The Influence Of Different Teaching Approach On Student Creative Scientific Problem Finding

Creative Scientific Problem Finding(CSPF) is an important component of Science creativity. And studies on CSPF will help to richen the theory of science creativity. Teachers, as an important factor of creative development among primary and secondary school students, are increasingly valued by creativity psychologists, hence this study can put forward a new perspective for the reform of teaching approach.This study used the methods of questionnaire, measurement, teaching experiment, and developed the parallel questionnaire of CSPF. This passage from the angle of scientific creativity, probed into the influences of teaching approaches on 120 students'CSPF and three dimensionality of fluency, flexibility and originality.The teaching experiment used a 3×2 mixed experiment design. The independent variables were teaching approaches of between-group(lecturing teaching, inquiry teaching, lecturing + inquiry teaching)and item types of within-group variable(Opened and Closed testing type). The dependent variable was creative scientific problem finding ability.The results from this study are as follows:(1)Different teaching approaches have different impacts on CSPF. The influence of lecturing + inquiry teaching on CSPF is significantly better than the other two approaches'.(2)Lecturing + inquiry teaching can promote the ability of CSPF, and is more better than the other two approaches'especially in aspects of fluency and originality.(3) As for the fluency, lecture-style teaching group was superior to inquiry teaching group, and significant difference. As for the originality, inquiry teaching group is better than lecture- style teaching group.(4)There is no interaction between different teaching approaches and different testing types. Teaching approaches have greater impacts on opened testing type than on closed testing type.