Cover Image

Fostering fifth graders’ scientific creativity through problem-based learning

This research aims to determine whether Problem-Based Learning (PBL) helps in fostering scientific creativity among fifth graders. Students’ scientific creativity (SC) was investigated in the product dimensions of (a) solving scientific problems, (b) understanding scientific phenomena, (c) advanceme...

Full description

Saved in:
Bibliographic Details
Main Authors: Nyet Moi Siew, Chin u Chong,, Lee Bih Ni
Format: Article
Language:English
Published: ResearchGate 2015
Subjects:
LB1050.9-1091 Educational psychology
LB1555-1602 Elementary or public school education
Online Access:https://eprints.ums.edu.my/id/eprint/42391/1/FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/42391/
http://dx.doi.org/10.33225/jbse/15.14.655
Tags: Add Tag
No Tags, Be the first to tag this record!
id my.ums.eprints.42391
record_format eprints
spelling my.ums.eprints.423912024-12-26T03:17:39Z https://eprints.ums.edu.my/id/eprint/42391/ Fostering fifth graders’ scientific creativity through problem-based learning Nyet Moi Siew Chin u Chong, Lee Bih Ni LB1050.9-1091 Educational psychology LB1555-1602 Elementary or public school education This research aims to determine whether Problem-Based Learning (PBL) helps in fostering scientific creativity among fifth graders. Students’ scientific creativity (SC) was investigated in the product dimensions of (a) solving scientific problems, (b) understanding scientific phenomena, (c) advancement in scientific knowledge, and (d) improvisation skills with a technical product. A pre-test and post-test single group experimental design was employed. Pre-test measures on SC were administered to 232 fifth graders. Students participated in PBL hands-on activities that required solving open-ended problems. After these were completed, post-test measures on SC were assessed. Students’ reactions to the PBL experience were also recorded. The results of paired sample t-tests showed significant differences in all product dimensions of SC, except in the understanding of scientific phenomena. Further analysis found significant differences among the creativity traits of fluency, flexibility and originality in each product dimension of SC, except in the originality in the advances of scientific knowledge. Students felt that the PBL activities were easy, fun, and interesting as well as a practical way of gaining and advancing science knowledge. Students also found their participation in sharing ideas in cooperative learning groups inspired them to be more creative. This research suggests that the PBL activities have a positive impact in fostering student’s SC in science lessons ResearchGate 2015 Article NonPeerReviewed text en https://eprints.ums.edu.my/id/eprint/42391/1/FULL%20TEXT.pdf Nyet Moi Siew and Chin u Chong, and Lee Bih Ni (2015) Fostering fifth graders’ scientific creativity through problem-based learning. Journal of Baltic Science Education, 14 (5). pp. 1-16. ISSN 1648-3898 http://dx.doi.org/10.33225/jbse/15.14.655
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
topic LB1050.9-1091 Educational psychology
LB1555-1602 Elementary or public school education
spellingShingle LB1050.9-1091 Educational psychology
LB1555-1602 Elementary or public school education
Nyet Moi Siew
Chin u Chong,
Lee Bih Ni
Fostering fifth graders’ scientific creativity through problem-based learning
description This research aims to determine whether Problem-Based Learning (PBL) helps in fostering scientific creativity among fifth graders. Students’ scientific creativity (SC) was investigated in the product dimensions of (a) solving scientific problems, (b) understanding scientific phenomena, (c) advancement in scientific knowledge, and (d) improvisation skills with a technical product. A pre-test and post-test single group experimental design was employed. Pre-test measures on SC were administered to 232 fifth graders. Students participated in PBL hands-on activities that required solving open-ended problems. After these were completed, post-test measures on SC were assessed. Students’ reactions to the PBL experience were also recorded. The results of paired sample t-tests showed significant differences in all product dimensions of SC, except in the understanding of scientific phenomena. Further analysis found significant differences among the creativity traits of fluency, flexibility and originality in each product dimension of SC, except in the originality in the advances of scientific knowledge. Students felt that the PBL activities were easy, fun, and interesting as well as a practical way of gaining and advancing science knowledge. Students also found their participation in sharing ideas in cooperative learning groups inspired them to be more creative. This research suggests that the PBL activities have a positive impact in fostering student’s SC in science lessons
format Article
author Nyet Moi Siew
Chin u Chong,
Lee Bih Ni
author_facet Nyet Moi Siew
Chin u Chong,
Lee Bih Ni
author_sort Nyet Moi Siew
title Fostering fifth graders’ scientific creativity through problem-based learning
title_short Fostering fifth graders’ scientific creativity through problem-based learning
title_full Fostering fifth graders’ scientific creativity through problem-based learning
title_fullStr Fostering fifth graders’ scientific creativity through problem-based learning
title_full_unstemmed Fostering fifth graders’ scientific creativity through problem-based learning
title_sort fostering fifth graders’ scientific creativity through problem-based learning
publisher ResearchGate
publishDate 2015
url https://eprints.ums.edu.my/id/eprint/42391/1/FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/42391/
http://dx.doi.org/10.33225/jbse/15.14.655
_version_ 1819911293546528768
score 13.223943

Similar Items