Browse > Article
http://dx.doi.org/10.15267/keses.2015.34.3.265

Effects of Forensic Science Program on Scientific Creative Problem-Solving Abilities of Gifted Students in Elementary School  

Kang, A-Rah (Korea National University of Education)
Lee, Kil-Jae (Korea National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.34, no.3, 2015 , pp. 265-275 More about this Journal
Abstract
The purpose of this study was to develop forensic science program for the improvement of scientific creative problem-solving abilities in gifted elementary-school students. A program that consists of six sessions (18 hours) is developed in accordance with the CPS model, which has been already proven effective for the improvement of creative problem-solving abilities. This program was applied to sixth-grade 18 gifted students in an elementary school in Gyeonggi province. Examinations of scientific creative problem-solving abilities were performed before and after applying the program in order to determine its effect on gifted elementary students. A qualitative analysis of students' activity sheets, peer assessment and teacher's class journal was made in order to examine the process of improvement of students' scientific creative problem-solving abilities. The results of this study are as follows: First, forensic science program to enhance the scientific creative problem-solving abilities of gifted students was developed. Second, forensic science program is significantly effective in the improvement of scientific creative problem-solving abilities of gifted children of elementary school (p<.05). Third, in early stage of the class, a student, who showed the highest range of change in pre and post tests, revealed the trend of responding in a short answer type. In the late stage of the class, he revealed the capability of producing various creative ideas promptly. On the other hand, students belonging to the upper group of both pre and post test revealed the improvement of divergent thinking skills such as fluency, flexibility, and originality. Fourth, after class, the students responded that the forensic science program developed in this study intrigued the interests and curiosities, and helped them break away from fixed ideas.
Keywords
forensic science program; scientific creative problem-solving ability; gifted students; elementary school;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Cho, Y. S., Seong, J. S. & Lee, H. J.(2008). Creativity education. Seoul: Ewha Womans University Press.
2 Choi, S. Y. & Kang, H. K.(2006). Development of the scientific creative problem solving test for the selection of gifted science students in elementary school. Journal of Korean Elementary Science Education, 25(1), 27-38.
3 Colgan, C. (2002). Teaching forensics, then and now. The Education Digest, 68(1), 59-61.
4 Davis, G. A., Rimm, S. B. & Siegle, D. (2010). Education of the gifted and talented (6th). London: Pearson Education.
5 Duncan, K. & Daly-Engel, T. (2006). Using forensic science problems as teaching tools. Science Teacher, 73(8), 38-43.
6 Durnal, E. W. (2010). Crime scene investigation (as seen on TV). Forensic Science International, 199(1-3), 1-5.   DOI   ScienceOn
7 Gowan, J. C. (1978). Creativity and gifted child movement. The Journal of Creative Behavior, 12(1), 1-13.   DOI
8 Han, K. S.(2000). Investigation of domain-specificity and domain-generality of creativity in young children. Journal of Gifted/Talented Education, 10(2), 47-69.
9 Han, K. S. & Marvin, C. (2002). Multiple creativities: investigating domain-specificity of creativity in young children. The Gifted Child Quarterly, 46(2), 98-109.   DOI
10 Hayes, J. R. (1989). Cognitive processes in creativity. In E. P. Torrance, J. A. Glover, R. R. Ronning & C. R. Reynolds (Eds.). Handbook of creativity (pp.135-146). New York: Plenum Press.
11 Hickey, I., Murphy, C., Beggs, J. & Carlisle, K. (2005). Murder in the classroom: how primary school children can carry out DNA fingerprinting. Primary Science Review, (90), 6-8.
12 Hu, W. & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403.   DOI   ScienceOn
13 Isaksen, S. G., Dorval, K. B. & Treffinger, D. J. (1994). Creative approaches to problem solving. Iowa: Kendall/Hunt Publishing Company.
14 Kang, C. Y. & Lee, Y. A. (2001). A study on the applicability of CPS model as a teaching method of elementary mathematics. Journal of Elementary Education Studies, 8(2), 1-23.
15 Jeong, M. S., Jung, H. I., Jung, S. Y. & Kim, Y. C. (2013). An integrative analysis of the creativity researches performed during 2001-2012. Korean Journal of Thinking Development, 9(1), 1-26.
16 Ju, H. Y., Dong, H. K., Kim, S. H., Kim, H. B. & Lee, K. J. (2005). A development of developmental biology teaching program based on science history and CPS model. Biology Education, 33(3), 264-276.
17 Kang, C. Y. (1991). Gender differences in Korean children's responses to the Torrance tests of creative thinking from first to sixth grade. Journal of Korea Elementary Education, 3, 241-281.
18 Kang, S. W. (2004). The effect of application and development of the instructional module for scientific creativity improvement on elementary students' creativity and science concept understandings concerning weight and pressure in water. Doctoral dissertation, Korea National University of Education.
19 Kim, M. Y. (2006). Development of history of science-CPS model and its application of heredity teaching program for improvement of the gifted-in science students' creative problem solving ability. Doctoral dissertation, Korea National University of Education.
20 Kim, S. H. (2004). Development of scientific creativity test for middle school students and the relationships between scientific creativity and the variables related to creativity. Doctoral dissertation, Korea National University of Education.
21 Lee, D. S. (2013). Development and application of forensics science teaching-learning program for improvement of science creative problem solving ability in high school students. Master's thesis, Korea National University of Education.
22 Park, I. S. (2010). Development and implementation of science programs enhancing creative problem solving skills applying meta-cognition. Doctoral dissertation, Ewha Womans University.
23 Mardis, M. A. (2006). It's not just 'whodunnit' but how: the "CSI Effect," science learning, and the school library. Knowledge Quest, 35(1), 24-28.
24 Moon, C. S. (2008). Development and application of forensic problem-based learning program for improvement of gifted-in-science. Master's thesis, Korea National University of Education.
25 Murphy, C. & Beggs, J. (2003). Children's perceptions of school science. The School Science Review, 84(308), 109-116.
26 Park, I. & Kang, S. (2012). The development of assessment tools to measure scientific creative problem solving ability for middle school students. Journal of the Korean Association for Science Education, 32(2), 210-235.   DOI
27 Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60(3), 180-184.
28 Richardson, I. (2005). The baker did it!: How forensic science activities can engage children in developing their science inquiry skills. Primary Science Review, 90, 4-5.
29 Sternberg, R. J. & Lubart, T. I. (1993). Creative giftedness: A multivariate investment approach. The Gifted Child Quarterly, 37(1), 7.   DOI
30 Veermans, M., Lallimo, J. & Hakkarainen, K. (2005). Patterns of guidance in inquiry learning. Journal of Interactive Learning Research, 16(2), 179-194.
31 Williams, W. M., Papierno, P. B., Makel, M. C. & Ceci. S. J. (2004). Thinking like a scientist about real-world problems: The cornell institute for research on children science education program. Applied Developmental Psychology, 25, 107-126.   DOI   ScienceOn