Increasing Students' Scientific Creativity: The “Learn to Think” Intervention Program

Abstract

The "Learn to Think" (LTT) Intervention Program was developed for raising thinking abilities of primary and secondary school students. It has been implemented in more than 300 schools, and more than 200,000 students took part in the experiment over a 10-year span. Several longitudinal intervention studies showed that LTT could promote the development of students' thinking ability, learning motivation, and learning strategy as well as raise academic performance in primary schools. This article describes a study of the influence and the delayed effects of LTT on the scientific creativity of secondary school students. One hundred and seven students were selected from a secondary school, 54 of them participated in the LTT every 2 weeks and the rest had not. The intervention lasted 2 years, and the delayed effect was explored half a year after terminating the intervention. The Scientific Creativity Test for Secondary School Students was used four times from pre-test to delayed post-test. The results indicated that the LTT did promote the development of scientific creativity of secondary school students, and the effects on the scientific creativity were not necessarily immediate, but tended to be long-lasting.

Validity of Creative Responsibility Based Learning: An Innovative Physics Learning to Prepare the Generation of Creative and Responsibility

“…Competence of graduates of higher education has had the responsibility to master the scientific fields and apply them in solving problems and adapt to the situation at hand [13] . CRBL model design has fill the novelty of science knowledge, because it has been attempted to overcome some weaknesses Learn to Think [20] , Science Creative Learning (SCL) physics-based projects [21] , and Problem Based Learning (PBL) [22,23,24,25,26] in the teaching of scientific creativity. CRBL models have been developed not only to enhance the science process skills, and scientific creativity, but also the attitude of student responsibility that will contribute directly to the development of scientific creativity.…”

“…Development objectives and its evaluation has been using the main reference, A Scientific Creativity Test for Secondary School Students [4] and Tool for Assessing Responsibility-based Education (TARE) 2.0 [43] . The use of foundation of cognitive learning theory, the theory of complex cognitive processes, and learning theory and constructivism social-cognitive of cutting-edge educational psychology books [29,30,31] , as well as the empirical foundation of the study, published in international journals and cutting-edge [9,20,24,25,26,27,32,33,34,35,36] . Planning and implementation had been referring to the description of the achievements of the competence of graduates KKNI [13] and the National Standards for Higher Education [12] .…”

“…Planning and implementation had been referring to the description of the achievements of the competence of graduates KKNI [13] and the National Standards for Higher Education [12] . The development of learning environments have been using a reference source of international journals and cutting-edge [20,23,24,27,32,34,48,47] . Novelty models have also been supported preliminary results that have been published in the journal FKIP ULM [15] , a national seminar proceedings [18,19] , and the proceedings of an international seminar [49] .…”

“…This study has been initiated preliminary research phase in the form of literature and preliminary study. The literature study has been conducted on 21st century skills [10] , the National Standards for Higher Education [12] , KKNI [13] , theories of learning from a book-to-date standards [29,30,31] primarily cognitive learning theory, the theory of complex cognitive processes, social-cognitive theory and constructivism, as well as research results in international journals and state of the art [9,20,24,25,26,27,32,33,34,35,36] . Preliminary learning study physics at the Department PMIPA FKIP ULM on the issue of student responsibility [15] , skills and creativity of the process [18] , and scientific creativity [19] , as well as other creative problem [16,17] .…”

“…Most of the students have also lack an understanding of scientific creativity, so that the difficulties in applying concepts of physics for something unusual, improve product quality, and design creative products [19] . The results of the study on some models of creative learning that have been developed include: (1) Learn to Think (LTT) which has been developed to enhance students' thinking skills primary and secondary school [20] , (2) Science Creative Learning (SCL) physics-based project which has been developed to improve creative thinking skills of high school students in asking, analyze the causes and consequences of an event, as well as improve outcomes [21] , and (3) Problem Based Learning (PBL) has been developed to improve the skills of inquiry and problem solving, behavioral and social skills appropriate adult roles, skills for independent [22,23,24,25,26] . LTT and SCL-based projects have been developed only for elementary and secondary education, so that should be reviewed when applied to higher education.…”