Creativity in Science Education - CyberLeninka

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Procedia - Social and Behavioral Sciences 59 (2012) 467 – 474

UKM Teaching and Learning Congress 2011

Creativity in Science Education Adzliana Mohd Daud, Jizah Omar, Punia Turiman & Kamisah Osman* Faculty of Education, Universiti Kebangsaan Malaysia

Abstract Creativity is an important aspect of human development. The trend towards globalization with technological developments requires energy product that is productive and innovative people in all walks of life. Acculturation creativity is needed in the early development of the mind of an individual. Educational institution is the most important place to nourish the creative talents and abilities of students and also as an important medium in the generation of creative minds of the students. Science curriculum is taught in educational institutions is seen as a subject that can help to improve the quality of creative thinking among students. Among the challenges faced in the cultivation of creative thinking skills in learning and teaching is the knowledge of teachers about the teaching of creativity, not to emphasize the application of creativity by teachers, students who are shy and do not want to show their creativity. Therefore, this paper will describe the basic concept of what is meant by creativity, creative teaching, learning strategy fostering creativity in science, and the role of the science curriculum in the formation of creative minds. Furthermore, this paper will clarify some of the proposals that are expected to bring about change towards fostering an atmosphere of creativity in teaching and learning. Among the proposals to be emphasized is the need for science teachers to master in particular ICT technology, conducting Project Based Learning with students, and enhance the science curriculum to stimulate the creativity of students and teachers on teaching creative paradigm. © 2011 Published by Elsevier Ltd. Selection and/or peer reviewed under responsibility of the UKM Teaching and Learning © 2011 Published by Elsevier Ltd. Selection and/or peer reviewed under responsibility of the UKM Teaching and Congress 2011. Learning Congress 2011 Keywords: Creativity; educational institutions; learning and teaching science

1. Introduction The present challenging world of learning in global economic climate is more concerned with innovation and creativity. Creativity is no longer something that is unique or distinctive. It has now become a necessary and fundamental to the achievement of a person, organization or country. Creativity is not only subject to the invention only but covers all acts and thoughts. In effect, creativity should exist with critical thinking to drive it towards a more productive and accountable. As the country is moving towards developed nation status, the present generation should be prepared with all forms of knowledge and skills. In line with developments in technology and globalization are increasingly challenging environment, Malaysians need to have a highly innovative, progressive and a contributor to scientific

* Corresponding author. Tel.: +6-019-288 -4814; fax: +6-03-8925-4816 E-mail address: [email protected]

1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer reviewed under responsibility of the UKM Teaching and Learning Congress 2011 doi:10.1016/j.sbspro.2012.09.302

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Adzliana Mohd Daud et al. / Procedia - Social and Behavioral Sciences 59 (2012) 467 – 474

and technological civilization of the future. To achieve this, we need to form a citizen of critical, creative and capable of competent practice of science and technology culture in this 21st century. Malaysia at present does not only require excellent academic credentials and a noble character, but must also master the thinking skills in order to meet the needs of developed countries. Revision of school curriculum to promote thinking skills in students, especially at the primary and secondary (Economic Planning Unit 2001) should be scheduled so that this country can compete with other countries in this millennium. Accordingly, in line with globalization, education in Malaysia has also experienced a reform to achieve Vision 2020 in order to produce individuals who can compete in the international arena. According to Lee, (2002) globalization refers to all the processes in which all the world's population were merged into one global society. He further said that by opening its economy to global market, Malaysia has attracted so much foreign investment to come and invest. This requires the development of education and training workforce that can compete in the international economic stage. To be competitive at the international level of our workforce must not only have high skills and knowledge, but they also must have high creativity so that they can solve the growing problems. As a measure to channel creativity of the teacher, the class of learning has been seen as one of the most appropriate medium in the context of promoting creativity and developing individual personality and social students (Cropley, 2009; Runco, 2004) This is further strengthened by Maria Fatima Morais and Ivete Azevedo (2010) which states that in the context of the school, the teacher is not only a source of information to students, but also act as a role model for students. Therefore, to realize that the curriculum into an opportunity to develop creativity (Park et al., 2006), teachers should use the opportunity to practice creative teaching practices in the classroom. Thus, it could enhance creative thinking among students. Creative thinking skills are the ability of individuals to use the mind to generate new ideas, new possibilities, and new inventions based on originality in its production. It may be given in the form of real or abstract ideas. This can be seen in the following examples, such as creating new ideas, create analogies and metaphors. Normee (2001) stated that creative thinking to bring purpose of the use of basic thinking operations to expand or create new ideas. Creative thinking is thinking that the idea of publishing inconsistent with the critical thinking in evaluating ideas. Published ideas are new and sometimes contrary to logic. However, creative thinking must be based on the manipulation of his experience and existing knowledge. Through the experience and knowledge he possessed, a person will strive to find a variety of input ideas in multiple perspectives and dimensions to create a new idea or product better than ever in making decisions and solving problems. This situation is explained by Rikards (1990) as "Creativity involves escaping from stuckness and opening up possibilities”. Yager (2005) says that the program of scientific knowledge see the program as something that should be considered important in the formation of a creative mind. According to him, these are some of the human abilities important in this domain: visualizingproducing mental images, combining objects and ideas in new ways, producing alternate or unusual uses for objects, solving problems and puzzles, suggesting viable explanations for objects and events in nature, designing tests to verify explanations of visualizations, designing devices and machines, producing unusual ideas, communicating information to others for which evidence has been produced and illustrated. Being creative is a fundamental aspect of human nature (Craft, 2003). Creativity is a process that can be developed and enhanced. Every person has the potential therefore, the potential should be enhanced by giving individuals the opportunity and the chance to activities that enhance creativity. Creativity according to Islamic scholars such as Yousif: 1999, Samih Mahmoud and Ali Mohammad Jubran Saleh: 2010 is the awareness, implementation or diversification of ideas. In addition, Yousif (1999) also emphasized proper implementation creativity in all aspects of life. Therefore, individuals should ensure that the design work and the results are not contrary to Islamic principles. At the same time, one must have a sense of responsibility to uphold the Islamic community to the next level, able to face future challenges with creative and successful. Thus, AlMazeidy (1993) states a new dimension in the definition of creativity is "the ability to create designs that can benefit to humanity that is based on Shariah and Islamic principles." (p 306). This shows the creation of new products must be able to comply with the guidelines prescribed in Islam. 2. Model of Creative Thinking Creative thinking process for an individual place in the mind is something very complex. However, there are three phases to think creatively on how this activity happens in the mind of a person. The figure below shows how the model structured creativity.


PREPARATION

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IMAGINATION

Analysis

Observation

Publications

Living Together

Improvement

Implementation

Enrichment

Evaluation

ACTION

DEVELOPMENT

Figure 1. Model of creativity planned

Creativity model shows planned creative process involves a critical and objective analysis, imaginative idea and publish a critical evaluation. Overall, the process involves a balance between creativity, imagination and analysis. Compared with the old approach, creative ideas result from subconscious thoughts that are usually beyond the control of a person. Therefore, based on this model, how, methods, and approaches to publishing creative ideas are in control of a person thinking. This process requires the implementation of actions and ideas. It emphasizes the strength of the imagination for the publication of new things and new ideas, but we must also make it a reality of nature. 3. Cultivating Creativity in Science Learning Curriculum more challenging world of today in line with developments in the globalization of society demands higher educated and have high creativity. Through science education, many scientists can be trained in line with the nation's progress towards the direction of science and technology. Science subjects are seen as one of the important subjects in the development of creativity (Curriculum Development Centre 2001), Curriculum Development Council, 2002). As early as the 1980's, Mc Comark and Yager (1989) has proposed a taxonomy of science education which includes the domain of imagination and invention. Based on these taxonomies, Gilbert (1992) suggests six questions in the learning design. Question forms are integration, imagination, brainstorming, organizing, making analogies and metaphors and conceptualize. Aksoy (2005) found that science instruction, which is based on scientific method process in creative thinking, has increased the creative thinking level of the students, has improved their academic success level and has advanced their attitudes to the lesson of science knowledge. Scientists were able to categorize creative problems that are not recognized by others (Meador, 2003) However, not all students who will become scientists, but science curriculum such as science process skills taught in school is very important as described by Meador (2003) to encourage creative thinking and thus develop their potential and opportunities involved in the profession of science. The

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concept of learning and knowledge is always a basic element in most areas of conventional science curriculum of Asian countries (Cheng 2011). If the elements of creative learning into the curriculum, it is important to start from the design of the curriculum in terms of subject content knowledge, and to see all the possibilities of creative learning activities in relation to content knowledge. Sternberg (2003) suggest "in the teaching of creative students to process information, we encourage them to create, find, explore and imagine (p.333). There are five types of nurturing creative learning activities in science which are the discovery, understanding, presentation, application and transformation of scientific knowledge. To get creativity through discovery activities, teachers can ask students to do independent research activities, or involve in divergent thinking training of students in science process skills. Students are encouraged to develop science is an interesting and diverse range of scientific observation, to do classification, ask questions of scientific research, forming hypotheses, planning trial and methods of measurement, using equipment or appliances, and make conclusions from empirical data (Cheng, 2011). In this regard, Piaget (1976) stated that "to understand is to create". Therefore, to understand knowledge in a creative way, teachers can encourage students to seek new alternative examples, analogies, descriptions, and explanation of a scientific theory or concept in the subject. Furthermore, teachers can encourage students to construct existing concepts to students through exposure to ideas that conflict, engaging them in debate, they have confidence in the evidence of the opponent (Driver, 1994). According to Cheng (2011), creativity can also be generated through scientific knowledge in various forms of expression. For example, knowledge, concepts and principles can be presented in the form of role playing, drama, music, pictures, poems and stories. To foster a creative knowledge, students were given a situation, where they are given the opportunity to find new ways to explain the phenomena of science, to make predictions, to solve problems, to state or imply that what is not known. In addition, the transformation of science knowledge, students are given the opportunity to propose changes based on their knowledge. Students are encouraged to ask questions and criticize any discipline of science and knowledge in the textbook, as an alternative to develop methods and new ways to integrate them with creativity in science learning. The five types of creative learning activities in science is similar as suggested by the Qualifications and Curriculum Authority (2005) in Cheng (2011). For example, scientific discoveries involving the question and challenge the understanding of knowledge involves a look at the relationship. Further, the fifth type of design also includes several suggested teaching strategies in the model of Williams (1969). For example, the presentation of knowledge involves the use of analogy, creative writing and visualization skills. Overall, the methods mentioned can shape students' creativity through science In addition, Cheng (2004) has presented a comprehensive strategy statement to create a creative learning in physics. Hu and Adey (2002) also suggested a model which includes the questioning of scientific creativity, divergent thinking and thinking some other elements in the scientific imagination, inquiry and innovation. Cheng (2006) had also proposed a comprehensive model in the physics curriculum. Not only that, Kind and Kind (2007) also found a different approach to creative learning in the context of science education. This includes an open inquiry, creative problem solving, creative writing, metaphor and an analogy. 4. Challenges and Issues The findings of a study conducted by Siti Hajar (2008) which aims to measure the level of creativity of students in the science program at the Faculty of Education, Universiti Teknologi Malaysia found that a low level of creativity of students in the science program at the Faculty of Education, which is the potential to affect the process of teacher delivery of knowledge in the classroom later. Therefore, efforts should be made to relevant prospective science teachers to enhance creativity in order to encourage creative learning environment in the classroom so as to produce science students who can develop their creative and entrepreneurial knowledge. In addition, another related study was carried out by Noradilah creativity (2009) was conducted to survey the practice of science students' creativity and innovation in implementing the Final Year Project (FYP)). Findings showed that there are practice of creativity and innovation during the implementation of FYP, but less control of creativity and innovation when implementing the FYP. There are four factors that contribute to creativity and innovation among students, as individuals, positive attitude, encouragement and personal. Individual factors are the main factors contributing to the creativity and innovation. The researchers suggested that students, lecturers and the university should intensify efforts to produce students who creative and innovative when implementing the FYP.


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Sternberg & Lubart (1996) also argued that the school is to impart the creativity in students a low tolerance for failure. This makes students afraid to take risks. The failure may cause the student to perform repairs or may feel embarrassed because seen as an idiot. This causes them to always take the safe route and do something challenging themselves. For example, when they managed to enter the Institute of Higher Education, they will tend to choose easy subjects rather than subjects that challenging them. This fact is likely to be crippled because of their creativity to become a truly creative individual to take risks that are commensurate with their actual ability (Sternberg & Lubart, 1996). Another important element that can have a negative impact on students' creativity is the peer group. Torrance (1963) through the research revealed that creativity scores for the students to be consistently lower after the fourth year. He also found that the cause of the drop in the level of creativity was because pressures to conform to their peer group increases. In addition, Amabile (1996) a researcher in the field of social psychology mentioned that the peer group was the main obstacle that caused the student refused to take risks and express their creative ideas. Mary (2000) in his study on secondary school teachers in the district of Sandakan, Sabah through survey instruments have the knowledge and mastery of the teacher to determine the types of thinking skills is moderate to weak level of mastery in the domain of creative thinking skills and lack of application of learning and teaching. Meanwhile, Fasko, 2001; Runco, 2003 in his study found that teachers have negative attitudes and less tolerant of the characteristics associated with creativity, although they appreciate the creative practice itself. Further, some research studies (Davies et al., 2004; Panagiotis Kampylis et al., 2009) found that teachers have a narrow view on creativity and less emphasis on creative teaching practices. The findings of Cheng (2011) on the teachers in Hong Kong found that the science curriculum in Hong Kong is too dense for some students which can not apply creativity in the classroom, just focus on subject content. Thus, the perception of its students on creativity taught by teachers dropped due to lack of time during the learning that can be used with creativity and innovation. There is a paradox in design education however. While most education is conservative in nature, quite rightly slow to change teaching methods and practices, design education as a subject explicitly teaches the value of doing things differently, fostering and demanding creativity and innovation from students. Design education, however, is resistant to applying those values to it. Design courses are still mainly discipline-based—in graphics, products, textiles, etc.—with a focus on learning practical and technical skills. Any radical deviation from this, especially one that moves towards more general understandings of design, are paradoxically viewed as a debasement of design values, not of providing increased value (Floyd, 2012). 5. Recommendation According to Renzulli and Reis (1992) stated that teachers can be a model of creative behavior by sharing their personal creative production with students. Toh (2003) also proposed a more centralized approach to teaching students. This recommendation is made based on the assumption that the environment that is free, flexible and open needed to stimulate creativity. Student-centered teaching approach will stimulate enjoyment, participation in classroom activities, self-concept and student talents (Toh, 2003). According to Cropley (1997) is in this studentcentered teaching is to evaluate and promote teachers ' and students' behavior, such as diligence, perseverance, curiosity, love challenges, like to take high risks and determination. Therefore, to realize that the curriculum into an opportunity to develop creativity, teachers should use the opportunity to practice creative teaching practices in the classroom. Creative teaching practice is an important element to achieve the objectives of educational institutions in the development of creative students (Cheng, 2011; Biljana Stojanova, 2010; Chien and Hui, 2010). Besides, the action research study conducted by Gomes (2005) which included observations of the students in the classrooms, one using the creativity-focused curriculum and other science using the existing curriculum That indicated the enhanced science curriculum played a role in enhancing the creativity of the children in the creativity-focused group. The result of "Thinking creatively in action and movement" test showed a significant increase is in scores for the children in the group focused creativity. Recognizing that creativity will be destroyed when a person is in fear, therefore as a teacher we need to be more sensitive in this regard by creating a more friendly environment for our students more creative and able to carry out teaching and learning more interesting and effective. According to Maria and Kamisah (2010), 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. Among other recommendations that can foster creative thinking in science

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learning is integrating science learning with ICT. In this regard, science teachers must master the skills to teach the 21st century by using ICT, such as web-based learning skills, including blogs, multimedia and interactive media. Through this technology, teachers can produce scientific questions on the topic of study articles. As an alternative to improve the quality of teaching, teachers can ask questions that encourage students think through these virtual activities. Students are given the opportunity to argue, comment, answer questions, and make inquiries through a virtual forum that failed to live by the teachers through blogs, websites and so on. This virtual activity is actually capable of creating a positive mind in order to use their minds. According to Cachia et al. (2007), blog applications is the major component of creativity because of the blogging activity, students can express the creativity and innovative use of technology. This activity is also expected to help develop students' character a shame to communicate to the more daring and views expressed through the medium of ICT. The embedded creativity through a fully integrated web 2.0 learning environment and design studio embodies the social nature of creativity by allowing the sharing expertise through discussion about the embedded web project (Floyd, 2012). Thus, it can fulfill the aspirations of the younger Malaysia a more creative and innovative in his thinking and efficient use of new technology and be able to access and manage information in an age of information explosion nowadays. This effort is capable of promoting the use of ICT in teaching in line with government efforts to increase use among teachers thus make it available for students. Further, project-based teaching is known as "Project Based Learning (PBL) can also be applied to foster creativity in science learning. Project-based teaching is a teaching method that emphasizes research in the form of student projects as a means of acquiring knowledge. This method emphasizes learning and practice of selfexploration by students. According to Poh (2003), the project is defined as a task, the construction or proper investigation which will lead to a specific aim. It can be implemented to encourage students to use science process skills in solving a particular task group. This will form the creative thinking and generate interest from a number of students using science process skills and develop a product or product quality and innovative work. This is consistent with the findings by Randler and Hulde (2007) who found that students who were taught by means of participation in the activity showed greater interest in their learning. If the interest arises, the easier it is born out of the box creative thinking of students. In fact, the attitude of cooperation and interpersonal skills also can be applied. 6. Conclusion Challenges of the 21st century demands that the state had provided generations with high creativity to compete globally. Thus, science education should provide the basic site to drive creativity in that direction. Teachers as key agents need to use a creative approach to learning before they can produce students who are at once creative thinking in a creative act. Student-centered learning, a cooperative and effective use of Web 2.0 is seen to encourage creative thinking and innovative students. However, the main obstacle lies in the teachers in their willingness to change the paradigm in line with national development needs. In the development of competitive industries, investments in higher education and skills of highly qualified will have a significant impact on the market and community development. Creativity is a complex mental activity, but very important to human life. To have the skills to think creatively, one must know the basic methods of creative thought that he truly understood and thus one can obtain interesting results. It is a discipline to be mastered through learning and life experiences. One can strengthen personal and creative personality who already owned. Creative teaching strategies can help students generate new ideas and explore areas in greater depth. In addition, with the appropriate techniques in developing creative ideas, students can develop the existing talent and always thinking about how best to develop the talents and abilities. Creative thinking is an important aspect in generating new knowledge that is holistic and covers all aspects of development. Thus nurturing creativity is important in learning to ensure quality human capital. Acknowledgements We would like to thank UKM for providing the research grant (UKM-PTS-062-2009).


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