2016
DOI: 10.21891/jeseh.275696
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Relationships between Scientific Process Skills and Scientific Creativity: Mediating Role of Nature of Science Knowledge

Abstract: The purpose of this study is to explore the strength of relationships between 7 th grade students' Scientific Process Skills (SPS), Nature of Science (NOS) beliefs, and Scientific Creativity (SC) through Structural Equation Modeling (SEM). For this purpose, data were collected from 332 students of two public middle school students in Turkey. SPS, Nature of Scientific Knowledge Scale (NSKS) and SC instruments were used as data collection tools. Zero-order and partial correlation analysis, MANCOVA and ANCOVA ana… Show more

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Cited by 41 publications
(24 citation statements)
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“…As a result of the research, it has been determined that students gain more knowledge with science process skills. In the study conducted by Özdemir and Dikici (2017) with secondary school students, the researchers reached a conclusion that if the students understanding of natural science was fully developed, a harmony between science process skills and science creativity would be established, that is, all three are related to each other.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…As a result of the research, it has been determined that students gain more knowledge with science process skills. In the study conducted by Özdemir and Dikici (2017) with secondary school students, the researchers reached a conclusion that if the students understanding of natural science was fully developed, a harmony between science process skills and science creativity would be established, that is, all three are related to each other.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…PBL started in medical education, suffused professional education, and has seeped into K-12 schools, with potential to achieve new science standards in states and countries (BouJaoude, 2012;NGSS Lead States, 2013;McConnell et al, 2018). Research suggests that PBL has many benefits, including improvements in problem-solving skills (Hmelo-Silver, 2004); cognitive engagement (Rotgans & Schmidt, 2011); academic learning, retention, and skill development (Jensen, 2015); critical thinking (Iwaoka et al, 2010); creativity (Ozdemir & Dikici, 2017); communication (Koh et al, 2008); self-directed learning (Koh et al, 2008;Loyens et al, 2008); biology research skills (Berry, 2017); working with others/teamwork skills (Koh et al, 2008;Brown et al, 2013); coping with uncertainty (Koh et al, 2008); and multicultural groups working together (Brown et al, 2013). Different instructor roles can present implementation challenges (Abdelkhalek et al, 2010), which can be reduced by education about the approach (Dole et al, 2016).…”
Section: Problem-based Learning and Its Benefitsmentioning
confidence: 99%
“…Among the other nature of 220 science scales (many of which are summarized in Lederman, Wade, & Bell, 1998), we chose the 221 Nature of Scientific Knowledge Survey (NSKS; Rubba & Andersen, 1978), a 48-item, 5-point 222 Likert survey tool. Though it has been some time since its original construction, the NSKS is 223 still being used currently (Ozdemir & Dikici, 2017), and has been successful enough to have 224 been translated into multiple languages since its inception (Chan, 2005;Folmer, Barbosa, Soares, 225 & Rocha, 2009;Kilic, Sungur, Cakiroglu, & Tekkaya, 2005). 226…”
Section: Acceptance Of Evolutionmentioning
confidence: 99%