Investigation of Effective Strategies for Developing Creative Science Thinking

Autor/inn/en	Yang, Kuay-Keng; Lee, Ling; Hong, Zuway-R; Lin, Huann-shyang
Titel	Investigation of Effective Strategies for Developing Creative Science Thinking
Quelle	In: International Journal of Science Education, 38 (2016) 13, S.2133-2151 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1230685
Schlagwörter	Creative Thinking; Science Instruction; Science Education; Convergent Thinking; Creativity; Inquiry; Thinking Skills; Quasiexperimental Design; Experimental Groups; Comparative Analysis; Pretests Posttests; Observation; Interviews; Case Studies; Research Methodology; Foreign Countries; Science Teachers; Elementary School Science; Grade 5; Grade 6; Mixed Methods Research; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Kreatives Denken; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Kreativität; Denkfähigkeit; Beobachtung; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Research method; Forschungsmethode; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Statistische Analyse
Abstract	The purpose of this study was to explore the effectiveness of the creative inquiry-based science teaching on students' creative science thinking and science inquiry performance. A quasi-experimental design consisting one experimental group (N = 20) and one comparison group (N = 24) with pretest and post-test was conducted. The framework of the intervention focused on potential strategies such as promoting divergent and convergent thinking and providing an open, inquiry-based learning environment that are recommended by the literature. Results revealed that the experimental group students outperformed their counterparts in the comparison group on the performances of science inquiry and convergent thinking. Additional qualitative data analyses from classroom observations and case teacher interviews identified supportive teaching strategies (e.g. facilitating associative thinking, sharing impressive ideas, encouraging evidence-based conclusions, and reviewing and commenting on group presentations) for developing students' creative science thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01