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Asia-Pacific Forum
on Science Learning and Teaching, Volume 11, Issue 1, Article 17
(Jun., 2010) |
Based on the literature review, this study developed different approaches for integrating creative thinking training into regular science lessons. They included developing creative thinking through science process, science content and science scenario. In science process approach, teachers may infuse creative thinking training in the some open-inquiry processes. In science content approach, teachers may nurture creative thinking through application of science content in creative writing. In science scenario approach, teachers may engage students in CPS tasks which started with a science-related scenario. This study aimed at understanding the potentials and obstacles of these approaches to science classroom in Hong Kong. Through the case studies of three teachers, it examined the process and outcomes of teaching which adopted these approaches, and also revealed the tensions and dilemmas of teachers in their preliminary teaching of these approaches.
Copyright (C) 2010 HKIEd APFSLT. Volume 11, Issue 1, Article 17 (Jun., 2010). All Rights Reserved.
