Fostering Fifth Graders’ Scientific Creativity Through Problem-Based Learning

Abstract

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. Key words: creative traits, fifth graders, problem-based learning, product dimension, scientific creativity.

Pembelajaran Virtual Fisika Dengan Model Problem Based Learning Untuk Meningkatkan Higher Order Thinking Skill Siswa SMA

“…Karakteristik dan sintaks model PBL disusun untuk menunjang siswa meningkatkan pemikiran kritis, inkuiri, pemecahan masalah, perilaku sosial siswa, dan keterampilan mengeksplorasi masalah kehidupan sehari hari (Jatmiko, et al, 2018). Berdasarkan penelitian terdahulu didapatkan hasil bahwa kegiatan PBL berdampak positif dalam menumbuhkan kreativitas ilmiah siswa dalam pembelajaran IPA (Siew, Chong, & Lee, 2015).…”

The Effects of Cross-Disciplinary Life Science Innovation Implemented by Students' Stimulated Strategies for PBL-Stem Self-Efficacy

“…Researchers (Cedillo, 2018;Grangeat et al, 2021;Kim et al, 2018;Schmid & Bogner, 2017) found that the connected PBL-STEM teaching paradigm consisted of student-centered STEM education principles and inquiry-based creative teaching. According to some experts, choosing STEM instruction that is problem-or project-based learning can enhance their creativity (Lou et al, 2017;Siew et al, 2015). PBL emphasizes real-world problem-solving and context-designed STEM cross-disciplinary learning, allowing students to experience the authenticity of learning problems through hands-on experiences and then find the answer to the problem from new knowledge (English et al, 2017).…”

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“…The PBL model directs to have freedom and responsibility in learning, students are given the freedom and responsibility to increase their knowledge by looking for learning resources such as libraries and the internet (English and Anastasia, 2013). PBL has a significant impact on creative traits such as being fluent, flexible, and original in providing solutions based on a problem and advancing scientific knowledge (Siew et al, 2015).…”