Resumo

DOGAN, Nihal; MANASSERO-MAS, María Antonia  e  VAZQUEZ-ALONSO, Ángel. Creative Thinking in Prospective Science Teachers: Effects of Problem and History of Science Based Learning. Rev. Fac. Cienc. Tecnol. [online]. 2020, n.48, pp.163-180.  Epub 04-Maio-2021. ISSN 0121-3814.  https://doi.org/10.17227/ted.num48-10926.

Creative thinking is a human ability that can be developed through education with appropriate materials for learning and teaching. Creative thinking is ke to adapting to rapidly changing living conditions and to producing creative solutions to any kind of problems, and especially in the field of science and technology. The objective of this study is to improve the creative thinking of Turkish students in initial training as science teachers through Problem Based Learning (ABP) and the History of Science (HDC) approaches. The quasi-experimental design has two experimental groups, one in the ABP learning condition and the other group in the HDC learning, both explicitly and reflectively. The interventions lasted two semesters and participated 72 third-year students to be teachers (8 men and 64 women) in the two condition groups, who completed the Torrance creative thinking questionnaire as a data collection instrument and whose performances were evaluated. The results indicate that the ABP approach was more effective than the HDC approach in increasing creative thinking and student interest for teachers in creativity. Finally, the implications of these results to improve the creativity of teachers in initial training are discussed.

Palavras-chave : Creativity; Torrance Test (TTCT); science teachers in initial training; problem-based learning; history of science.

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