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• W5564498 abstract "[ILLUSTRATION OMITTED] Though many teachers would like to incorporate creative activities into their teaching, there are few practical suggestions to help them accomplish this goal (Yager 2000). In this article, we introduce four strategies to help integrate creative-thinking skills into high school science instruction: SCAMPER; Six Thinking Hats; Agreement, Disagreement, and Irrelevance; and Creative Problem Solving. The place of creativity Creativity is a key element in the building of scientific knowledge (Csikszentmihalyi 1996; Innamorato 1998; Popper 1992). Although creativity is not confined to one particular subject area, Torrance (1992) has argued that science has a much wider range of activities with which to foster creativity than other school subjects. In addition, the National Science Education Standards and Benchmarks for Science Literacy have both emphasized that the science classroom should be a place where creativity is recognized and encouraged (NRC 1996; AAAS 1993). Therefore, it is important that creativity be integrated into the science curriculum (McCormick and Yager 1989; Rule 2005). According to Ishaq (2003), creativity is a quintessential attribute of human beings, but without specialized support, it is unlikely that students can achieve their full potential (Cramond 2001). Creativity can be an innate characteristic, but it can also be enhanced through various means in the classroom. Thus, teachers should incorporate activities designed to encourage students' creativity while helping them learn science content. The following four creative classroom activities help teachers accomplish this goal. SCAMPER SCAMPER (Eberle 1996) is a strategy that can be used to facilitate students' creative thinking through brainstorming. SCAMPER is an acronym for Substitute; Combine; Adapt; Modify, Magnify, or Minify; Put to other use; Eliminate; and Reverse or Rearrange--all different methods of considering things in order to promote new ideas. Using the SCAMPER model, a teacher can ask a set of questions to help students come up with new ways to address a given problem. The questions serve as stimuli to get students thinking about problems from multiple angles that they might not have previously considered. For example, a teacher can explain the basic concept of photosynthesis by asking students to consider ways to increase the rate of photosynthesis in a bean plant. Students' creative thinking can be encouraged by asking a set of questions corresponding to each letter of SCAMPER (also see Figure 1): * What can we substitute to make a higher rate of photosynthesis? * What factors or materials can we combine to increase the rate of photosynthesis? * What happens if we adapt the bean plant to red, green, or blue light using colored cellophane? * What happens if we modify its leaves, for example by reducing the number of leaves or covering some of them with aluminum foil? * If we built a system to yield the maximum amount of photosynthesis, how could we put it to other use? * What if we eliminate light or water? * What if the length of day and night reverses? By using this method, students can come up with creative answers to each question based on scientific knowledge. They can also use their creativity to design experiments for testing their hypotheses. Six Thinking Hats In this activity, Six Thinking Hats (De Bono 1985) represent six different ways of thinking: emotional (red), positive (yellow), critical (black), objective (white), creative (green), and big picture (blue). Students are divided into groups of six, and each person is given a construction paper hat in one of the six colors (Figure 2). When presented with a problem to solve or an issue to discuss, students must stay in the mode of thinking particular to the color of the hat they are wearing. …" @default.
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• W5564498 title "Creativity in the Science Classroom: Four Strategies to Help Students Think outside the Box" @default.
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