Solving v6.1TM stages were moderately observed. Assessment of the students' learning outputs uncovered that relevance, effectiveness, problematization, and elegance were the criteria that were highlighted in all cases. In conclusion, the instructional practices and their extent of alignment to CPS v6.1TM can influence the level of creativity in problem-solving. Implications and recommendations were also discussed.
... Combine practical experience, learn from successful experience, build learners' interest and confidence, integrate creativity, design, and product testing, and improve learning motivation [22]. Hands-on activities and trial-and-error experiential learning can help students enhance their creative thinking, problem-solving skills, and understanding of the value of collaborative learning in groups [23]. ...
International attention and promotion of STEM education continue. However, the relevant literature on the design and presentation of the STEM hands-on experience process is still limited. Accordingly, this research focuses on the learning of the hands-on process and explores its impact on the learning efficacy of STEM education. The research method is mainly quantitative, supplemented by qualitative. The subjects were 105 students who took the bakery course in our school and conducted STEM hands-on experience activities in the second semester of 2021. This research used the STEM experience questionnaire to collect data from pre-test and post-test, one-way ANOVA, analysis of learning feedback, and coping with learning difficulties. The results showed that the paired-sample t-test results of the pre-and post-tests indicated that the average value of the post-test was better than that of the pre-test, and the learning difference was significant; the one-way ANOVA demonstrated that there was no significant difference between gender and age on the learning effect of STEM activity, but for the degree of disposition for this activity has significant differences; students gave interview feedback during the learning process of this activity, thinking that on the one hand, it can improve baking skills, and on the other hand, it can deepen the skills of solving problems from thinking; during the learning process of this activity, using students’ thinking skills to solve learning difficulties or obstacles will positively affect their learning outcomes. However, for the sustainable operation of future STEM activity courses, teaching, and research is the key.KeywordsHands-onLearning EfficacySTEM Education
... Dari data tersebut mengartikan bahwa yang memberikan efek paling tinggi pada siswa yang mengikuti kursus online dalam kecemasan matematika adalah kegiatan belajar. Salah satu penyebab dari kecemasan matematika di kelas yang dialami siswa yaitu proses atau kegiatan saat belajar (Anita, 2014;Hsu et al., 2020;Kramarski et al., 2010;Shieh, 2008;Strohmaier et al., 2020). ...
Kecemasan matematika dapat menganggu proses pembelajaran dan menimbulkan dampak negatif bagi siswa yaitu dengan menghindar dari hal yang membuat siswa merasa cemas dan juga menghasilkan pembelajaran yang kurang efektif. Penerapan solusi pembelajaran daring menimbulkan rasa cemas terhadap siswa. Kursus online membantu siswa untuk menjadi solusi di masa pandemi COVID-19 karena penggunaanya yang praktis dan dapat digunakan kapanpun dan dimanapun. Tujuan dari penelitian untuk mengetahui tingkatan kecemasan matematika yang dialami siswa yang mengikuti kursus online dan yang tidak mengikuti kursus online. Metode yang digunakan pada penelitian adalah kuantitatif dengan menggunakan survey untuk mengetahui tingkatan kecemasan matematika siswa kelas 9. Sampel yang digunakan pada penelitian ini terdapat 129 siswa kelas 9 di SMPN 141 Jakarta. Hasil penelitian menunjukkan bahwa dari lima indikator, indikator yang paling tinggi adalah kegiatan belajar untuk siswa yang mengikuti kursus online dan siswa yang tidak mengikuti kursus online . Hasil dari penelitian menunjukkan secara keseluruhan kecemasan matematika siswa pada pembelajaran daring termasuk ke dalam kategori sedang.
... If the creative process is the same as problem solving, then scientific inquiry must examine it in such a way by using appropriate methods such as creative problem solving because students' individual cognitive problem solving styles can naturally change from time to time due to their continuous delivery of problem solving styles them Basadur et al. (2014); Phaksunchai et al. (2014); Shieh & Chang (2014); Wimmer (2016) suggest developing creative problem solving to help achieve potential, and maximizing student learning outcomes can be done by providing creative instruction using new methods that are more effective and appropriate for each problem situation. ...
Making students to be creative thinking need exercises in the form of tasks. Creative problem solving is the constructivist learning model to create creative, imaginative, and innovative solutions in the aim of training and teaching individuals to think differently in solving problems.The research focus was to find out students' learning outcome and creative thinking skills using creative problem solving-based learning. The participants were tenth grade of senior high school in the school year 2019/2020 which were divided into science class as the control class (N=33), and X IPA 2 class as the experimental class (N=33). The research instrument used was a description test on biodiversity content with creative problem solving indicators, namely Clarify, Ideate, Develop, and Implement. Quantitative data analysis used was MANOVA test at a significant level of 5%. The results of this study were the average values for each indicator of creative thinking and learning outcomes in the experimental and control classes showing that the control class was lower than the experimental class. It means that learning outcomes and creative thinking skills through creative problem solving had an impact than the classes using creative problem solving. Therefore, there was a significant influence and a relationship among the creative problem-solving model, creative thinking skills, and learning outcomes which was indicated by the value of. 0.000<0.05.
... Other study investigate how a group of junior-high-school pupils created a functional boat from scratch and resolved the problems encountered in a scientific project (Shieh & Chang, 2014). The study was conducted using interviews, observations and self-refection reports. ...
In the 21st century, innovation and creativity are becoming increasingly important for success in both academic and professional settings. To promote innovation and creativity, it is essential to prioritize the development of problem-solving skills among learners. This study aims to analyze problem-solving skills in promoting innovation and creativity and provides a key theoretical model for developing these skills. The method used in this research is a Systematic Literature Review. Researchers collected journal articles from Google Scholar, Research Gate, SINTA, Scopus, and Web of Science. The result found that problem-solving skills enable learners to analyze complex problems, develop creative solutions, and implement those solutions effectively. One key theoretical model that supports problem-solving skills is the Creative Problem Solving (CPS) model. The CPS model consists of six stages: understanding the problem, generating ideas, developing solutions, planning for action, taking action, and evaluating results. Prioritizing problem-solving skills among learners has been linked to academic achievement, success in the workforce and higher levels of innovation and creativity.
... Mind mapping helps and provides learning directions to students to be able to understand mathematics material better. Some studies show Mind Mapping can improve the ability of high order thinking skills (Liu, Lin, & Tsai, 2009;McLay & Reyes, 2019;Shieh & Chang, 2014). ...
Review lessons after class can help students increase student achievement but not necessarily students know how to review effective and efficient learning. This learning goal is to explain how to review effective and efficient lessons using Mind Mapping and 6 Cognitive Model Questions. The subject on this study is a junior high school student. The topic of Linear Mathematics Equations in Two variables is described using a qualitative tendency. Study shows that Mind Mapping and 6 Cognitive Model Questions can improve critical thinking skills, high order thinking abilities and systematic thinking skills. Mind Mapping and 6 Cognitive Models Helping Students to review Linear Equations in Two Variables and get Deep Learning.
... As a matter of fact, students' problem solving skills are improved through the analysis, synthesis and reviewing (Ültay, 2017). Therefore, nowadays the major role of the scientific research is multidimensional including transferring knowledge and skills, promoting knowledge and skills as well as making use of the brand-new knowledge to choose and fix the trouble (Irwanto et al., 2018;Shieh & Chang, 2014 To make certain the learning to be carried out on the preferred level, it is essential to set up metacognitive skills that results in the individuals' control in their learning behaviors. A person with sophisticated metacognitive skills accentuates the learning device, distinguishes between worthless and important information, evaluates the quality of learning, recognizes which methods should be utilized for tracking the information, saving it in short-and long-term memories, and recalling it when it is needed (Altindağ, 2008). ...
... This research is considered vital because it is an alternative to enable students to learn and develop PSA through learning. As suggested, learning experiences that activate students during the learning process can improve PSA (Klegeris et al., 2013;Shieh & Chang, 2014;Suparno & Supriyanto, 2018;Surya et al., 2017). Therefore, this research aims to evaluate the feasibility of the GILBE e-module to increase PSA. ...
The limitations of teaching materials in the implementation of distance learning coupled with students’ low problem-solving ability led to the need to develop teaching materials in the form of guided inquiry to improve students’ ability to solve problems. This development research aims to determine the validity, practicality, and effectiveness of the Guided Inquiry Lesson Based on Ethnoscience (GILBE) e-module. This development research employs the Research and Development (RD) approach with a 4D development model, meaning define, design, develop, and disseminate. GILBE e-module on colloid material was piloted on 16 students SMA at Central Kalimantan in the limited trial and 30 students SMA at South Kalimantan in the broad trial. The validity test was measured using a validation sheet. The practicality test was measured using a readability questionnaire, student and teacher responses, and the effectiveness test was measured using a problem-solving ability test instrument in the form of ten essay questions. Descriptive and inferential statistical analysis was used to analyze the data. The findings revealed that the designed e-module matched valid, practical, and effective. The effectiveness is based on the p-value 0.05 in the limited and broad trial of the N-gain of students’ problem-solving abilities in the high category and can be used in the chemistry learning process. Further research will develop teaching materials for higher-order thinking that apply the GILBE model, which is of higher quality.
... Students combine practical knowledge with effective experience fostering learners' curiosity and self-assurance, incorporating creativity, design, and product testing, and enhancing their learning motivation (Appianing & Van Eck, 2018;Irvine, 2018;Dökme et al., 2022). Through trial-and-error experience learning, students can promote their understanding of the value of creative thinking, problem-solving techniques, and group collaborative learning (Shieh & Chang, 2014). Sahin et al. (2017) discovered that STEM majors were more excellent in science and math learning effectiveness than non-majors. ...
This research used mixed effects to construct a PBL-STEM (problem-based learning with STEM) questionnaire with high validity and reliability. The benefits of PBL-STEM focused on cross-disciplinary and longitudinal research to analyze students' self-efficacy in life science. All 175 university students who attended this course as an elective participated in this research. The purpose was to evaluate students' performance in the cake-baking practice experiential course and to use unpaired samples t-test, one-way ANOVA, and feedback analysis as quantitative and qualitative data. The following are noteworthy results: The t-test showed that five stimulated scales were significantly different and better after the cake-baking PBL-STEM activity. In one-way ANOVA, to engage with more students in STEM activities, improve conceptual learning, and close achievement gaps. The more enthusiastic students are, the more actively they study and think, and the more effectively they improve their PBL-STEM learning. Students' feedback analysis of this teaching activity is beneficial for improving technology, student-teacher engagement, process comprehension, and learning interest. The light of this research will foster a disposition of learning, enhance cake-baking skills, and encourage problem-solving based on their thinking. Keywords: cross-disciplinary, life science, PBL-STEM, self-efficacy
... It enables students to encourage collaboration and build higher knowledge [53]. Collaborative learning embeds the integrated power of many sciences into learning through large-scale networked education [54,55]. It also encourages students to work together to solve life problems [56,57]. ...
Learning satisfaction has a relationship with student outcomes. Furthermore, this has prompted many governments to increasingly implement STEM education-based learning. Many studies have examined the improvement of STEM education by teachers. However, the studies have not analyzed STEM education’s effect on students’ learning satisfaction. Extending the planned behavior theory, this study aimed to predict high school students’ learning satisfaction with STEM education. The questionnaire developed from the TPB model was filled out by 174 high school students in Indonesia. Furthermore, AMOS and SPSS 23 software were used for structural equation model analysis. The results showed that seven of twelve hypotheses were supported. Subjective norm and playfulness factors of STEM education positively relate to students’ attitudes toward STEM education. Attitude is the most important factor influencing student satisfaction and acceptance toward STEM education. Therefore, this study provides a theoretical and practical contribution to improving learning satisfaction in technology-based STEM education.
... Furthermore, the teacher formed a heterogeneous group. Heterogeneous group formation is based on Vygostsky's social constructivism in those students share ideas with other students to build mutual understanding that is impossible to build individually so as to help students foster critical thinking skills (Avsec & Kocijancic, 2014;Shieh & Chang, 2014). In addition, peer interaction in groups with high potential can develop students' critical thinking skills (Lim et al., 2011;Sofroniou & Poutos, 2016). ...
This research & development aims to develop and produce quality learning models. The main product in this study is the M6 learning model which has the following syntax: (1) focusing on initial skills; (2) justifying concepts; (3) investigating problems; (4) presenting ideas; (5) evaluating; and (6) concluding. The results show that the M6 learning model developed meets the validity requirements. This study concludes that the M6 learning model has met the requirements by the assessment of experts so that it can improve students‘ critical thinking skills.
... Salah satu bentuk kemampuan yang harus mereka miliki untuk menjadi lulusan berkompetensi yakni kemampuan problem-solving skills (Shieh & Chang, 2014). Problem-solving skills mencakup kapasitas untuk mengumpulkan informasi, menilai situasi, dan mengenali masalah untuk menghasilkan alternatif dan mengambil tindakan untuk mencapai tujuan (Khoiriyah & Husamah, 2018). ...
Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan problem-solving skill mahasiswa Pendidikan Biologi, FKIP Unsri pada mata kuliah Ekologi Tanah melalui penerapan pembelajaran Blended Project Based Learning (Blended-PjBL). Penelitian ini merupakan Penelitian Tindakan Kelas dengan pendekatan kualitatif yang dilaksanakan dalam tiga siklus. Hasil penelitian menunjukkan terjadi peningkatan aspek problem-solving skill sebanyak 25 point. Dengan demikian, dapat ditarik simpulan bahwa penerapan Blended-PjBL mampu meningkatkan problem-solving skill hingga level baik dan hasil belajar hingga level sangat baik pada matakuliah ekologi tanah.
... Dari beberapa hasil penelitian, diketahui bahwa STEAM-PBL dapat meningkatkan kemampuan berpikir kritis, kreatif dan memecahkan masalah pada anak usia dini (Putri & Taqiudin, 2021;Shieh & Chang, 2014;Syaodih et al., 2018). Pada penelitian lain juga disebutkan bahwa penerapan STEAM berdampak positif pada anak sehingga anak menjadi kreatif, kritis dan inovatif dalam menciptakan produk-produk baru sesuai dengan ide-ide yang dimiliki (Nurhayati, 2022). ...
Penelitian ini bertujuan untuk memberikan gambaran tentang proses pembelajaran STEAM-Project based learning yang dapat diimplementasikan di dalam pembelajaran PAUD. Metode penelitian yang digunakan adalah mixed method dengan desain embedded. Subjek yang terlibat di dalam penelitian sejumlah 5 orang anak usia 4-5 tahun yang diamati secara intensif perkembangan kemampuan fluencynya selama 1 bulan terlibat di dalam pembelajaran STEAM-PBL. Instrumen penelitian yang digunakan adalah lembar observasi aktivitas belajar dan kemampuan berpikir fluency anak. Data aktivitas belajar dipaparkan dalam bentuk narasi sedangkan data perkembangan anak dianalisis secara kuantitatif menggunakan teknik skala likert. Hasil penelitian menunjukkan bahwa aktivitas belajar anak di dalam pembelajaran STEAM berjalan kondusif pada setiap tahap yang terdiri dari tahap reflection, research, discovery, application, dan communication. Sementara itu perkembangan kemampuan fluency anak cenderung mengalami peningkatan yang positif setelah terlibat di dalam pembelajaran STEAM-PBL.
... Kemampuan memecahkan masalah tumbuh di usia dini dan akan berkembang serta berkontribusi pada kemampuan determinasi diri yaitu kemampuan untuk bertindak secara mandiri (Palmer et al., 2013). Selain untuk melatih kemampuan mencari solusi, kemampuan menyelesaikan masalah dapat berdampak pada perkembangan kemampuan lainnya seperti kemampuan berpikir kritis dan sistematis (Syaodih et al., 2018), kreatif (Shieh & Chang, 2014), dan komunikasi (Dyah & Setiawati, 2019). Pada pendapat lain, dikatakan bahwa kemampuan memecahkan masalah bermanfaat untuk anak ketika mengeksplorasi dunianya atau saat anak mengerjakan tugasnya di sekolah (L. ...
Penelitian ini bertujuan untuk mendeskripsikan proses STEAM-Project Based Learning (STEAM-PBL) serta mengidentifikasi perkembangan kemampuan pemecahan masalah selama kegiatan berlangsung. Pada penelitian ini digunakan mixed method concurrent embedded design yang mengombinasikan data kualitatif berupa deskripsi aktivitas belajar dan data kuantitatif terkait kemampuan pemecahan masalah anak yang diperoleh dengan menggunakan lembar observasi. Partisipan yang terlibat adalah 14 anak usia 5-6 tahun di salah satu TK di Kabupaten Purwakarta yang diamati selama satu bulan kegiatan penelitian berlangsung. Data aktivitas belajar dianalisis secara deskriptif sedangkan data perkembangan kemampuan memecahkan masalah dianalisis dengan menghitung jumlah dan persentase anak yang masuk ke dalam kriteria perkembangan tertentu. Hasil penelitian menunjukkan bahwa pembelajaran STEAM-PBL di PAUD dilakukan melalui tahapan reflection, research, discovery, application dan communication. Sementara itu, kemampuan memecahkan masalah anak mengalami perkembangan yang semula pada umumnya berada pada kriteria “Belum berkembang” dan “Mulai Berkembang” meningkat menjadi “Berkembang Sesuai Harapan” dan “Berkembang Sangat Baik”’.
... If the learning environments based on problem solving are carried out successfully and efficiently, problem solving skills and achievements improve significantly (Keratas & Baki, 2017). While, Shieh & Chang (2014) has mentioned that realistic, trial and error experience learning has not only strengthened students' innovative skills and problem solving abilities but has also led to their realisation of the importance of teamwork. A different study suggested that students engagement via problem-solving approach could promotes their transferable skills, essential for employability (Maegala et al., 2021). ...
Declining interest in science, mathematics, engineering, and technology (STEM) globally has also affected the students in Malaysia. Only 42% of middle school students in Malaysia chose to do science, including technical and vocational programs at high school as the course always been associated with difficult subjects, textbook-based fields and lack of job opportunities. Hence, it is important to tackle this issue promptly. A STEM Mentor-Mentee program was conducted to explore secondary school students' interest towards STEM for three months at Sekolah Menengah Kebangsaan Rantau Panjang and Sekolah Menengah Kebangsaan Tiram Jaya in the district of Kuala Selangor, Selangor, Malaysia. The main aim of the program was to boost the scientific inquiry skill using a near-peer mentoring approach. Participants consisted of 60 mentees from both schools and 12 mentors. Four STEM skills namely critical thinking skills, creativity, problem solving and decision-making were assessed through five modules. These skills are vital to developing scientific inquiry skill among participants. The mean value for all skills post study has increased and shows significant differences (p-value 0.000) after the mentees participated in the module session under mentors' observation. The program was also able to polish mentoring skills among mentors including creativity, problem solving, motivational and leadership skills with the school teachers favouring the mentoring approach. The result suggested that the relationships formed between mentor and mentee could have a positive effect on STEM education.
... Owoh (2015) indicates that educational systems are designed to raise students who are creative and skillful in solving complex problems. Along the same line, Shieh and Wheijen (2014) suggest that developing students' ability to effectively problem-solve not only helps in developing their capacity for original ideas and actions but also prepares them to successfully cope with life in the twenty-first century. ...
The purpose of this study was to investigate the effectiveness of creative problem solving and mobile learning in developing EFL pre-service teachers' classroom management skills. The sample of the study included 10 pre-service teachers enrolled in the fourth year, English department for basic education at Port Said Faculty of Education. A mixed methods research design was adopted for this study to allow triangulation of data and explore the multi-dimensional nature of classroom management skills. The instruments of the study included a classroom management skills questionnaire, classroom management observation checklist, classroom management skills test and a rubric for scoring it and two interview question guides. The results of the study revealed that the treatment was effective in developing EFL pre-service teachers' classroom management skills. Pre-service teachers started with a limited perception of classroom management skills and moved to a much clearer, organized, and complicated one as shown in the participants' responses to interview questions. On the other hand, they stressed the importance of creative problem solving and mobile learning in helping them to solve different classroom management problems.
... It was also revealed through the data that creative thinking and problem solving and creative thinking skills are the tire need of modern times which can be transmitted through experiential learning as evidenced by the study Amolloh, Lilian, and Wanjiru (2018), whose findings showed that problem solving and critical thinking abilities and knowledge could be availed through experiential learning. Another study's findings revealed that the E.L. model could foster creative thinking skills in students (Meyer, 1982;Sheih & Chang, 2014). ...
This study explores the learning experiences of postgraduate students pursuing master's degree in higher education. The assessment students enrolled in the course "Application of Computer in Research" observed through semi-structured observations. These observations contained 16 weeks (4 days a week). The observation tool was validated through five experts' opinions, and a mock observation was conducted in order to ensure the reliability of the tool. The researcher deeply observed the students' learning experiences daily by tasks, activities and discussions in which they were involved by the teacher�the analysis procedures controlled through coding, memos and themes generation. The study findings revealed that experiential learning provided students with some important skills that enhance their learning in a better way. The study contributed to the field of education at a higher level than postgraduates might be handled through active learning because active learning may indulge new visions, ideas for creative work and transferring those ideas through reflection by involving students in the activities in which they do the tasks by themselves.
... According to Dewey's reflective thinking (Parsons, Inkila, & Lynch, 2019;Shieh & Chang, 2014), correcting mathematics errors is a process of evaluation and an effective way to improve mathematics performance. In addition, the materials of the Nineteenth International ...
Students' attitudes towards correcting mathematics wrong questions affect the effect of mathematics learning to a certain extent. Focusing on students' attitudes towards correcting maths wrong questions, discovering the problem from the root cause can provide an important basis for correcting behavior. This research uses quantitative methods. the data were taken using a questionnaire. The sample of this study was 622 students in Guilin, China. The results of the questionnaire were processed using Microsoft Word and SPSS. the students filled out a questionnaire Attitudes towards Correcting Mathematics Wrong Questions Scale to investigate the attitudes of junior and senior high school students to correcting mathematics wrong questions from the three dimensions of cognition, behavior tendency and emotion. This research found 1) the overall level of Junior and senior high school students' attitudes towards correcting mathematics wrong questions is relatively high; 2) There are differences in the three dimensions, that is, cognitive level>emotional level>behavioral tendency; 3) there are significant differences in the attitude of correcting mathematics wrong questions in gender, whether or not they are student leaders, whether the head teacher is a math teacher, and grade; 4) And there is a significant correlation between each dimension and mathematics academic performance; 5) the attitude of correcting mathematics wrong questions significantly positively affects mathematics academic performance.
... The problem that can improve students' problem-solving skills is the problem that enables them to analyze, synthesize, and evaluate [13]. Therefore, the purpose of the science learning nowadays is not only about transferring knowledge and skills, but also facilitating both of them and use the new knowledge to make the decision and solve the problem [14,15]. Mathematical problem-solving abilities (MPSA) need to be developed because these skills are necessary to solve problems in everyday life and survival in the future. ...
This research aimed to identify the effect of DLPS model on students’ critical thinking skills and mathematical problem-solving abilities. The variables involved in this research were thinking skills and mathematical problem-solving abilities as independent variables, and DLPS model as a dependent variable. One of the best learning strategies to encourage active thinking and problem-solving is the Double Loop Problem Solving (DLPS) model. DPLS model is a learning model of mathematical problem-solving approach that emphasizes students to find the main cause of the existence of a problem. This is in line with students’ mathematical problem-solving abilities that require the student to understand problems, plan or design problem-solving strategies, carry out calculations and verify the truth of the outcome or solution. The population of this study was the students at seventh grade in Junior High School State 1 Rembang, Purbalingga Regency, even semester in the school year 2017/2018. There was selected seventh grade of class B as experimental with 34 students and seventh grade of class E as control class with 34 students. The summary of the hypothesis testing, with the help of the SPSS program, is presented. Using Kolmogorov-Smirnov test for normality test and Levene’s test for equality of variances for homogeneity test, obtained significant value are 0.057; 0.145 and 0.168; 0.062 0.063; 0.681 and 0.244; 0.171 and 1.306; 2.359 more than alpha 0.05. It means that the students’ critical thinking skills and mathematical problem-solving abilities fulfilled assumption of normality test and homogeneity test. After conducting a series of normality and homogeneity tests, it was concluded that t-test for equality of means was used for hypothesis testing. The significant value is 0.019; 0.012 less than alpha 0.05. So that H0 is rejected, it means that students’ critical thinking skills and mathematical problem-solving ability taught by using DLPS model are better than students’ critical thinking skills and mathematical problem-solving ability taught by conventional learning. In other words, the DLPS model influences or effects on students’ critical thinking skills and mathematical problem-solving abilities.
... Since its first conceptualization and realization (Dewey, 1938), the hands-on projects have been widely used in school classrooms and various science occasions such as science camps, science clubs, and afterschool programs (Pompea, Sparks, & Walker, 2014;Skluzacek et al., 2010;Sezenvekli, 2013;Jesús et al., 2013). Such projects are designed and developed in response to an alternative approach for teaching and learning of science with direct practical experience on doing to promote students' development of 21st-century skills, critical thinking and strong motivation to study science (Cabral, 2006;Turiman et al., 2012;Shieh, & Chang, 2014). ...
Hands-on projects have been widely used as alternative approaches for teaching and learning of science with direct practical experience on doing to promote students' development of 21st-century skills. Here, we present an implementation of hands-on projects into teaching and learning of magnetic field topic that corresponds with indicators and core content of the curriculum of Thailand Basic Education. Notably, we demonstrated the hands-on projects of magnetization and magnetic force using low-cost materials but strived toward an understanding of science through the active and prolonged engagement of students with experiments. For the magnetization, when a current flow through a solenoid coil, magnetic material inside the coil turns to be magnet: temporary (cutter/scissors/metal-rod) or permanent (screwdriver). For the magnetic force demonstration, when a current-carrying wire is in a magnetic field produced from horseshoe shape magnet such that the direction of current flow is perpendicular to the magnetic field lines, the magnetic force moves the wire with its direction determined from Fleming's right-hand rule. We envisage that this work would be useful for helping teachers to explain and visualize the magnetic field phenomena and might facilitate future work that encourages the students to pursue inquiry-based approaches.
... Student-centered active learning has been shown to improve long-term knowledge retention and deep understanding (Akinoglu & Tandogan, 2007;Bonwell & Eison, 1991;Gallagher, 1997) as well as fostering creative and problem-solving skills (Shieh & Chang, 2014). Handson learning has been shown to positively impact student understanding of science concepts (Costu, Unal, & Ayas, 2007) more effectively than traditional instruction (De la Hozi Casas & De Blas del Hoyo, 2009;Sadi & Cakiroglu, 2011). ...
The Going Green! Middle Schoolers Out to Save the World project aims to direct middle school students' enthusiasm for hands-on activities toward interest in science and other STEM areas while guiding them to solve real-world problems. Students in this project are taught by their teachers to use energy monitoring equipment to audit standby power consumed by electronic devices in their homes and communities. Major findings were: (a) Beliefs in climate change increased more for students in the treatment than comparison group, pre to post; and (b) For girls there was a larger positive impact on climate change beliefs than for boys. These and additional findings presented in this paper provide evidence that a hands-on engaged-learning curriculum can have a positive influence on climate change beliefs and intentions and strengthen the association between the two constructs.
... A study by Shieh and Wheijen shows that hands-on activities, and trial and error learning experiences not only help students enhance their creativity and problem-solving skills, but also they help students to comprehend the value of cooperation [17]. The First Lego League (FLL) held by Lego is a very popular competition. ...
This study is based on the 2014-2015 First Lego League (FLL) competition, the Robotics Creative Project Competition with the subject named World Class, held by Lego. A total of 208 junior and senior high school students from 28 teams registered in this competition. The researchers interviewed the captain of each group and ten students from the first-placed team, in order to understand the participants' motivation, the difficulty of the preparation for the competition and what could be learnt from this competition. The study found that the Robotics Creative Project Competition could promote students' scientific attitude and boost their scientific inquiry abilities.
... Literatürde yer alan araştırmalar yaratıcılık ya da yaratıcı düşünmenin, günümüzde özellikle eğitimin her kademesinde bulunması gereken önemli bir unsur olduğunu vurgulamaktadır. Ayrıca yaratıcılığı geliştirmenin, orijinal fikirler geliştirmenin yanı sıra,öğrencilerin 21. yüzyıl problemlerinin üstesinden başarıyla gelmelerini sağladığı belirtilmektedir (Shieh ve Chang, 2014). Bununla birlikte, yapılan çalışmalar yaratıcı düşünmeye dayalı öğrenim etkinliklerinin öğrencilerin yaratıcı düşünme düzeylerinde artış sağladığını göstermektedir (Koray, 2004). ...
The purpose of this study is to investigate effect of innovative projects that groups attended on students' achievement creativity, academic self concept and attitudes towards Science and Technology course. 67 sixth grade primary school students participated in this study. For this study the quasi experimental design with pre test and post test was applied in this research. Qualitative and quantitative methods were used for data analysis. There was no differences between experimental and control groups before the application. After the application significant differences were found in terms of achievement and academic self concept in the favor of experimental group. In addition, between pre test and post test aritmethic mean scores of experimental and control groups, significant differences were found. It was also found that students in experimental group had positive opinions regarding innovative or innovation projects.
This study examines the impact of using ChatGPT in a physics classroom on correcting students' misconceptions via ChatGPT creation and experiment procedures. By incorporating artificial intelligence chatbots such as ChatGPT into education, teachers and students may have in-depth conversations to enhance their comprehension of physics ideas and put their knowledge into practice in real-life situations. This method provides individualised feedback and support, helping students correct misconceptions promptly and gain a more profound comprehension of the topic. ChatGPT facilitates experiment-designing activities for students to actively engage in the scientific process, test ideas, and improve their thinking based on results. Integrating ChatGPT in the classroom may improve student learning outcomes in physics by developing critical thinking abilities, boosting cooperation, and building a greater understanding of the scientific process.
Yenilenen 2018 fen bilimleri öğretim programında matematik, mühendislik ve teknoloji disiplinlerinin bütünleştirildiği görülmektedir. Bu durum STEM yaklaşımıyla örtüştürülerek, araştırmada 2018-2019 eğitim-öğretim yılında okutulan ortaokul fen bilimleri beş, altı, yedi ve sekizinci sınıf ders kitaplarında yer alan etkinliklerin STEM etkinliklerine uygunluğu incelenmiştir. STEM etkinliklerinde gerekli ölçütler; STEM disiplinlerini bütünleştirme, bilim temelli yaşam problemi, üst düzey bilişsel becerilerini ve 21. yüzyıl becerilerini içerme, etkinliğin uygulandığı öğretim yöntem–teknikleri ve etkinliğin sonunda bir ürün elde edebilme olarak belirlenmiştir. Araştırma alan araştırma desenlerinden betimsel tarama modeliyle yürütülmüştür.
Veri toplama aracı olarak araştırmacılar tarafından geliştirilen STEM Etkinlik Analizi Ölçeği kullanılmıştır. Araştırmanın sonucunda disiplinlerarası bütünleştirmeyi sağlayan, bilim temelli yaşam problemi içeren etkinlik sayısı yetersiz bulunmuştur. Etkinliklerin genellikle bilişsel alan uygulama basamağında, deney yöntemi kullanılarak, problem çözme, eleştirel düşünme, yaratıcılık, girişimcilik ve üretkenlik gibi becerileri destekleyen etkinlik sayısı yetersiz ve etkinlikler sonunda bir ürün oluşturulmadığı görülmektedir. Etkinlik değerlendirme sorularında ise, soruların sonuç değerlendirme odaklı bilgi ve anlama düzeyinde olduğu, disiplinlerarası kavramsal bütünleştirmenin göz ardı edildiği görülmektedir.
Scientific reasoning and problem-solving have become primary interests in 21st-century education. These skills have an essential role in preparing students to face global competition. This study aims to determine the correlation between scientific reasoning and problem-solving skills of biology students in animal classification and whether scientific reasoning can be used to predict problem-solving skills. The participants were 56 undergraduate students of Biology Education. The scientific reasoning and problem-solving skills of students were assessed with the pre and post-test. A simple linear regression test using the SPSS 16.0 was applied in data analysis. The results showed a p-value of 0.00 < 0.05, so there is a correlation between scientific reasoning and argumentation skills. R-value indicates 0.523, which means a strong correlation. The contribution of scientific reasoning to argumentation skills was 27.3%, while other variables explained the rest.
The purpose of this study was to compare two treatments, namely the use of
hands-on activity media and computer-based media on the conceptual
understanding of mathematics and the reasoning ability of junior high school
students. In order to obtain complete information about the comparison of the two,
researchers also use groups without learning media as a controller. This research
approach is quantitative using quasi-experimental methods. The study design was a
nonequivalent comparison group design involving seventh-grade students in
Bandung Indonesia, totaling 243 people. The research data were obtained using
tests of conceptual understanding and mathematical reasoning. The results showed
that; the ability to understand mathematical concepts from groups of students who
use computer-based media differs significantly from groups of students who use
hands-on activity media and control groups. Meanwhile, the ability to understand
mathematical concepts of students using hands-on activity media did not differ
significantly from the control group. The mathematical reasoning abilities of
groups of students who use computer-based media differ significantly from groups
of students who use hands-on activity media and control groups. Furthermore,
students' mathematical reasoning abilities using hands-on activity media differ
significantly from the control group. The use of media, both hands-on activity and
computer-based media, contribute to the achievement of student reasoning,
especially on the topic of plane geometry being studied. Students can build an
understanding of concepts based on their abilities.
The form of classical teaching was still the mostly used in teaching and learning form but for certain fields other forms of teaching are needed such as creative problem solving. The purpose of this form of teaching aimed at teaching students to think at a higher order thinking skill, one of which is problem solving that requires creative thinking skills. This study aimed at determining students’ prior knowledge in solving problems creatively using creative problem solving. The focus of this study was a discussion of environmental pollution using the teaching steps of creative problem solving. Respondents were students of Study Program of Biology Education. The research instrument was a discussion sheet with the topic given “environmental pollution”. Data analysis used was descriptive statistics. The results of data study were; (1) the results of the students’ achievement were 6 (34.5%), 7 (20.8%), 5 (17.2%), 8 (13.8%), 4 (10.3%), 3 (3.4%), (2) the results of Creative Problem Solving (CPS) were; clarification 58.6%, ideate 72.4%, and developing 27.6%. It can be concluded that students were less in solving problems creatively in “environmental pollution” material.
The purpose of this study was to determine the effect of verbal creativity on the problem-solving ability of junior high school students. TASC framework learning in environmental material applied in 7th grade. The samples taken were 30 students, 11 male students, and 19 female students. Based on the results, there is an effect of verbal creativity on the problem-solving ability with a significance value of 0.000 (< 0.05) with a contribution of 87.5%. Path analysis shows that each indicator of verbal creativity has a significant effect on problem-solving ability. Learning with the TASC Framework encourages students to develop creative thinking skills and student problem-solving.
One of the significant and distinguishing curriculum characteristics of STEM compared to other subjects domains is hands-on skill development. Hands-on training enables the enhancement of learning because it parallels with the concrete-to-abstract nature of cognitive development, providing additional sources of brain activation via kinaesthetic involvement and elevating students’ motivation and engagement. To bridge the gap between theory and practice, and advance unprepared students’ hands-on skills, this research proposed and implemented an innovative STEM course with the computer-assisted remedial learning system (CARLS) in the vocational high school experience in Taiwan. The effects of STEM course were examined through an experiment with learning performances hypotheses. A total of 32 students in a vocational high school in Taiwan voluntarily participated in this research and a one-group pre-test and post-test pre-experimental design was adopted. The results of this experimental course demonstrated that CARLS is effective and contributed in enhancing students’ knowledge, achievement and hands-on skill performance in this STEM course. Suggestions and implications for STEM education is also made for practitioners and educators. © 2015. Scientific Methodical Center ”Scientia Educologica“, Lithuania.
The study revealed students' conceptions about mixtures and chemical compounds and also investigated the effects of a hands-on activity designed to improve their understanding of differences between two concepts. The sample consists of 52 seventh grade students in a primary school. Students' ideas were elicited by a test consisting of six open-ended questions. An intervention designed based on students' preconceptions. The intervention, in which two different colored balls of clay were used, comprises a hands-on activity whose aim was to help students distinguish essential differences between mixtures and chemical compounds. After the intervention, the test was re-administered to the sample as a post-test. Both qualitative and quantitative assessment indicated positive effects of the intervention on students' understanding. The results suggest that teachers and curriculum developers should take into account this kind of activities in order to help students understand confusing concepts.
Instructional research is reviewed where teaching failures have produced students who are less able to use learning skills or had less access to knowledge than before they were taught. Three general types of "mathemathantic" (i.e. where instruction "kills" learning) effects are hypothesized, theoretical explanations for each effect are examined and representative studies in each area are described. The three types of effects described are where instruction serves to: 1) Substitute learning procedures (e.g. Novel learning strategies are hypothesized to interfere with the learning of higher general ability learners and inadequate learning strategies are provided to those with lower general ability); 2) Impose less desirable motivational goals on learners (e.g. when teaching methods lead constructively motivated learners to believe that failure avoidance has replaced achievement directed goals and, conversely, when defensively motivated students believe that achievement directed goals have replaced the opportunity to avoid failure); and 3) Substitute student control for system control over instructional method (e.g. by allowing lower cognitive load instructional methods to be chosen by high general ability, constructive students and/or by allowing higher cognitive load methods to be chosen by defensive students who have low general ability)
Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide “internal” guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.
There is evidence that negative correlations between student achievement and their enjoyment of instructional methods exist under certain circumstances. In aptitude‐treatment interaction (ATI) studies where two or more methods are allowed to interact with student aptitudes to predict enjoyment and achievement, it appears that students often report enjoying the method from which they learn the least. Selected ATI studies are reviewed, and an explanation is suggested which may account for the negative correlations between achievement and enjoyment in instructional settings. It appears that students make inaccurate judgments about the amount of effort they will have to expend to achieve maximum learning outcomes. Low ability students typically report liking more permissive instructional methods, apparently because they allow them to maintain a “low profile” so that their failures are not as visible. However, in order to experience maximum achievement low ability students require less permissive methods which lower the information processing load on them. High ability students like more structured methods which they believe will make their efforts more efficient when these lower load methods seem often to interfere with their learning. High ability students seem to learn more from more permissive approaches which allow them to bring their own considerable skills to bear on learning tasks.
This article presents results of a study of pupils' perceptions of the level of creativity of the classroom climate. The purpose was to determine whether the teachers' classroom behaviors provided a means to identify relatively stable behavior patterns in individuals or groups of teachers categorized by subject taught and pupils' perceptions of the classroom climate. Secondly, the aim was to identify those teacher behaviors correlating with high or low level of creative classroom climate perceptions respectively. Observation was the principal method in identifying teacher behaviors related to creative classroom climate perception. Several behavioral categories were identified that correlated significantly with a high level of creativity in classroom climate perception. Furthermore it was found that some of the teachers' behaviors may be so influenced by context that they reverse the resulting effect.
The construct of creativity has a great deal to offer educational psychology. Creativity appears to be an important component of problem-solving and other cognitive abilities, healthy social and emotional well-being, and scholastic and adult success. Yet the study of creativity is not nearly as robust as one would expect, due in part to the preponderance of myths and stereotypes about creativity that collectively strangle most research efforts in this area. The root cause of these stereotypes is the lack of adequate precision in the definition of creativity. The body of the article is devoted to specific suggestions for conceptualizing and defining creativity to maximize its potential contributions to educational psychology.
Research on motivation has mainly concentrated on the role of goal orientation and self‐evaluation in conducting learning activities. In this paper, we examine the relative importance of teachers’ teaching and their efficacy beliefs to explain variation in student motivation. Questionnaires were used to measure the well‐being, academic self‐efficacy, mastery goal orientation, performance avoidance, intrinsic motivation and school investment of students (n = 3462) and the teaching practices and teachers’ sense of self‐efficacy (n = 194) in primary schools. Results of the multi‐level analyses show that connection to the students’ world and cooperative learning methods had a positive effect on students’ motivation, while process‐oriented instruction by the teacher had a negative effect on motivational behaviour and motivational factors of students. Finally, the results lend credence to the argument that teachers’ sense of self‐efficacy has an impact on both teachers’ teaching and students’ motivation to learn.
J. P. Guilford (1950) asked in his inaugural address to the American Psychological Association why schools were not producing more creative persons. He also asked, "Why is there so little apparent correlation between education and creative productiveness" (p. 444)? This article presents a review of past and current research on the relation of education to creativity in students of preschool age through age 16 in U.S. public schools. Several models of creative thinking are presented (e.g., Guilford, 1985; Renzulli, 1992; Runco & Chand, 1995), as well as techniques for developing creativity (e.g., Davis, 1982; Sternberg & Williams, 1996). Some research presented indicates a relation between creativity and learning (e.g., Karnes et al., 1961; Torrance, 1981). Implications for research and practice also are discussed.
Creativity is a very topical issue and indeed a political one. For example, the very notion of 'little c creativity' seems to be a reflection of the requirements of what could be described as a 'Post-Fordist' economy. However, the call to develop creativity in education is largely based on the idea of creativity as the production of novel ideas. The central argument of this article is that creativity cannot be seen purely in terms of novel ideas but that it is intrinsically bound with the teaching of the academic disciplines. It is within the context of creativity in the sense of transforming the disciplines that two paradoxes are discussed. The first paradox is that the truly creative act is not the preserve of the genius but the potential for the whole of humanity. Secondly, creativity involves both thinking within the constraints of the discipline and challenging those constraints. This implies the need for students to engage in meta-discourse, involving the nature and history of the subject-matter taught.
The Learning Styles school and the Approaches to Learning school represent two rather different perspectives on the interaction of students with a learning situation. This paper outlines the basic positions of the two schools, and then considers the extent to which it is possible to reconcile them. A possible framework for such a task by Riding (199734.
Riding , RJ . (1997). On the nature of cognitive style. Educational Psychology, 17(1 & 2): 29–49. View all references) is discussed and areas of commonality are highlighted. Neither school is free from criticism, and a summary of the criticisms of the constructs and the data collection instruments is provided in each case. Finally, research into the impact of the two schools on student learning is considered. Overall it is concluded that investigation of students’ Learning Styles or Approaches to Learning are probably of more benefit to the teacher than to the individual student.
This study aimed to investigate the effectiveness of hands-on activity enriched instruction on sixth grade students achievement (on sense organs) and attitudes towards science. In this study, Science Achievement Test and Science Attitude Scale were used to assess students achievement on sense organs and students attitudes towards science, respectively. Also, hands-on activities about sense organs were prepared. This study was conducted with 2 teachers and 4 classes and total of 140 sixth grade students in the public elementary schools at Keçiören district of Ankara in the fall semester of 2002-2003 academic years. One class of each teacher was assigned as experimental group and treated with hands-on activity enriched instruction and other class was assigned as control group and treated with traditional instruction. At the beginning of the study, both teachers were trained for how to implement hands-on activity enriched instruction in the classrooms. The Science Achievement Test and The Science Attitude Scale were applied twice as pre-test and after three week treatment period as a post-test to both experimental and control groups to assess and compare the effectiveness of two different types of teaching utilized in science course. The data obtained from the administration of post-test were analyzed by statistical techniques of Multivariate Analyses of Covariance (MANCOVA). The statistical result indicates that hands-on activity enriched instruction was more effective than traditional instruction. However, the statistical results failed to show a significant difference between the experimental and control groups attitudes toward science.
Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide “internal” guidance. Recent developments in instructional research and instructional designmodels that support guidance during instruction are briefly described.
The subject of creativity has been neglected by psychologists. The immediate problem has two aspects. (1) How can we discover creative promise in our children and our youth, (2) How can we promote the development of creative personalities. Creative talent cannot be accounted for adequately in terms of I.Q. A new way of thinking about creativity and creative productivity is seen in the factorial conceptions of personality. By application of factor analysis a fruitful exploratory approach can be made. Carefully constructed hypotheses concerning primary abilities will lead to the use of novel types of tests. New factors will be discovered that will provide us with means to select individuals with creative personalities. The properties of primary abilities should be studied to improve educational methods and further their utilization. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The need for the development of local programs for the better training of precollege science teachers with the aim to improve U.S. science education is discussed. It is found that science is one such subject that should be emphasized in teacher training courses. Public-private partnership reform efforts have primarily focused on providing professional development for teachers who are already working in the classrooms by retraining them to use inquiry-based methodologies. It is found that such professional development programs would have a positive effect on student achievement.
Creativity is viewed in different ways in different disciplines: in education it is called ‘innovation’, in business it is ‘entrepreneurship’, in mathematics it is often equated with ‘problem solving’, and in music it is ‘performance’ or ‘composition’. A creative product in different domains is measured against the norms of that domain, with its own rules, approaches and conceptions of creativity.
However, learning in any discipline area consists of both product and process. While the product may be quite different in different domains, there are general principles of pedagogy that encourage creativity of process. ‘Creative teaching’ could be said to consist of setting up a learning environment that encourages students to see the essence as well as the detail of the subject, to formulate and solve problems, to see the connectedness between diverse areas, to take in and react to new ideas, and to include the element of surprise in their work. Such a learning environment involves not only appropriate materials and assessment techniques, but also methods of learning that address the important affective dimensions of creativity.
One approach to assessing creativity is to determine what one must do to be creative and then to measure the degree to which one successfully performs these activities. From a psychoeducational perspective, an assessment of creativity should provide information that is accurate and useful in facilitating creative functioning in the students being assessed. The Creativity Classification System (CCS), a taxonomy of creativity that integrates nine dimensions of creative activity, is used to categorize measures of creativity to help practitioners apply test results to a profile of creative functioning.
A supportive environment based on cooperative grouping was developed to foster students' learning of an effective problem-solving strategy. Experiments to adapt the technique of cooperative grouping to physics problem solving were carried out in two diverse settings: a large introductory course at state university, and a small modern physics class at a community college. Groups were more likely to use an effective problem-solving strategy when given context-rich problems to solve than when given standard textbook problems. Well-functioning cooperative groups were found to result from specific structural and management procedures governing group members' interactions. Group size, the gender and ability composition of groups, seating arrangement, role assignment, textbook use, and group as well as individual testing were all found to contribute to the problem-solving performance of cooperative groups.
In this article, the author focuses on teaching the Millennials how to become effective learners and guiding them to hone their critical-thinking skills. Millennials are the children of the Baby Boomer generation, and some are the offspring of the early wave members of Generation X. These students learn differently and interact differently than former students and than their older classmates. To best serve this new cultural cohort in facilitating learning, it is essential for faculty to understand their students through the lens of the culture and history in which they were actually raised. Here, the author suggests teachers to invent some new teaching and learning strategies and learn to use technology effectively to enhance learning, and discusses what Millennials seem to prefer and then what makes the most sense from a cognitive learning perspective.
An educational improvement and innovation project has been initiated in the Electrical Machines area of the Escola Universitària d'Enginyeria Tècnica Industrial de Barcelona (EUETIB) with the support of the Polytechnic University of Catalonia (UPC) and the assistance of its Department of Electrical Engineering. One of the main tasks performed within the project framework has been the design of a new active methodology for laboratory sessions. This methodology is an adaptation of the 'learning by doing' method to the singularities of practical work in electrical machines courses. The development and implementation of this active, student-centered methodology has yielded excellent results and allowed electrical machines courses to be accommodated to UPC's new educational models in the European High Education Area (EHEA) context. In this new environment, students play a more active role in the teaching and learning process.
This article examines the circumstances affecting creative teaching and learning within the specific context of English further education (FE)—a sector which has proved to be particularly fertile ground for performativity. Beginning with an analysis of notions of creativity in education and a description of the peculiar history and policy context of FE, the article problematises the relationship between representations of creativity and the current situation of teachers and learners. Drawing on a range of empirical studies and policy analyses, it is argued that FE is increasingly positioned at the ‘lower end’ of a largely class‐based division of post‐compulsory education in England. In such a division, the authors argue, meaningful creativity is difficult to achieve. Within the performative context of FE, attempts to interpret official discourse on creativity may only serve to reproduce and exacerbate existing inequalities in education.
In creative settings, exposure to creative exemplar products may invite imitation and as such influence creative performance. In understanding creativity, it, therefore, is important to be able to predict imitation of creative exemplar products. Regulatory focus theory can do so, and leads to predictions that deviate from the existing body of knowledge concerning regulatory focus and creativity in the absence of exemplar products. In this study, we proposed that high creative exemplar quality elicits more imitation—and thus lowered creativity—for promotion-focused individuals, whereas creative exemplar quality does not affect the creative process for prevention-focused individuals. To enable a relatively objective measurement of creativity and imitation, these predictions were tested in a laboratory experiment. Results supported predictions, indicating that knowledge about how strongly people engage in imitation in the face of a creative exemplar product leads to more adequate predictions how creative people really are.
This research investigates how creativity is influenced by externally imposed structure (how structured the task is), internal, cognitively produced, structure (how structured the individuals' cognitive style is), and the interaction between these two factors. Reviewing past literature, we find a contradiction. Studies that focused on the situational perspective found that externally imposed structure increases creativity. In contrast, studies that focused on the individual found that systematic (structured) cognitive style decreases creativity. In two empirical studies we investigated this seeming contradiction. We focused on two aspects of externally imposed structure: The construction of the task (Study 1) and the instructions provided (Study 2). The findings of both studies revealed that creativity was higher under structured conditions. We also show that intuitive individuals are more creative than systematic individuals, but mainly under free conditions, where structure is not externally imposed. Copyright © 2009 John Wiley & Sons, Ltd.
Cognitive research on creativity is both traditional and innovative. It is traditional in the sense that many of the well-recognized processes, structures, and stores from mainstream cognitive psychology have been used to understand creative thinking. It is innovative because there is a need to understand processes which are not recognized unless one is specifically interested in creativity. Some of these are inherently subjective, a fact which is often disregarded by those hoping for a traditionally scientific analysis. Still, much of the interest in the cognitive sciences concerns how new constructs come into being; and anyone interested in that is in fact thinking about creativity. That is creativity. This article reviews several traditional cognitive topics, including knowledge, memory, classification, judgment, and categorization, and describes how each can influence creative thinking. It also presents an original model of creative thinking with problem finding, ideation, and judgmental processes as primary components, and knowledge and motivation as secondary (contributing but not controlling) components. Several issues are covered, including the relegation of motivation, the distinction between declarative and procedural knowledge, and the potential for knowledge to both facilitate and inhibit creative ideation.
Understanding imagination as both a cognitive and affective endeavor is crucial in order for educators to promote creative
and imaginative thinking in informal and formal learning environments. It is the primary aim of this paper to develop the
theoretical discussion of Vygotsky’s writings on young children’s imaginative abilities launched by Gajdamaschko (Teach Educ
16(1):13–22, 2005) and Lindqvist (Res J 15(2&3):245–251, 2003). This paper illustrates Vygotsky’s writings on the cognitive
processes involved in children’s imagination and creativity and concludes with a discussion focused on the components of an
educational environment that can either support or stifle children’s imaginative abilities. It is through this continuing
discussion that, as researchers, we hope to extend and challenge current conceptions of the role of imaginative thinking in
early education.
A case study of five interdisciplinary student design teams was conducted to inform future research strategies for the next phases. The students conducted a semester-long design project using a flexible environment, a classroom featuring movable furniture and wheeled whiteboards. In order to confirm the positive impact of the flexible environment on creativity, observation, interviews and surveys were conducted. The findings suggested that team interactions enhanced creativity, and the students valued the positive influence of the flexible environment. From the findings and additional insights gained during the study, research strategies to examine the impact of physical environment, team interactions, and shared mental models on creativity are proposed.
Libro de metodología cualitativo para investigación en las ciencias sociales. La utilización de la computadora, el uso de datos y la recolección de los mismos. Se describen detalladamente numerosos métodos de datos y análisis.
The real versus the possible: Closing the gaps in engagement and learning
- J Ramaley
- L Zia
Ramaley, J., & Zia, L. (2005). The real versus the possible: Closing the gaps in engagement and learning. In D. Oblinger & J. Oblinger
(Eds.), Educating the Net generation. Retrieve Feb. 13, 2014 from http://www.educause.edu/educatingthenetgen.
Learning domains and the process of creativity. The Australian Educational Researcher
- A Reid
- P Petocz
Reid, A., & Petocz, P. (2004). Learning domains and the process of creativity. The Australian Educational Researcher, 31 (2), 45-62.
Teaching for creativity: Two dozen tips
- R Sternberg
- W M Williams
Sternberg, R., & Williams, W. M. (n.d.). Teaching for creativity: Two dozen tips. Retrieve Aug. 10, 2013 from www.cdl.org/resourcelibrary/articles/teaching_creativity.php.
Creativity: A new psychology
- G Swede
Swede, G. (1993). Creativity: A new psychology. Wall & Emerson, Toronto, Canada.
- J P Guilford
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454.
- J C Kaufman
- R J Sternberg
Kaufman, J. C., & Sternberg, R. J. (2007).Creativity. Change, 39 (4), 55-58.
All our futures: Creativity, culture & education. Report to the Secretary of State for Education and Employment, the Secretary of State for Culture
- M B Miles
- A M Huberman
Miles, M. B., Huberman, A. M. (1994). An Expanded Sourcebook: Qualitative data analysis.(2 nd Eds.) (pp. 50-89). Thousand Oaks,
CA: Sage Publications.
National Advisory Committee on Creative and Cultural Education (NACCCE) (1999).All our futures: Creativity, culture & education.
Report to the Secretary of State for Education and Employment, the Secretary of State for Culture, Media and Sport. http://
sirkenrobinson.com/pdf/allourfutures.pdf.