Second-Year College Students’ Scientific Attitudes and Creative Thinking Ability: Influence of a Problem-Based Learning (PBL) Chemistry Laboratory Course

Yoon, Heojeong; Woo, Ae Ja; Treagust, David F.; Chandrasegaran, A. L.

doi:10.1007/978-3-662-45085-7_11

Cited by 11 publications

(8 citation statements)

References 27 publications

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“…In accordance with the results of research Yoon, et al (2015) which shows an increase in pre post test value. The post test score to measure students' creative thinking ability is significantly higher for students in PBL classes.…”

Section: Discussionsupporting

confidence: 91%

Contextual Learning And Learning Effectiveness Based On Problems With Learning Results Under The Neonatal Baby And Toddlers Care in Sari Mulia Midwifery Academy Banjarmasin

Vaira¹,

Palimbo²,

Suhartati³

2017

Proceedings of the 2nd Sari Mulia International Conference on Health and Sciences 2017 (SMICHS 2017)

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Results : Data value of the pre-test and post-test with normal distribution and homogeneous. 1) The results of learned PBL and CTL have significant differences, of which p=0.000 > α= 0.05. 2) Ngain score of PBL in the high category, while CTL in the medium category.3) The effectiveness of PBL is 42.32 and effectiveness of the CTL is 36.6; 4) Complete class classical PBL 100% ≥ 85%, CTL grade 73% <85%. 5) Learned activities PBL 80% highly effective and learned activities CTL 60% effective. Conclusion : CTL and PBL have effectiveness in improving learning outcomes.

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Section: Discussionsupporting

confidence: 91%

Contextual Learning And Learning Effectiveness Based On Problems With Learning Results Under The Neonatal Baby And Toddlers Care in Sari Mulia Midwifery Academy Banjarmasin

Vaira¹,

Palimbo²,

Suhartati³

2017

Proceedings of the 2nd Sari Mulia International Conference on Health and Sciences 2017 (SMICHS 2017)

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“…Numerous studies of creativity in educational settings have been conducted in several countries (e.g. Bolden, Harries, & Newton, 2010;Gajda, 2016;Yoon, Woo, Treagust & Chandrasegaran, 2015). Specifically, there has been a growing interest in domain-specific creativity.…”

Section: Can Teachers' Creativity Consciousness Be Developed?mentioning

confidence: 99%

Training Primary School Science Teachers to be Conscious of Scientific Creativity

Can¹,

Burakgazi

2022

Kastamonu Eğitim Dergisi

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Purpose: This qualitative case study explores whether and to what extent a scientific creativity training improved primary school science teachers’ consciousness of scientific creativity, and how these changes in the teachers’ scientific creativity consciousness were transferred into their classroom practices following the intervention. Design/Methodology/Approach: A Scientific Creativity Training Program (SCTP) was developed by the researchers. Data were collected from seven primary school science teachers using semi-structured interviews, in-class observations, and document analysis. Data were analyzed using an inductive content analysis. Findings: The results indicated that the SCTP (Scientific Creativity Training Program) seemed to improve the teachers’ consciousness of scientific creativity. The results also indicated that all teachers integrated scientific creativity into their classroom practice as a result of the SCTP. The SCTP was found to enable teachers to reflect on the extent to which they employed creativity in their personal and professional lives and question the extent to which they taught creativity and/or used creative methods in the classroom. Furthermore, the analysis indicated that the SCTP improved the teachers’ creativity consciousness and enhanced their pedagogical content knowledge. This was in turn found to affect the teachers’ classroom practices, as it led them to believe that creativity is malleable and increased their motivation and self-efficacy to foster their students’ creative consciousness and creative attitudes. The teachers seemed to use more creative activities and materials in their science classrooms following the intervention, despite the presence of hindrances that negatively impacted their practices. Highlights: Our results indicated that creativity education can lead teachers to make significant changes to their classroom practice by gradually integrating scientific creativity. The present study also reveals that each teacher has a unique trajectory of change regarding creativity and creative teaching, which needs to be taken into consideration for more sustainable creativity education.

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“…Efforts to build student creativity through learning activities are still ongoing. Armitage et al (2015), Yoon et al (2015), Wahyu et al (2016), Nuswowati et al (2017) examined problem-based learning models to increase student creativity. Through problem-based learning, students are encouraged to identify problems, formulate and choose appropriate solutions, design experiments based on the solutions they choose, and evaluate the results of these experiments.…”

Section: ▪ Introductionmentioning

confidence: 99%

Analysis of The Creativity of Senior High School Students Through The C-R-E-A-T-E Learning Model

Wahyu

Kusrijadi²

2022

JPMIPA

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This study aims to analyze students' creativity through the C-R-E-A-T-E learning model in a blended system. Voltaic Cell was chosen as the material studied because the process of making Voltaic Cells can support the development of students' creativity. The research method used was Design Based Research (DbR). The research instrument used was a creativity observation sheet according to William's creativity indicator and an assessment sheet for students' creative products which included three main skills: creating, investigating, and problem-solving skills. The results of this study indicate that the step-by-step C-R- E-A-T-E learning model implemented through a blended system supported by Google Classroom can develop students' creativity, both in terms of creative processes and creative products. It was shown from the observation results of students' creativity on the indicators of fluency, flexibility, elaboration, originality, and evaluation each included in the very good category. In addition, the average score of students' creative product assessment is also in the very good category. These results indicate that the learning model is feasible to be applied in learning as an effort to develop student creativity.

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Second-Year College Students’ Scientific Attitudes and Creative Thinking Ability: Influence of a Problem-Based Learning (PBL) Chemistry Laboratory Course

Cited by 11 publications

References 27 publications

Contextual Learning And Learning Effectiveness Based On Problems With Learning Results Under The Neonatal Baby And Toddlers Care in Sari Mulia Midwifery Academy Banjarmasin

Contextual Learning And Learning Effectiveness Based On Problems With Learning Results Under The Neonatal Baby And Toddlers Care in Sari Mulia Midwifery Academy Banjarmasin

Training Primary School Science Teachers to be Conscious of Scientific Creativity

Analysis of The Creativity of Senior High School Students Through The C-R-E-A-T-E Learning Model

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