Design, development and evaluation of a problem-based with cooperative module on scientific creativity of pre-schoolers
The purpose of this research was to design and develop a teaching and learning module using Problem-Based Learning and Cooperative Learning (PBLCL) and evaluate its effects on scientific creativity of pre-schoolers. The module was developed using the ADDIE instructional design model which included f...
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| Main Authors: | , |
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| Format: | Article |
| Language: | en en |
| Published: |
Scientia Socialis Ltd
2018
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| Subjects: | |
| Online Access: | https://eprints.ums.edu.my/id/eprint/30138/2/Design%2C%20development%20and%20evaluation%20of%20a%20problem-based%20with%20cooperative%20module%20on%20scientific%20creativity%20of%20pre-schoolers-Abstract.pdf https://eprints.ums.edu.my/id/eprint/30138/1/Design%2C%20Development%20and%20Evaluation%20of%20a%20Problem-Based%20with%20Cooperative%20Module%20on%20Scientific%20Creativity%20of%20Pre-Schoolers.pdf https://eprints.ums.edu.my/id/eprint/30138/ http://oaji.net/articles/2017/987-1523526704.pdf https://doi.org/10.33225/jbse/18.17.215 |
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| Summary: | The purpose of this research was to design and develop a teaching and learning module using Problem-Based Learning and Cooperative Learning (PBLCL) 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. |
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