Asia-Pacific Forum on Science Learning and Teaching, Volume 9, Issue 1, Article 4 (June, 2008)
Hilal AKTAMIS & ÷mer ERGIN
The effect of scientific process skills education on studentsí scientific creativity, science attitudes and academic achievements

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The following suggestions can be related to the results obtained in the research. Suggestions related to SPS training and the variables whose effects are investigated:

1) If we want students to be able to can solve the problems related to them and close relatives or friends, their SPS levels and SC levels should be improved. Scientific statements related to real life should be given in the worksheets in this study. Generally during the lectures, the problem statements related to subject were given, but the scientific statements related to real life were not given. This condition does not give the students the opportunity to improve their learning and thinking skills. Hypothesizing and formulating the problem are two of the most important opportunities to improve studentsí creativity in science.

2) It is necessary to emphasize the scientific process skills which are also emphasized inscience and technology education program in the classroom, and experiments should be done to gain these skills. Moreover, since the open-ended laboratory experiments improved the creative thinking methods of the students, these types of experiments must be increased.

The experiments given in the books were generally prepared to verify scientific knowledge and theories. The experiment books contain step-by-step instructions. These types of experiments only improve hand skills (what are hand skills? Hard skills?). However the experiments providing the students to think and use their brains, as well as improving their hand skills, are necessary.

Suggestions for the researchers who will work on this subject;

1) Activity sheets should be prepared directed to SPS training during the science education could help teaching of the subject, and improving the scientific process skills and scientific creativity.

2) For further study, the effects of the other methods and techniques improving the creativity on the studentsí achievements, attitudes, and creativities can be examined.

3) By applying activities improving creativity, not only in a certain period, but also as a longitudinal study that takes more time, studentsí developments can be examined.

4) The measurement tools developed during the research, and the materials developed can be used at the other studies and in teaching the relevant subjects.

5) The effects of SPS training and the scientific creativity on the studentsí metacognitive ideas, ideas related to nature of science, epistemological, ontological ideas and the correlations among them can be investigated.

6) By performing the SPS training using other methods, correlations and effects with different variables can be investigated and the results can be compared with the results of this study.

7) The effects of the studentsí sociodemographic characteristics on their scientific creativities and SPSs can be investigated.


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