Asia-Pacific Forum on Science Learning and Teaching, Volume 5, Issue 2, Article 1 (Aug., 2004) Vivian Mo Yin CHENG Developing Physics learning activities for fostering student creativity in Hong Kong context Contents Next

Developing Physics learning activities for fostering student creativity in Hong Kong context

Vivian M Y CHENG

Hong Kong Institute of Education
HONG KONG, CHINA 

E-mail: vcheng@ied.edu.hk

Received 13 July, 2004
Revised 30 August, 2004

Contents

• Abstract
• Literature Review
  • Basic concepts of creativity
  • Creativity studies in science education
• Context
  • The Chinese context
  • Approaches adopted by this study
• Method
  • Learning Objectives
  • Rationales for designing and selecting the activities
  • Methods used to generate activity designs
  • Learning activities developed
  • Implementation of the creative activities in classroom
  • Introduction to Physics teachers
• Results
  • Student evaluation
  • Teacher evaluation
• Discussion
  • Summary of results
  • Suggestions
  • Culture differences
  • Concluding remarks
• References
• Appendix

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Abstract

Though recent curriculum reform of Hong Kong, Mainland China, and Taiwan all include creativity as one of their major learning objectives, however, creativity-enhancing teaching methods are seldom implemented in real classroom practice. This study presents a systematic method for designing Physics learning activities for fostering student creativity in traditional educational context, like Hong Kong. It suggests a comprehensive set of learning objectives, strategies for generating new activity designs, and rationales for selecting activities, and more than 20 different kinds of learning activities that are simple and easy to be infused into normal Physics lessons. To understand teachers’ and students’ opinions on these activities, they were tried-out in two secondary classes, and were introduced to 120 senior Physics teachers of Hong Kong. On the whole, teachers and students gave positive feedback and support the usefulness and suitability of this set of instructional designs. Results also revealed some obstacles in fostering creativity of Hong Kong students and some shortcomings of these activity designs.

 

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