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How to Form Creative Learners in Science
Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
2019 (English)In: New Perspectives in Science Education: 8th edition: Florence, Italy, 21-22 March 2019, Filodiritto Editore , 2019, no 8, p. 98-102Conference paper, Published paper (Refereed)
Abstract [en]

Creative learning involves meaningful learning, ownership of learning, control of learning processes and innovation when new understanding is realised. In order to produce learning situations where creative learning is achieved, teachers have to create trustful atmospheres where students are allowed to think and discuss without critical evaluation of the teacher. It is also important to create practical exercises in which theoretical models are processed and connected to observations. During many years we have tried to develop courses in science with the goal to promote students to become independent learners and explorers out of their own prerequisites. Different methods and designs of teaching have been investigated and the variation of the student’s creative learning was observed. To continue this development, we here are investigating a chemistry course. Chemistry involves considerable amounts of abstract thinking. Further, as many students had bad experiences from school this was a challenge. 17 preservice teacher students were trained by one teacher to become independent and creative in their own learning of chemistry. The course of 10 full days over three weeks included practical activities mixed with discussions in groups followed by discussion with the teacher in order to connect theory with practical exercises. The students wrote short reflections after each week answering the questions: What do you take with you from your own learning processes and/or in meeting other’s learning processes? What surprised and/or amazed you most? The three reflections where analysed by qualitative methods scoring demonstrations of professional development, process thinking and learning processes. Our results showed that students negative to chemistry changed their opinion and enjoyed thinking of phenomena in everyday life with chemical perspectives. All students expressed the importance of practical exercise and group discussions in their own learning. The reflections contained detailed chemical explanations, concepts used properly and were describing their learning processes. They also used their experiences when they discussed how to design teaching situations. Thus, the design of the course promoted creative thinking and deepened their understanding of chemistry.

Place, publisher, year, edition, pages
Filodiritto Editore , 2019. no 8, p. 98-102
Series
International conference New perspectives in science education., ISSN 2420-9732
Keywords [en]
Creative learning, preservice teacher students, chemistry education, reflections
National Category
Didactics
Identifiers
URN: urn:nbn:se:sh:diva-39684ISI: 000480421000013ISBN: 978-88-85813-56-4 (electronic)OAI: oai:DiVA.org:sh-39684DiVA, id: diva2:1382030
Conference
New Perspectives in Science Education 2019, Florence, March 21-22, 2019.
Available from: 2019-12-31 Created: 2019-12-31 Last updated: 2020-01-15Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • Other style
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Output format
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