Abstract

In an attempt to vitalize the learning and teaching with creativity and training of high level thinking skills in the classroom, this author tried to introduce scientific investigation in the primary science lessons. It was presented as a dynamic teaching method against the traditional teaching mode in Hong Kong where the textbook prevails and the teacher dominates. This study aimed at a critical reflection on genuine practices of this creative teaching method in the classrooms. It mainly focused on comparing the creative and traditional teaching method, analyzing its merits and constraints, and concluding its effectiveness in teaching and learning. Similar to the findings of many research on the implementation of creative teaching method, the effectiveness of teaching and learning was not apparent at the initial stage. However, the learning motivation of students was significantly enhanced. It also made the teaching and learning more balanced and comprehensive by stressing affective and psychomotor learning. There was training of high level thinking skills during the implementation of scientific investigation. Above all, the author found an unexpected bonus - it has helped to narrow down the range of diversities in learning performance of the students though there was no significant enhancement of their learning performance in short term. Though the support for teachers is inadequate, this creative method of teaching should be encouraged. Two future trends of implementing scientific investigation in primary education in Hong Kong can be predicted. It will become an interdisciplinary teaching practice across subjects in the age of information explosion. It will also facilitate a gradual paradigm shift of teaching and learning, where teachers become mentors and facilitators of creativity while students become explorers in the creative process.