Abstract
This study mainly explored the effects of creative problem solving instruction on creativity, problem solving, and science performance for elementary schools pupils. The method of quasi-experiment with non-equivalent-group pretest-posttest design was employed. A total of 206 fifth grade pupils from 6 classes in three Kaohsiung elementary schools were assigned to an experiment group (n = 105, 52 male, 53 female) with 10-week creative problem solving instruction, and a control group (n = 101, 53 male, 48 female) by traditional instruction. The follow up test was done 6 months latter after the experimental instruction. The instruments include Creativity Test, Creative Problem Solving Test, and Subject Knowledge and Concept Test. The data were analyzed through One-Way MANCOVA and t-test. The results indicated that students in the experimental group perform better on figure creativity, problem solving competence, and science subject knowledge than those in the control group. The results of follow up test (6 months after the experiment) revealed that students in the experimental group perform better on verbal creativity than those in the control group, indicating the lasting effect of the instruction.
| Keywords: | science lessons; problem solving competence; creativity; creative problem solving |
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