Top PDF The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

4 Discussion and conclusion The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills. According to Kaptan and Korkmaz [17], the scientific process required more than organising the observable information and if the science is taught with these processes, the students acquire these skills and use in daily life, and they have more positive attitudes towards the science and their creativity skills develop. The scientific process skills is an approach focusing on the arrangement of skills which are the reflection of scientific behaviour, appropriate for different science disciplines and transferrable [18]. Likewise, Ewers [11] defines the scientific process skills as observation, classification, deduction, estimation, measuring and communication; however, he states that these skills provide a ground to scientific information, on the other hand, the scientific process skills are not included in science courses formally and many science curriculum focus on the content by ignoring how the information is developed.
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Impact of virtual chemistry laboratory instruction on pre service science teachers’ scientific process skills

Impact of virtual chemistry laboratory instruction on pre service science teachers’ scientific process skills

1 Kırklareli University, Vocational School of Health Service, 39100, Kırklareli, Turkey 2 Istanbul University, Hasan Ali Yücel Education Faculty, Science Education Department, 34070, Istanbul, Turkey Abstract. This study aimed to investigate the impact of virtual chemistry laboratory instruction on pre-service science teachers’ scientific process skills. For this purpose, eight laboratory activities related to chemical kinetic, chemical equilibrium, thermochemistry, acids-bases, and electrochemistry were developed. Those activities were performed in virtual laboratory environment by the pre-service teachers in the experimental group and in the real laboratory environment by c the pre- service teachers in the control group during eight weeks. Scientific process skills test developed by Burns, Okey and Wise [3], and translated into Turkish by Ateş and Bahar [2] was used before and after the instructions for data collection. According to results, while there was no significant difference between pre-test mean scores (U=133.500, p>0.05), significant difference between post-test mean scores was found in favour of experimental group (U=76.000, p<0.05). In addition, while no significant difference between pre-test mean scores for each sub-dimension was found, significant difference between post-test mean scores for designing investigation and formulating hypothesis skills was found in favour of experimental group.
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The Impact of Using Representation Modes within Writing to Learn Activities on the Scientific Process Skills of the Fifth Grade Students

The Impact of Using Representation Modes within Writing to Learn Activities on the Scientific Process Skills of the Fifth Grade Students

Scientific Process Skills Test and writing activities for learning were used as data collection tools in the study. When the unit was completed, the students were asked to tell their peers about the subjects in the unit with a writing activity in the summary writing type. While the students in the experimental group were obliged to use the representation modes in these writing to learn activities, the students in the control group were asked only to complete the writing activity. In this process, the students performed three writing activities, one preparation and two real practice activities. The criteria determining the content and the features of these writing activities (purpose, subject, interlocutor, writing type and page limit) were standards explained in the instructions distributed to the students. The most basic discrepancy between the groups was the request of using of multimodal representations for the students in the experimental group. The writing activities performed within the scope of the study were scored after they were evaluated in consideration of the criteria determined by the researchers. The Cronbach’s alpha credibility coefficent of the scientific process skill test applied as the preliminary test in the beginning of the practice and the post-test at the end of it was determined as 72. The results of the research indicate that using multimodal representations make statistically significant differences on behalf of the experimental group in the scientific process skills of the students.
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Analysis of Science Teacher Candidates’ Relation between Scientific Creative Thinking Skills, Creative Problem Solving and Project Development Skills

Analysis of Science Teacher Candidates’ Relation between Scientific Creative Thinking Skills, Creative Problem Solving and Project Development Skills

Sibel Demir Kaçan 1,* , and Fatma Şahin 2 1 Ondokuz Mayıs University Sciences, Education Faculty Science Education Department, Türkiye 2 Marmara University Sciences, Education Faculty Science Education Department, Türkiye Abstract. The research aims to determine the “relationship between the scientific creative thinking skills and creative problem solving and project development skills of candidate science teachers.” The research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for 14 weeks. The research data was gained through “Self- Assessment for Creativity Questionnaire” to be developed by Raudsepp [28] and adapted by Sungur [30] into Turkish with the reliability value by Gülel [11]; two projects which were “the kite project”, “bridge project from spaghetti macaroni” and “personal interviews”. The conclusions to be reached by the research are in favour of the experimental group and the last application. While it was found that the project development processes of the candidate teachers in the experiment group had an important impact on their scientific creativity, the positive opinions of the candidate teachers were also found.
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The Impact of Peer Instruction on Academic Achievements and Creative Thinking Skills of College Students

The Impact of Peer Instruction on Academic Achievements and Creative Thinking Skills of College Students

It was observed that the positive impact, disadvantages and various characteristics of the method were comprehensively investigated in each accessed study conducted since the first application of the peer instruction method. In studies conducted in Turkey on peer instruction method, its effects on students’ academic achievement and retention of learning, on the interest and attitude towards the course, the attitude towards the method, teaching skills, and on learning and teaching experiences of pre-service teachers, its role in acquisition of scientific process skills, its impact on comprehension level, conceptual learning, motivation and self-efficacy were investigated and it was demonstrated that it led to significant achievements although the effect size and rate differed (Tokgoz, 2007; Can, 2009; Demirci & Sekercioglu, 2009; Sen, 2010; Kavanoz and Yuksel, 2010; Akay,2011; Savas, 2011; Sekercioglu, 2011; Gok, 2012; Yavuz, 2014; Mazlum, 2015; Gulcek, 2015).
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Elementary School Preservice Teachers' Competencies in the Field of Patterns under the Process of Scientific Skills Development

Elementary School Preservice Teachers' Competencies in the Field of Patterns under the Process of Scientific Skills Development

Nakipoglu & Meric, 2000; Tatar & Dry 2006). But this difference of this difference, compared with only research method applied to the control group, indicating that there is no difference deal. The pre and posttest experimental work based on the application is considered not create a significant impact causes; the shortening of working hours may be in the lab. Because time is divided into a total of 16 hours a month to work with experimental laboratory work per week for four hours. Therefore, research should be explored using the same pattern in the laboratory practice longer to get more accurate results. It is stated that the scientific process skills takes time (Tan & Clean, 2003). A second cause of the topics covered is thought to be familiar with some of the teachers. Because the correct pattern from simple to complex issues are the topics covered in various positions since elementary school.
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The Level of Students’ Creative thinking Skills in Solving Probability Problem through Scientific Approach

The Level of Students’ Creative thinking Skills in Solving Probability Problem through Scientific Approach

Vilda Yulliana Herlina 1 , Sunardi 2 , I Made Tirta 2 1 Mahasiswa S2 Pendidikan Matematika Universitas Jember, East Java, Indonesia 2 Dosen S2 Pendidikan Matematika Universitas Jember, East Java, Indonesia Abstract— This study aims at describing Mathematics students’ creative thinking skills through scientific approach. This study employed descriptive study with qualitative approach and the data collection employed test to determine the levels of students’ creative think ing sk ills. Three indicators of creativity comprised of fluency, flexibility, and novelty. Those indicators determined the five levels of the students’ creative thinking, inter alia(0) not creative, (1) hardly creative, (2) fairly creative, (3) creative, and (4) very creative. The research findingshave found that there are four levels of student’ creative think ing. Every group of creative think ing level in completing the test through scientific approach are able to accomplish the test using divergent stages. The creativity indicator is evident in every step of scientific approach. The steps of scientific approach are observing, ask ing, trying, reasoning, and communicating.
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The Effects of Using Creative Drama in Science Education on Students Achievements and Scientific Process Skills

The Effects of Using Creative Drama in Science Education on Students Achievements and Scientific Process Skills

In field literature, two fundamental approaches of the creative drama have been emphasized. The former is including the creative drama within the curriculum as an art, and considering it as an activity contributing to child’s personal development. The latter is using it as a method in educational process in different disciplines such as history, linguistics, mathematics, etc (Arieli 2007). Our examination of the literature on creative drama indicated that few studies have focused on the use of creative drama in science education (Çokadar and Yılmaz 2010; Kamen 1992; KasPolisini and Spector 1992; Özdemir and Üstündag 2007). Çokadar and Yılmaz (2010) researched the effect of creative drama based instruction on seventh graders’ science achievements in the ecology and matter cycles unit and their attitudes toward science. Result of this study revealed a statistically significant difference between mean scores of the both groups with respect to achievement in the ecology concepts and medians of the attitudes toward science in favor of the experimental group after the treatment. Kamen (1992) designed a study to investigate the effect of creative drama in enhancing student understanding of science concepts. The study was carried out in two elementary classrooms in which drama based instruction is used as part of science instruction. Written tests for the students; interviews with students and teachers; and direct observations were the four measuring tools of the study. The results indicated that the students' achievement improved on the content tests. Both the students and the teachers reported benefits from drama, including a better understanding of the concepts and an improved motivation and interest in learning science. The students enjoyed the use of drama based instruction and felt they learned more when this method was included. Kase-Polisini and Spector (1992) described a quantitative study in which high achieving science and mathematics students studied science concepts through creative drama. For eight consecutive summers, a group of students attended a two-week program that was designed by a theater education professor and a science educator professor. Participants were instructed to produce a play to dramatize the specific math and science concepts they were taught during the two-week experience. The researchers found drama based instruction to be an effective strategy for teaching science. Özdemir and Üstündag (2007) used creative drama based instruction for teaching history of science to prospective science teachers regarding the life story of three famous scientists and their contributions to science. Their results showed that the participants’ comprehension and curiosity were increased.
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Scientific Inventive Thinking Skills among Primary Students in Brunei

Scientific Inventive Thinking Skills among Primary Students in Brunei

Results analysis on self direction (M=2.95, SD=0.47) and risk taking (M=2.79, SD=0.52) of inventive thinking skills also showed that the students scored satisfactory mean value. This imply that they were able to set goals related to learning, plan for the achievement of those goals, independently manage time and effort, and independently assess the quality of learning and any products that results from the learning experience. Furthermore, results on risk taking thus confirmed that students were more willing to go beyond a safety zone to make mistakes, to creatively tackle challenges or problems with the ultimate goals of enhancing personal accomplishment and growth. Moreover, they were willing to think about a problem or challenge and to share that thinking with others and to listen to feedback given by their peers. According to Osman (2009) student should be engage in discussion about numerous approaches and potential solutions and also a safe place that enable them to share ideas, reflect on and discuss perspectives and learn new things. In addition, result on curiosity revealed (M=2.42, SD=0.45) students’ desire to learn more about new lesson and activities that were given to them. However analysis on creativity asserted that students in Brunei scored low mean value (M=1.72, SD=0.69). The results on creativity affirmed that students in Brunei were not able to acts of bringing something into existence that is genuinely new and original, whether personally (original only to the individual) or culturally. These also imply that majority of the students were not able to plan and produce something new or original that is either personally or culturally significant. Therefore, teachers must engage students in creative, constructive and student centred learning activities. Moreover, students should be given more freedom and opportunity to explore in their learning process through student centred approach. A creative classroom should allow more time for open-ended questioning, digression from the text, and for the development of creative thought (Bredekamp & Copple, 1997; Jones, 1993;Wassermann, 2000). The results of the study above concluded that creativity of the students should be emphasised in the classroom. The students who were exposed to varieties of activities that can enhance creativity and were given freedom to explore in their learning process had increased in their creativity.
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Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills

Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills

Abstract To overcome the challenges of the twenty first century in science and technology sector, students need to be equipped with the 21 st century skills to ensure their competitiveness in the globalization era. They are expected to master the 21 st century skills apart of just being excelled in their academic performance. Therefore, it is crucial to incorporate 21 st century skills in science education. 21 st century skills comprised of four main domains namely digital age literacy, inventive thinking, effective communication and high productivity. Scientific literacy is one of the skills required in digital age literacy. It means knowledge and understanding of the scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs, and economic productivity. Scientific literacy is important in our modern society since they are many issues related to science and technology. Basic science process skills include observing, classifying, measuring and using numbers, making inferences, predicting, communicating and using the relations of space and time. While the integrated science process skills consist of interpreting data, operational definition, control variables, make hypotheses and experimenting. Science students have been cultivated by scientific literacy and science process skills through science classes. With these two skills, it is hoped that the science students have developed some skills needed in 21 st century skills. This paper will further explain about the 21 st century skills, scientific literacy and science process skills. It also explains about the intersection of science process skills and 21 st century skills in science education.
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The Effect of Model Scientific Inquiry Using Media Phet Toward Skills Process of Science Viewed From Critical Thinking Skills

The Effect of Model Scientific Inquiry Using Media Phet Toward Skills Process of Science Viewed From Critical Thinking Skills

35 model scientific inquiri adalah melibatkan siswa dalam masalah penelitian yang benar-benar orisinil dengan cara menghadapkan meraka pada bidang investigasi, membantu mereka mengidentifikasi masalah konseptual atau metodologis dalam bidang tersebut dan mengajak mereka untuk merancang cara-cara memecahkan masalah. Melalui hal tersebut, mereka bisa melihat bagaimana suatu pengetahuan dibuat dan dibangun dalam komunitas para ilmuwan, siswa akan menghargai pengetahuan sebagai hasil dari proses penelitian yang melelahkan dan akan belajar keterbatasan-keterbatasan dan keunggulan-keunggulan pengetahuan masa kini (Joyce, dkk., 2009:194).
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Development of Worksheet Based on Scientific Approach to Improve Critical Thinking Skills

Development of Worksheet Based on Scientific Approach to Improve Critical Thinking Skills

Learning in a college class is also a description of circumstances that indicates the interaction process involving college students, lecturers, and learning resources in certain conditions called the learning environment. Effective learning can convey students' active participation and potential (Ernawati, 2016). The chemistry course, along with a code of IPA15106, is a compulsory course with two credit points. Chemistry learning has not implemented structured teaching materials such as a worksheet, but lecturers use textbooks and handouts. Students are dependent on the materials presented by the lecturer in the learning process. They have not fully initiated to study the chemical materials before the lecture begins.
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Teaching Creative Thinking Skills with Laboratory Work

Teaching Creative Thinking Skills with Laboratory Work

E-mail: nurkhoiri78@gmail.com Abstract: Research on figuring out the ways to teach creative thinking skills via learning processes has been carried out. One of the methods applied to be efficient to teach creative thinking skills is laboratory work. Laboratory work is an important process in learning physics since students tend to find it hard to understand physical concepts if they are only taught verbally. Students will understand better when they are given real life examples and are allowed to learn the concepts through the laboratory work, whenever possible. The research was conducted at SMAN 1 Bringin by employing the quasi-experiment pre-test - post- test control group design. Creative thinking skills were measured based on four indicators: flexibility, fluency, originality, and detail. Results show that laboratory work was suitable to improve students’ fluent thinking ability with 77% students showing improvement, and it was also a fit to improve students’ original thinking with 84% students showing improvement. The experiment class revealed a gain of 0.51, taken from an average pre-test score of 45.64 compared to the average post- test score of 73.5, which is an increase of 27.86. Meanwhile, the control class resulted in a gain of 0.40, taken from an average pre-test score of 39.11 compared to the average post-test score of 83.44, which is an increase of 24.33.
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Chapter 8: Critical and Creative Thinking Skills

Chapter 8: Critical and Creative Thinking Skills

Chapter 8: Critical and Creative Thinking Skills THINKING SKILLS A thinking skill is any cognitive process that is broken down into steps and explicitly taught (Johnson, 2000). It is different from high-level thinking, which is simply a complex cognitive process that places high demands on the processing taking place in short-term memory. In contrast, by breaking complex processes into steps, a thinking skill makes cognitive processes easier to learn.

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Effect of Scientific Inquiry Learning Model Using Scientific Concepts Map and Attitudes to Skills Process Science Students

Effect of Scientific Inquiry Learning Model Using Scientific Concepts Map and Attitudes to Skills Process Science Students

To solve the problems faced, there is a need for a way out in science lessons in junior high school in order to improve performance and give a positive impact. One of the Scientific Inquiry learning model is more suitable in use in science lesson of SMP. "The main purpose of scientific inquiry is to develop intellectual skills, critical thinking and scientifically capable problem solving". The phases in this model are (1) the students presented a field of research, (2) the students make the problem, (3) the students identify the problem in the study, (4) the students speculate to clarify the problem (Joyce et al, 2009: 194-195).
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Development of Authentic Assessment instruments for Critical Thinking skills in Global Warming with a Scientific Approach

Development of Authentic Assessment instruments for Critical Thinking skills in Global Warming with a Scientific Approach

The process of global warming learning uses a scientific approach at each meeting that is with students' activities is observing, questioning, exploring, associating, and communicating. Learning activities with a scientific approach making students more active so that the learning is centered on students. The learning plan based on a scientific approach through the PBL learning model has successfully motivated and instilled an internal attitude to the learners. Stages of a scientific approach can improve the learner's ability to observe, question, reason, try and communicate his findings, thereby positively impacting his or her soft skill abilities. Portfolio-based assessments are perceived to be more objective and authentic assessing the performance of learners [11]. The plan for implementing growth material learning that applies in a scientific approach, character planting, and conservation. The application of this approach positively affects the cognitive, affective and psychomotor learning outcomes and has achieved a classical mastery [12].
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Relationships between succes orientation, self efficacy on scientific research and metacognitive thinking skills

Relationships between succes orientation, self efficacy on scientific research and metacognitive thinking skills

Since metacognitive skills, play pivotal role in any person’s learning process it is required to explain concerned skills via a variety of affective traits. If that cannot be actualized, it then becomes infeasible to explain effective variables in the learning process, their limitations and interaction methods. Once this study is structured on the ground of a scientific approach, it is infeasible to argue that the objective is to find an answer to the problem via explaining all the related variables of learning process. On the other hand, the problem has been limited with the investigation of analyzing scientific research skills as a vital quality of modern age human beings in relation to metacognition. As known collecting data on a specific topic and conducting a scientific research is one of the learning methods. Büyüköztürk (2011:1) treated scientific research from the aspect of accumulating scientific information while Karasar (2009:45) defined it as a problem-solving process. To ensure a sound implementation of this process, it is essential for the person be endowed with required research competencies and affirmative attitudes. In another saying, the person is expected to possess an elevated self-efficacy perception on scientific research (Saracaloğlu, Varol and Ercan, 2005). Bandura (1997) described self-efficacy perception as an individual’s capacity of having a successful performance experience. Self-efficacy on scientific research, on the other hand, relates to students’ conviction in their ability to access any given scientific topic (Montcalm, 1999: quot. İpek, Tekbıyık and Ursavaş, 2010, 129). Zimmerman (1999) argues that self-efficacy on scientific research is reflective of the self-conviction of an individual in his/her academic performance. Hence, provided that the person is constantly and actively engaged in research activities, he/she would have an elevated perception of self-efficacy on his/her research skills (Kart and Gelbal, 2014).
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The effectiveness of Scientific-Inquiry Learning Model to Improve Scientific Thinking Skills of Grade X student of High School in Gowa Regency

The effectiveness of Scientific-Inquiry Learning Model to Improve Scientific Thinking Skills of Grade X student of High School in Gowa Regency

Figure 1. Average of Implementation Learning Process with Scientific-Inquiry Model Observation results of Implementation Scientific-Inquiry models on three high school for each stage showed that for the category of done well seen that at the stage of observing fine each for SMAN 1 Bajeng and SMAN 1 Bontonompo of 87.5% and SMAN 1 West Bajeng 75 % this stage to maximize the ability/scientific skills students which is observing. Asking and arguing stage each for SMAN 1 Bajeng by 75%, while for SMAN 1 Bontonompo and SMAN 1 west Bajeng 62.5%, this stage to maximize the skills of the students asking. Collecting and analysing data on each of SMAN 1 Bontonompo and SMAN 1 Bajeng by 75%, while for SMAN 1 west Bajeng 62.5%, this stage maximizes students' reasoning skills. Discussing stage for each of SMAN 1 Bajeng and SMAN 1 Bontonompo of 87.5%, while for SMAN 1 west Bajeng by 75%, this stage maximize student comprehension skills of associates. Conclusing stage SMAN 1 Bajeng, SMAN 1 Bontonompo and SMAN 1 Bajeng Barat 87.5%, this stage to maximize the scientific skills of students in summing up the concept.
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DEVELOPMENT OF SCIENTIFIC SKILLS AND VALUES IN PHYSICS EDUCATION

DEVELOPMENT OF SCIENTIFIC SKILLS AND VALUES IN PHYSICS EDUCATION

skills and creative thinking skills. Student investigations, project-based learning approach, and undergraduate theses also aim to develop these kinds of skills. With the introduction of the science, technology and society approach in the late sixties and more recently, the physics in context approach, decision-making skills have come to the fore. In physics, for instance, energy resource allotment and development scenarios have been used in the classroom for role-playing and students’ exposure to elements of the decision-making process [8] like identification of key players and the values they cherish, uncertainty and consequences of a given decision, evaluation of quality of information at hand, alternatives and trade-off to be considered, and negotiations to be made in the real world.
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Question webs-based learning: Science process skills and scientific questioning skills of students on harmonic motion topic

Question webs-based learning: Science process skills and scientific questioning skills of students on harmonic motion topic

Table 6 indicates that the score obtained from two tests performed in both classes was sig.>0.05. This further indicates that both data were normally distributed and homogenous. Then, the hypothesis testing obtained was t count >t table. It further confirms that between the experimental class and control class there was a significant difference. The significant difference obtained was the improvement of scientific questioning skills acquired by the students on the experimental classes who were taught by the QWBL learning model. Furthermore, the improvement in the experimental class is higher than the control class who applied conventional lecturing method. The involvement of the student in the learning process is depended on the questions raised by the teacher in the class- room. The questions raised by the teacher encourage students to develop the thinking process (Davoudi & Sadeghi, 2015). The questions raised during the learning process will continuously deve- lop into new questions. Through the questions, students will be able to improve their questioning skills and develop their thinking abilities to solve problems.
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