The effect of problem-based learning with cooperative learning 'numbered head together' on scientific creativity of preschoolers
Problem-based learning (PBL) and cooperative learning (CL) have become one of the important instructional approaches in primary, secondary and higher learning institutions in Malaysia. However, very few studies have examined the integration of PBL with CL 'Numbered Head Together' (NHT) to...
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| 格式: | Thesis |
| 語言: | English English |
| 出版: |
2017
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| 在線閱讀: | https://eprints.ums.edu.my/id/eprint/37741/1/24%20PAGES.pdf https://eprints.ums.edu.my/id/eprint/37741/2/FULLTEXT.pdf https://eprints.ums.edu.my/id/eprint/37741/ |
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| 總結: | Problem-based learning (PBL) and cooperative learning (CL) have become one of the important instructional approaches in primary, secondary and higher learning institutions in Malaysia. However, very few studies have examined the integration of PBL with CL 'Numbered Head Together' (NHT) to foster scientific creativity in preschool level. The research aims to determine the effects of PBL-CL 'NHT' on five trait dimensions of preschooler' scientific creativity: fluency (F), originality (0), elaboration (E), abstractness of title (A), and resistance to premature closure (R). A PBL-CL 'NHT' module was developed as a guideline for preschool teacher to foster preschooler's scientific creativity. The Figural Scientific Creativity Test (FSCT) Form A and B were also developed to assess the five trait dimensions of scientific creativity. A quasi-experimental pre-post control groups design was employed and a total of 216 six-year-old preschoolers from three preschools participated in three intervention groups: PBL-CL 'NHT', PBL and hands-on activities. Multivariate Analysis of Covariance (MANCOVA) was utilized for the analysis of data to determine if a significant difference existed on mean scores across the three groups. The findings revealed statistically significant difference (F (6, 202) = .485, P < .01) across the three groups. Follow-up ANCOVA results indicated that there were statistical significant differences across the three groups in fluency (F (2, 212) = 23.530, P < .01), originality (F (2, 212) = 16.229, P < .01), elaboration (F (2, 212) = 24.130, P < .01), abstractness of title (F (2, 212) = 18.084, P < .01), resistance to premature closure (F (2, 212) = 17.005, P < .01), and scientific creativity (F (2, 212) = 22.183, P < .01). Medium and large effect sizes were obtained for comparing PBL-CL 'NHT' with PBL and TG method. This study indicates that the PBL-CL 'NHT' method has a positive impact in fostering preschoolers' five trait dimensions of scientific creativity. Thus, educators and preschool teachers are recommended to employ PBL-CL 'NHT' module in the classroom practices. Teaching preschoolers the various ways to acquire new knowledge and applying what has been learned are able to enhance scientific creativity and prepare preschoolers for life beyond their education. |
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