Chinese Journal of Science Education

Abstract

This research design is to promote creativity and consists of three components: (1) scaffolding strategies, thought provoking questions, and creative thinking skills in small group learning and class sharing; (2) designing STS exploratory experiments; and (3) cooperative creation with dialogue, discussion, and exploration using hands-on, inquiry-based STS activities. Five-phases with 22 processes associated with creativity were used as dynamic guidelines for evaluating learning outcomes. Action research was used to: (1) find evidence of creativity performances; and (2) evaluate effectiveness of the design for promoting creativity.

Video-based acid rain context with paradoxical and challenging questions were designed and used for small group and class cooperative learning. Cognitive maps were used to facilitate students’ construction of meaning, connections drawn among isolated bits of knowledge, skills, value, and views to help them see the interconnections among them. Divergent thinking skills (e.g., brain storming) were used to promote open-ended, multiple dimensional thinking. Convergent thinking skills (e.g., cause-effect method) were used to screen, analyze, and refine suggested opinions to develop successful ideas. Each small student group identified and designed a creative exploratory experiment and presented it to the class for challenge and criticism. The lead group defended, debated, and revised its design. Then each group performed the designed activities. The results were displayed as posters and evaluated by the class. The whole process was videotaped. Data from direct observation, video-taped records, portfolios, and peer assessments were collected and analyzed.

In this study, creative thinking processes of Achen and his small group were interpreted and the author’s design was found to significantly improve students’ creativity. The case group’s design “Fruit Battery” was evaluated for (a) originality, (b) tangibility, (c) scientific thinking, (d) scientific skills, (e) dramatic value, and (f) acceptability. The class ruled that the design meets criteria (a) through (e), but origin of the fruit is difficult to be identified so fruit battery is unlikely to be of practical use, therefore, it is less acceptable. The case group accepted evaluation with reflection and expressed that further investigation will be made.

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