Unleashing Scientific Creativity in Chemistry: Transformative learning activities using Nominal Group Technique

Abu Aswatudali Syawal Muhammad; Salmiza Salleh

doi:10.21834/e-bpj.v10iSI24.6379

Authors

Abu Aswatudali Syawal Muhammad School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
Salmiza Salleh School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia

DOI:

https://doi.org/10.21834/e-bpj.v10iSI24.6379

Keywords:

Scientific creativity, chemistry, Nominal Group Technique

Abstract

This study aims to examine activities to enhance scientific creativity in secondary school chemistry. Despite its significance, conventional chemistry education frequently stifles creativity due to inflexible, rote memorization strategies. Employing the Nominal Group Technique (NGT), seven experts identified essential activities, including formulating hypotheses, creative experiments, and visualization, as effective strategies. These activities increase scientific creativity dimensions, such as fluency and originality. The findings indicate that all proposed strategies obtained above 70% expert consensus. Future research should investigate the long-term effects with respect to these activities and the integration of digital tools to further enhance scientific creativity in chemistry teaching.

References

Bicak, B. E., Borchert, C. E., & Höner, K. (2021). Measuring and Fostering Preservice Chemistry Teachers’ Scientific Reasoning Competency. Education Sciences, 11(9), 496. https://doi.org/10.3390/educsci11090496 DOI: https://doi.org/10.3390/educsci11090496

Bitermirova, A. ., & Ussen, A. B. (2023). Increasing students’ interest in scientific work in chemistry through research lessons. JOURNAL ‘BULLETIN SKSPU’, 2(36). https://doi.org/10.58937/2023-2-9 DOI: https://doi.org/10.58937/2023-2-9

Corazza, G. E., & Lubart, T. (2020). The Big Bang of Originality and Effectiveness: A Dynamic Creativity Framework and Its Application to Scientific Missions. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.575067 DOI: https://doi.org/10.3389/fpsyg.2020.575067

Danckwardt-Lillieström, K., Andrée, M., & Enghag, M. (2020). The drama of chemistry – supporting student explorations of electronegativity and chemical bonding through creative drama in upper secondary school. International Journal of Science Education, 42(11), 1862–1894. https://doi.org/10.1080/09500693.2020.1792578 DOI: https://doi.org/10.1080/09500693.2020.1792578

Delbecq, A. L., Van de Ven, A. H., & Gustafson, D. H. (1975). Group techniques for program planning: A guide to nominal group and Delphi processes. Glenview, IL: Scott, Foresman, and Company.

Ernawati, M. D. W., Muhammad, D., Asrial, A., & Muhaimin, M. (2019). Identifying creative thinking skills in subject matter bio-chemistry. International Journal of Evaluation and Research in Education (IJERE), 8(4), 581. https://doi.org/10.11591/ijere.v8i4.20257 DOI: https://doi.org/10.11591/ijere.v8i4.20257

Fatmawati, B., Jannah, B. M., & Sasmita, M. (2022). Students’ Creative Thinking Ability Through Creative Problem Solving based Learning. Jurnal Penelitian Pendidikan IPA, 8(4), 2384–2388. https://doi.org/10.29303/jppipa.v8i4.1846 DOI: https://doi.org/10.29303/jppipa.v8i4.1846

Haim, K., & Aschauer, W. (2022). Fostering Scientific Creativity in the Classroom: The Concept of Flex-Based Learning. International Journal of Learning, Teaching and Educational Research, 21(3), 196–230. https://doi.org/10.26803/ijlter.21.3.11 DOI: https://doi.org/10.26803/ijlter.21.3.11

Hasanah, N., Sutarto, S., Nuriman, N., & Budiarso, A. S. (2020). STEM-CP (Science, Technology, Engineering, Mathematics, and Contextual Problem) Based Colloid Textbook to Increase Creative Thinking Skill for Chemistry Learning in Senior High School. Pancaran Pendidikan, 9(1). https://doi.org/10.25037/pancaran.v9i1.274 DOI: https://doi.org/10.25037/pancaran.v9i1.274

Holme, T. (2022). Contemplating Flexibility in Chemistry Education. Journal of Chemical Education, 99(7), 2439–2440. https://doi.org/10.1021/acs.jchemed.2c00590 DOI: https://doi.org/10.1021/acs.jchemed.2c00590

Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389–403. https://doi.org/10.1080/09500690110098912 DOI: https://doi.org/10.1080/09500690110098912

Jamal, S. N., Ibrahim, N. H., Abd Halim, N. D., & Surif, J. (2020). Validity and Reliability of Chemistry Creativity Test for Malaysian Chemistry Students. PalArch’s Journal of Archaeology of Egypt/Egyptology, 17(7), 4379–4397.

Keiner, L., Graulich, N., Göttlich, R., & Pietzner, V. (2020). Comparison of beginner and advanced chemistry student teachers’ perspective on creativity – does it play a role in the chemistry classroom? Chemistry Education Research and Practice, 21(2), 608–621. https://doi.org/10.1039/C9RP00262F DOI: https://doi.org/10.1039/C9RP00262F

Kennedy, A., & Clinton, C. (2009). Identifying the professional development needs of early career teachers in Scotland using nominal group technique. Teacher Development, 13(1), 29–41. DOI: https://doi.org/10.1080/13664530902858485

Mustapha, R., Ibrahim, N., Mahmud, M., Jaafar, A. B., Wan Ahmad, W. A., & Mohamad, N. H. (2022). Brainstorming the Students Mental Health after Covid-19 Outbreak and How to Curb from Islamic Perspectives: Nominal Group Technique Analysis Approach. International Journal of Academic Research in Business and Social Sciences, 12(2), 90–99. DOI: https://doi.org/10.6007/IJARBSS/v12-i2/12367

Rahmawati, Y., Ridwan, A., Hadinugrahaningsih, T., & Soeprijanto. (2019). Developing critical and creative thinking skills through STEAM integration in chemistry learning. Journal of Physics: Conference Series, 1156, 012033. https://doi.org/10.1088/1742-6596/1156/1/012033 DOI: https://doi.org/10.1088/1742-6596/1156/1/012033

Ramly, S. N. F., Ahmad, N. J., & Yakob, N. (2022). Development, validity, and reliability of chemistry scientific creativity test for pre-university students. International Journal of Science Education, 44(14), 1–16. https://doi.org/10.1080/09500693.2022.2116298 DOI: https://doi.org/10.1080/09500693.2022.2116298

Shertayeva, N. T., Amirbekova, E. M., & Shagrayeva, B. B. (2023). The Use of Visualization Methods in the Process of Teaching Chemistry at the University. Iasaýı Ýnıversıtetіnіń Habarshysy, 128(2), 267–276. https://doi.org/10.47526/2023-2/2664-0686.21 DOI: https://doi.org/10.47526/2023-2/2664-0686.21

Smyrnaiou, Z., Georgakopoulou, E., & Sotiriou, S. (2020). Promoting a mixed-design model of scientific creativity through digital storytelling—the CCQ model for creativity. International Journal of STEM Education, 7(1), 25. https://doi.org/10.1186/s40594-020-00223-6 DOI: https://doi.org/10.1186/s40594-020-00223-6

Stumpf, H. (1995). Scientific creativity: A short overview. Educational Psychology Review, 7(3), 225–241. https://doi.org/10.1007/BF02213372 DOI: https://doi.org/10.1007/BF02213372

Veerasinghan, K., Balakrishnan, B., Damanhuri, M. I. M., & Gengatharan, K. (2021). Design Thinking for Creative Teaching of Chemistry. International Journal of Academic Research in Business and Social Sciences, 11(3). https://doi.org/10.6007/IJARBSS/v11-i3/8979 DOI: https://doi.org/10.6007/IJARBSS/v11-i3/8979

Zeeshan, K., Watanabe, C., & Neittaanmaki, P. (2021). Problem-solving skill development through STEM learning approaches. 2021 IEEE Frontiers in Education Conference (FIE), 1–8. https://doi.org/10.1109/FIE49875.2021.9637226 DOI: https://doi.org/10.1109/FIE49875.2021.9637226