BARRIERS TO STUDENTS’ CREATIVE EVALUATION OF UNEXPECTED EXPERIMENTAL FINDINGS

Hakki Kadayifci

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BARRIERS TO STUDENTS’ CREATIVE EVALUATION OF UNEXPECTED EXPERIMENTAL FINDINGS

Title	BARRIERS TO STUDENTS’ CREATIVE EVALUATION OF UNEXPECTED EXPERIMENTAL FINDINGS
Publication Type	Journal Article
Year of Publication	2017
Authors	Kadayifci, H
Journal	Journal of Baltic Science Education
Volume	16
Issue	3
Start Page	414-428
Pagination	Continuous
Date Published	June/2017
Type of Article	Original article
ISSN	1648-3898
ISBN Number	E-ISSN 2538-7138
Keywords	creativity barriers, laboratory work, students’ explanations, unexpected findings
Abstract	Science lecturers usually do not pay special attention to giving students the chance to evaluate persistent unexpected experimental findings that they cannot explain with their existing theories, propose alternative hypotheses and develop new theories in inquiry tasks at schools, despite the importance of these processes in scientific discoveries. Students’ reactions to this type of findings have been a subject for conceptual change studies that new theories were presented to explain the findings. This research, in contrast, examined students’ ways of interpreting their unexpected experimental findings about the molar mass of the sulfur element while hiding a new theory, and their barriers to discovering the scientific explanation of these findings, which is new to them, in the framework of the creativity paradigm. The research was conducted with 155 first-year undergraduate students who were enrolled in a chemistry laboratory course. A majority of the participants said that the unexpected findings might have resulted from experimental errors or methodical problems. Few students stated that these findings might be valid and have a new explanation. The barriers to students' discovery of new scientific explanation for findings were classified as: lack of pre-knowledge, obstacles of existing structures, failure of creative cognitive processes and social-personal blocks.
URL	http://oaji.net/articles/2017/987-1497964307.pdf
DOI	10.33225/jbse/17.16.414
Refereed Designation	Refereed
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