Relationship Between Prior Knowledge and Creative Thinking Ability in Chemistry

Ahmar, Dewi Satria; Ramlawaty, Melati Masri; Ahmar, Ansari Saleh

doi:10.22521/edupij.2017.63.2

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…Intentionally leaving students ignorant of previous solutions does not necessarily foster creativity, and students more often experience frustration and misunderstandings about the iterative nature of engineering (Liu & Schönwetter, 2004;Waks & Merdler, 2003). Especially in the early stages, students need a balance of relevant knowledge along with strategic thinking skills; accumulated knowledge, including context, sheds light on future innovations (Ahmar, Ramlawati, & Ahmar, 2017;Belski, Adunka, & Mayer, 2015;Bergland, 2013;Liu & Schönwetter, 2004).…”

Section: Engineering Mini-unitsmentioning

confidence: 99%

Preparing preservice elementary teachers to teach engineering: Impact on self‐efficacy and outcome expectancy

Coppola

2019

School Sci & Mathematics

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Research indicates there is a need for teachers to experience multiple mastery experiences with engineering teaching in order to improve teaching engineering self‐efficacy. To prepare future K–5 teachers to teach the engineering design process, one science methods course integrated 2‐day engineering mini‐units into the class meeting and school‐based field experience. The preservice teachers participated as students in an exemplar mini‐unit and then designed their own mini‐unit, which they later taught to K–5 students. Pre‐ and post‐testing of the preservice teachers indicated significant improvement in engineering pedagogical content knowledge self‐efficacy, engagement self‐efficacy, and disciplinary self‐efficacy. Significant improvement was not observed in engineering outcome expectancy.

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Section: Engineering Mini-unitsmentioning

confidence: 99%

Preparing preservice elementary teachers to teach engineering: Impact on self‐efficacy and outcome expectancy

Coppola

2019

School Sci & Mathematics

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“…In addition, the development of flexibility in a longitudinal study spanning high school students after implementing STEM education was explored by [35]. The findings indicated no significant improvement in cognitive flexibility across the high school years.…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, researchers have explored the development of cognitive flexibility in high school students enrolled in STEM education programs [35]. Surprisingly, their findings indicated a need for more substantial improvement in cognitive flexibility over the high school years, possibly due to preexisting knowledge and motivation factors outweighing the curriculum's impact.…”

Section: Studies On Creative Thinking and Stemmentioning

confidence: 98%

STEM-Based Curriculum and Creative Thinking in High School Students

Khalil,

Tairab,

Qablan

et al. 2023

Education Sciences

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Creative thinking as a 21st century skill is fundamental to human development and a catalyst for innovation. Researchers frequently study it as it encourages students to analyze, synthesize, and evaluate information from different angles, vital for making informed decisions and solving complex problems. Therefore, this study aimed to assess the impact of a STEM-based curriculum on the development of creative thinking in high school students studying physics. Employing a quasi-experimental design, data were collected from 94 high school students of mixed gender and grade levels using the Torrance Tests of Creative Thinking (TTCT). Data analyses involve multivariance analyses (MANOVA) to answer the research questions. The findings showed that a STEM-based curriculum significantly impacted the development of students’ creative thinking compared to students who studied under a traditional curriculum regarding the metrics of fluency, flexibility, and originality. However, the development of participants’ metric of elaboration remained the same. Furthermore, the findings showed a significant influence of the grade level of participants who studied under a STEM-based curriculum on the metrics of fluency and elaboration. On the other hand, the findings revealed that grade level did not relate to the STEM-based curriculum for the metrics of flexibility and originality. The findings are discussed in light of recent research on the impact of STEM education.

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Identification the preliminary concept of geometry through Prambanan temple artifacts

Andriani

Marsigit

2020

J. Phys.: Conf. Ser.

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Student preliminary concepts are useful for knowing how much knowledge he already has. One activity that can be used to find out preliminary concepts is to ask students to describe an object. Observation skills are needed by the student to construct mathematical knowledge. This research was conducted at Prambanan Temple. The purpose of this study was to determine the preliminary concept of geometry for junior high school students. Students are invited directly to the location, then asked to describe mathematical characteristics. The method used in this paper is qualitative reseacrh in which the data analysis uses descriptive qualitative. The data collection is in the form of tests and interviews of 3 students of Junior High School Penelitian ini bertempat di Candi Prambanan dengan rentang waktu 2 minggu. The result of the research is that the students can describe the character of geometry in Prambanan Temple such as rectangle, square, triangle, circle, cube, cuboid, and cylinder which becomes student’s preliminary concepts of geometry.

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Relationship Between Prior Knowledge and Creative Thinking Ability in Chemistry

Cited by 4 publications

References 12 publications

Preparing preservice elementary teachers to teach engineering: Impact on self‐efficacy and outcome expectancy

Preparing preservice elementary teachers to teach engineering: Impact on self‐efficacy and outcome expectancy

STEM-Based Curriculum and Creative Thinking in High School Students

Identification the preliminary concept of geometry through Prambanan temple artifacts

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