This research aimed to determine the effects of Problem based learning (PBL) with cooperative learning (CL) and ‘Numbered Heads Together’ (NHT) on preschoolers’ five trait dimensions of scientific creativity: Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 216 six-year-old preschoolers from three randomly selected preschools and assigned to PBL-CL‘NHT’ (n=72), PBL (n=72), and hands-on (TG) (n=72) instructional methods. The Figural Scientific Creativity Test was used as the pre-test (Form A) and post-test (Form B). Multivariate Analysis of Covariance (MANCOVA) was conducted on the post-test scores with pre-test scores as the covariates to determine whether a significant difference existed across the three methods. The results indicated that preschoolers taught in the PBL-CL‘NHT’ method significantly outperformed their peers in the PBL method who, in turn, significantly outperformed their peers in the TG method in Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. Large effect sizes were obtained for comparing PBL-CL ‘NHT’ with PBL and TG method. The findings suggest that the PBL-CL ‘NHT’ method has a significant positive impact on fostering preschoolers’ five trait dimensions of scientific creativity. Key words: cooperative learning, preschoolers, problem based learning, scientific creativity, trait dimensions.

Testing creativity in general has been well researched but little has been reported on the development of instruments to test scientific creativity among preschool pupils. This study described the development and validation of a Figural Scientific Creativity Test (FSCT) for preschool pupils. The FSCT consisted of six items which were constructed based on Scientific Creativity Structure Model and scored using an adapted Torrence Test of Creative Thinking. The items were developed through three dimensions called the product (scientific knowledge, scientific phenomena and scientific problem), the process (imagination and thinking) and the trait (fluency, originality, elaboration, abstractness of title and resistance to premature closure). All the items were developed and validated through analysis of item response data of 30 six-year-old preschool pupils in Kota Kinabalu district. Item analyses were conducted to check on item discrimination, Cronbach Alpha internal consistency coefficient, item-total correlations, agreement between scorers, construct related validity, content validity, face validity, and acceptability to pupils. All items showed discrimination coefficient range from 0.22 to 0.40. The Cronbach Alpha internal consistency coefficient was found to be 0.806. The item-total correlations range was within 0.541 to 0.866. The correlations between scorers varied from 0.780 to 0.933. FSCT was found to have a total of six items on one factor as a result of the exploratory factor analysis. The item analysis suggested that FSCT could be a reliable and valid instrument in assessing scientific creativity of six-year-old preschool pupils in preschool classrooms.

The purpose of this research was to design and develop a teaching and learning module using Problem-Based Learning and Cooperative Learning (PBL-CL) and evaluate its effects on scientific creativity of pre-schoolers. The module was developed using the ADDIE instructional design model which included five phases: Analysis, Design, Development, Implementation, and Evaluation. Formative evaluation was conducted to determine the reliability, content validity, pedagogical usability and pre-schoolers’ acceptability of the module, which involved five subject matter experts, 10 pre-school teachers, and 30 six-year-old pre-schoolers. The results of formative evaluation indicated an acceptable reliability, good content validity, high acceptability among the pre-schoolers, and high level of pedagogical usability. Finally, a pre- and post-test non-equivalent control group quasi experiment design was employed to determine the effects of the PBL-CL module. A total of 144 six-year-old pre-schoolers from three pre-schools were randomly assigned to PBL-CL group (n=72) and control group (n=72). The finding of Paired Sample T-test and Independent T-test established the effects of the PBL-CL module and would therefore represent a reliable, credible, and effective teaching and learning module for fostering scientific creativity among pre-schoolers. Keywords: ADDIE model, cooperative learning, teaching and learning module, pre-schoolers, problem-based learning, scientific creativity.

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