Chinese Journal of Science Education

Abstract

In this study, the researcher had designed a V-Map teaching strategy to promote students' scientific creativity. The strategy includes the following steps: (1) presenting a learning event at the bottom of V-Map; (2) focus on scientific process learning at the right side of V-Map; (3) focus on scientific knowledge learning at the left side of V-Map, and (4) during processes from right to left or from left to right teacher had to ask students with "Why?", "What?", "How to prove it?" and so on wi th strategy of cognitive conflict, to help them developing scientific creativity and cognition learning.

In this study, a quasi-experiment design was used for analyzing that the effects caused by the V-Map teaching strategy. Totally 144 students of grade 5 were selected from two elementary schools. Each school, two classes were chosen, one served as the expe rimental group and the other served as the control group. The V-Map teaching strategy was applied on the experimental group and the traditional teaching method was used in the control group. Twelve weeks were used in this study.

In this study, the scientific creativity is divided into two parts. The ability of observing and assorting are the pre-ability of the scientific creativity, and the ability of substitution and designing experiment are the base ability of the scientific cr eativity. The main findings in this study were as follows: (1) The performance ability of observing and assorting of experimental group was better than that of the control group with significant difference under p < 0.05. The scores gathered from substitu tion and designing experimental were not significant difference between experimental group and control group, but the score of the experimental group had a better progress; (2) The performance of learning achievement test and the conservation rate of lear ning effect (re-test after one month) of the experimental group was better than that of the control group with significant difference under p < 0.05; (3) The performance of the learning interest and the scientific attitude gathered from questionnaire were not significant difference between experimental group and control group; (4) Data gathered from 2 participant teachers by deep interview were as follows: They all confirm that the V-Map teaching strategy was useful (a) to improve the scientific thinking skills, (b) to promote students' thinking interest, (c) to promote students' multiple thinking concepts, and (d) to improve students' multiple thinking strategy.

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