Fostering Better Learning of Science Concepts through Creative Visualization
Main Article Content
Keywords
Creative visualization, learning of science concepts, creativity, education
Abstract
The study explored the use of creative visualization to foster Grade 6 students' better learning of science concepts. Creative visualization activities were given on a regular basis for one quarter, and students' outputs were compiled in their science folio. The findings demonstrate that, though the young learners were initially doubtful of their ability in doing the activities as it was their first time to do them in their science class, the creative visualization activities made them learn the science concepts better, redounding to a significant increase in the their post-test scores as compared to their pretest scores.
References
Anilkumar, K.H. & Nagaveni K. (1990). Creative learning through art of visualization. International Journal of Applied Practice, Research and Review. 1(3), 38-41.
Cheong, Y.K. (1993). The stack model method (grp5-6): An intuitive and creative approach to solving problems. Singapore: MathPlus Publishing.
Clary, R. & Wandersee, J. (2011). Adopt-a-dino: A creative visualization project to motivate and engage students. The Science Teacher. 78(6), 36-41.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psyhology of discovery and invention. New York: Harper Collins.
DeHaan, R. (2009), Teaching creativity and inventive problem solving in science. CBE Life Sci Educ. 8(3), 172-181.
Dias, S. S. E. (2013). Imagination in twenty-first century teaching and learning teachers as creative-adaptive leaders in the classroom. Dissertation Abstracts International. 74(12). (UMI 3590975)
Earnshaw, R. A., & Wiseman, N. (1992). An introductory guide to scientific visualization, New York, NY: Springer-Verlag.
Gawain, S. (2011). Creative visualization use the power of your imagination to create what you want in life. Novato, CA: Nataraj Publishing of New World Library.
Gilbert, J. K. (2005). Visualization: A metacognitive skill in science and science education. In J. K. Gilbert (Ed.), Visualization in science education. Dordrecht: Springer.
Hsieh, Y.-C. J., & Cifuentes, L. (2006). Student-generated visualization as a study strategy for science concept learning. Educational Technology & Society, 9 (3), 137-148.
ICSU (International Council for Science) (2011). Report of the ICSU Ad-hoc Review Panel on Science Education. International Council for Science, Paris.
Jamalsco, N. The manila times, May 28, 2014.
Lee, P-L. H. (1997). Integrating concept mapping and metacognitive methods in a hypermedia environment for learning science, Unpublished doctoral dissertation, West Lafayette: Purdue University.
Li, R. (2010). Visualizing creativity: An analysis of the relationship between creativity and visualization through an overview of theories of creativity visualization technologies. Unpublished master's thesis, Auckland University of Technology, New Zealand.
OECD. (2006). The PISA 2006 Assessment Framework for Science, Reading and Mathematics. Paris: OECD. OECD. (2013). PISA 2015. Draft Science Framework. Paris: OECD.
Tan, M. C. (2010). Science education in the Philippines: Where to? In current challenges in basic science education (pp.85-87). Paris, France: UNESCO.
Taylor, A.R., M. Jones, and B. Broadwell. 2008. Creativity, inquiry or accountability? Scientists' and teachers' perceptions of science education. Science Education 92 (6): 1056–1075.
TIMSS Trends in International Mathematics and Science Study, 2008 at http://timss.bc.edu. Torrance, E. P., & Safter, H. T. (1999). Making the creative leap beyond”¦, Buffalo, NY: Creative Education Foundation Press.
UNESCO. (2010).Current Challenges in Basic Science Education. Paris: UNESCO Education Sector. UP NISMED (2004). In SEI-DOST & UP-NISMED (2011).
Science framework for Philippine Basic Education. Manila: SEI-DOST & UP NISMED.
YaHadzigeorgiou, Y. Fokialis, P. & Kabouropoulou, M. (2012). Thinking about creativity in science education. Creative Education, 3(5), 603-611. http://dx.doi.org/10.4236/ce.2012.35089.
Cheong, Y.K. (1993). The stack model method (grp5-6): An intuitive and creative approach to solving problems. Singapore: MathPlus Publishing.
Clary, R. & Wandersee, J. (2011). Adopt-a-dino: A creative visualization project to motivate and engage students. The Science Teacher. 78(6), 36-41.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psyhology of discovery and invention. New York: Harper Collins.
DeHaan, R. (2009), Teaching creativity and inventive problem solving in science. CBE Life Sci Educ. 8(3), 172-181.
Dias, S. S. E. (2013). Imagination in twenty-first century teaching and learning teachers as creative-adaptive leaders in the classroom. Dissertation Abstracts International. 74(12). (UMI 3590975)
Earnshaw, R. A., & Wiseman, N. (1992). An introductory guide to scientific visualization, New York, NY: Springer-Verlag.
Gawain, S. (2011). Creative visualization use the power of your imagination to create what you want in life. Novato, CA: Nataraj Publishing of New World Library.
Gilbert, J. K. (2005). Visualization: A metacognitive skill in science and science education. In J. K. Gilbert (Ed.), Visualization in science education. Dordrecht: Springer.
Hsieh, Y.-C. J., & Cifuentes, L. (2006). Student-generated visualization as a study strategy for science concept learning. Educational Technology & Society, 9 (3), 137-148.
ICSU (International Council for Science) (2011). Report of the ICSU Ad-hoc Review Panel on Science Education. International Council for Science, Paris.
Jamalsco, N. The manila times, May 28, 2014.
Lee, P-L. H. (1997). Integrating concept mapping and metacognitive methods in a hypermedia environment for learning science, Unpublished doctoral dissertation, West Lafayette: Purdue University.
Li, R. (2010). Visualizing creativity: An analysis of the relationship between creativity and visualization through an overview of theories of creativity visualization technologies. Unpublished master's thesis, Auckland University of Technology, New Zealand.
OECD. (2006). The PISA 2006 Assessment Framework for Science, Reading and Mathematics. Paris: OECD. OECD. (2013). PISA 2015. Draft Science Framework. Paris: OECD.
Tan, M. C. (2010). Science education in the Philippines: Where to? In current challenges in basic science education (pp.85-87). Paris, France: UNESCO.
Taylor, A.R., M. Jones, and B. Broadwell. 2008. Creativity, inquiry or accountability? Scientists' and teachers' perceptions of science education. Science Education 92 (6): 1056–1075.
TIMSS Trends in International Mathematics and Science Study, 2008 at http://timss.bc.edu. Torrance, E. P., & Safter, H. T. (1999). Making the creative leap beyond”¦, Buffalo, NY: Creative Education Foundation Press.
UNESCO. (2010).Current Challenges in Basic Science Education. Paris: UNESCO Education Sector. UP NISMED (2004). In SEI-DOST & UP-NISMED (2011).
Science framework for Philippine Basic Education. Manila: SEI-DOST & UP NISMED.
YaHadzigeorgiou, Y. Fokialis, P. & Kabouropoulou, M. (2012). Thinking about creativity in science education. Creative Education, 3(5), 603-611. http://dx.doi.org/10.4236/ce.2012.35089.
Article Sidebar
Published
Dec 20, 2016
Article Details
How to Cite
Hermosisima, M. V. C., & Sunga, D. L. (2016). Fostering Better Learning of Science Concepts through Creative Visualization. The Normal Lights, 1(1). https://doi.org/10.56278/tnl.v1i1.275
Section
Research Article
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.