| Popis: |
This study aimed to enhance creative problem solving skill by using the Creative Problem Solving(CPS) learning model which was developed based on creative problem solving approach and five essential featuresof inquiry. The key strategy of the CPS learning model is using real life problem situations to provide studentsopportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring,solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learningmodel was “matter and properties of matter” that consists of 3 learning units: Matter, Solution, and Acid-BaseSolution.The process to assess the effectiveness of the learning model used the experimental design of the Pretest-PosttestControl-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At thesame time, students at the same grade level in the control group learned by conventional learning model. The learningmodels and students' prior knowledge levels were served as the independent variables. The creative problem solvingskill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in allaspects, the students' mean scores of creative problem solving between students in experimental group and controlgroup were significantly different at the .05 level. Also, the progression of students' creative problem solving skillswas found highly progressed at the later instructional periods. When comparing the creative problem solving scoresbetween groups of students with different levels of prior knowledge, the differences of their creative problem solvingscores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective inenhancing the students' creative problem solving skill.Key words: Creative Problem Solving (CPS) Learning Model, Five essential features of inquiry, Creative ProblemSolving SkillSrinakharinwirot University, Thailand∙ |
