Creativity in science: A dilemma for informal and formal education

Gomes, Diogo; McCauley, Veronica

doi:10.1002/sce.21614

Cited by 11 publications

(6 citation statements)

References 53 publications

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“…Patresia et al (2020) stated that worksheets must also dynamically follow learning demands when it is important to achieve learning outcomes. With this worksheet, students can also be creative as they build new meanings, explanations, arguments, and procedures (Gomes & McCauley, 2021). Worksheets are one of the teaching tools consisting of a series of questions and information designed to guide students in understanding complex ideas as they work through them systematically.…”

Section: Resultsmentioning

confidence: 99%

The Study of Worksheets Based on Creative Problem Solving for Biology Subjects

Fatmawati¹,

Wazni²,

Husnawati³

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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Worksheets are indispensable in the learning process because they can help students become more active and provide feedback in learning activities. Higher-order thinking skill-based worksheet is one of the teaching materials that can be used to make students become more active in the learning process because it can train problem-solving skills, critical thinking, and even creative thinking. This aimed at finding out students' ability to solve problems in biological content using creative problem-solving-based worksheets. The research design used was research and development consisting of defines, design, and development. Participants were 12 graders of XI MA Darul Fatihin NW Gerintuk. Data collection used was worksheets using creative problem-solving indicators consisting of Clarify, Ideate, Develop and Implement. Data analysis was conducted to percentage the score that gets 3, 2, and 1. The results of the data analysis showed that 1) Ecosystem Components and interactions between components, obtained the results of ecosystem components and interactions between ecosystems, the highest percentage on clarify indicators with a gain of 50% in the score position 3; (2) Energy flow, the highest percentage on the clarify indicator with an obtained score 58.3% in the position of score 1; (3) Biogeochemical cycle, the highest percentage obtained for the students who did not answer on the ideate indicator 41.7%, develop 50%, and implement 58.3%; (4) Pollution and environmental preservation the highest percentage on clarifying and ideate indicators with a gain of 50% at the position of score 3, implement with the acquisition of 50% in the position of score 1. This research concluded that students needed to be intensely trained in high-level thinking skills by getting used to using worksheets-based constructivist especially creative problem-solving.

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Section: Resultsmentioning

confidence: 99%

The Study of Worksheets Based on Creative Problem Solving for Biology Subjects

Fatmawati¹,

Wazni²,

Husnawati³

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…In addition, this also reduces the possibility of developing a scientific-enhanced transversal skill set that will benefit them in life more generally. This presents a challenge when considering that biological science-related careers are not only fundamental to economic growth globally [18] but that they appear to be poorly introduced to students in the secondary school setting [19]. Considering 'DEIS' second-level schools in the Republic of Ireland, which have the particular remit of supporting students from marginalised communities, and thus those experiencing educational disadvantage, the same concerns are pertinent.…”

Section: Irish Contextmentioning

confidence: 99%

Socio-Economically Disadvantaged Male Students’ Hesitancy to Study Biology in Ireland: Factors Effecting Intent in the Transition to Upper Secondary School

Kealy,

McCauley,

Flynn

2024

Education Sciences

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While it is evident that Ireland has the ambition to widen access to higher education, there are challenges; especially regarding the decision-making process of socio-economically disadvantaged youth when selecting subjects for transition into higher education. This is of particular concern when there are abundant science-related courses in higher education, as well as careers, which are fundamental to the global economy, and a cohort of Ireland’s youth is disadvantaged in choosing this pathway. National statistics highlight the disproportionate participation rate across genders in upper secondary school science education. Extensive research has been invested in exploring supporting female access into male-dominated science fields (e.g., physics) but less so regarding male access into female-dominated science fields (e.g., biology) to achieve gender equity. Thus, this paper uses the Theory of Planned Behaviour as a theoretical framework to examine the possible psychosocial elements affecting the decision-making process of socio-economically disadvantaged male students attending DEIS schools in the Republic of Ireland and their intent to study biology as a subject at the upper secondary school level. Data collected from 344 secondary school-level students from 20 schools across nine Irish counties, and subsequently descriptively analysed, revealed that male students were considerably less likely than female students to choose biology at upper secondary level education. Many male students expressed anxiousness and hopelessness when evaluating the study of biology. Teachers were identified as lead influencers and self-efficacy was highlighted as a significant factor in male affinity to the subject. Finally, higher levels of female students’ intent to study biology at upper second level suggested the familial influence of parents and wider family contributes to their overall perspective on the relevance of science to their future prosperity. Considering the various factors influencing intent, the authors suggest that a targeted pedagogical intervention that includes the promotion of self-efficacy; male student mastery experiences through assessment; emphasis on scientific knowledge; and raising the awareness of the various career pathways that studying biology affords could ameliorate this trend amongst teenage males. Additionally, targeted messaging for parents and the wider family as well as continuous professional development for teachers should be integral to any work conducted in this area.

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“…Since, during this process, creative people may violate certain social norms [25], the teacher's support is key [26]. In this sense, they must look to strike a balance between a creative and a guided environment based on the situation [27]. This leads us to our second research question: "What effects can multiple representations have on creativity and learning when teaching physics using a cyber-physical system?…”

Section: Introductionmentioning

confidence: 99%

How Multiple Representations Using Cyber–Physical System to Teach Rectilinear Motion Improves Learning and Creativity

Guentulle,

Muñoz,

Nussbaum

et al. 2024

Education Sciences

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Learning physics can be seen by many as a problem, as the standard method of learning tends to focus on remembering and using concepts that fail to construct meaning. To overcome this problem in teaching rectilinear motion, we implemented multiple representations using a cyber–physical system that enables interaction between a physical model and the real world. We did so by using a microcomputer system housed inside a ball, including motion and force sensors. This system communicated with the teacher’s laptop in order to display the corresponding data via a projector. The study was conducted with 49 tenth-grade students across five sessions on rectilinear motion. Using a pre- and post-test, we observed that the experimental group performed significantly better than the control group, both in terms of learning as well as in the development of creativity (fluency and flexibility). With guidance from the teacher, the multiple representations allowed the students to improve their learning and creativity by connecting various forms of representation. In other words, the students were able to connect both abstract and concrete views through a real-world, physical experience. Our study reveals the potential of cyber–physical systems within the teaching–learning process for physics, specifically rectilinear motion, and how such a system supports multiple representations.

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Creativity in science: A dilemma for informal and formal education

Cited by 11 publications

References 53 publications

The Study of Worksheets Based on Creative Problem Solving for Biology Subjects

The Study of Worksheets Based on Creative Problem Solving for Biology Subjects

Socio-Economically Disadvantaged Male Students’ Hesitancy to Study Biology in Ireland: Factors Effecting Intent in the Transition to Upper Secondary School

How Multiple Representations Using Cyber–Physical System to Teach Rectilinear Motion Improves Learning and Creativity

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