Building a learning progression for scientific imagination: A measurement approach

Learning Processes for Digital Storytelling Scientific Imagination

“…Moreover, elaboration and transformation are formed through teachers' intentions in exploring concepts through the use of specific questioning. Wang et al (2015) also mentioned that considerable class discussion and feedback are required in teaching activities. Liang and Chang (2014) stated that the characteristics agreeableness and self-efficacy have a significant impact on discovering relationships among ideas and crystallizing abstract concepts.…”

“…Scientific imagination boosts mental activity toward developing novel ideas by connecting scientific phenomena with life experiences. It is neither limited by rules nor impeded by modes of intrinsic thinking (Wang, Ho, & Cheng, 2015).…”

University Students Developing Imaginative Problem Solving Skills — The Case of Food Engineering

“…Einstein and Infeld (1936): "Physical concepts are free creations of the human mind, and are not, however it may seem, uniquely determined by the external world". As mere anecdotes, Einstein imagined himself flying at light speed and visualizing the objects that he could see, and Kekulé literally imagined the shape of benzene prior to experimentation (Ho et al, 2013;Wang et al, 2015). But these anecdotes can only illustrate the debate that took place in the field of the theory of knowledge.…”

Validation of learning progression in scientific imagination using data from Taiwanese and Finnish elementary school students

“…Many scientific theories and inventions have come from ideas that originated from the human imagination (Wang et al, 2015a). Scientific imagination is one aspect of scientific creativity, which plays an important role in the development of science theory (Hu & Adey, 2002;Lin, Hu, Adey, & Shen, 2003).…”

“…In recent years, LP has been regarded as a more sophisticated method to analyse a particular topic over an extended period of time and can be used as a template for the development of curriculum and assessments. LP has been used to explore "the big ideas" in scientific disciplines, for example, scientific modelling and scientific argumentation in science education (Wang et al, 2015a). Under this premise, Wang et al (2015a) identified an LP for scientific imagination based on a measured approach using the Berkeley Evaluation and Assessment Research (BEAR) Assessment System (BAS; Wilson, 2005Wilson, , 2009.…”