A Study on the Effect of Science Activities on Fostering Creativity in Preschool Children

Abstract

Although creativity is often viewed as being associated with the notions of “genius” or exceptional ability, it can be productive for educators to view creativity instead as an orientation or disposition toward science activity that can be fostered broadly in the general school population. In this research, we aim to show the effect of science activities on creativity improvement of male preschool children. For this purpose, 30 children randomly were selected, and were indiscriminately assigned to experimental and control groups. Measurement was done with the Torrance’s Test of Creative Thinking (TTCT, Figural form B) which has a high validity and reliability. In the experimental group, ten simple science activities were done in 5 weeks by the brainstorming teaching method. After the educational period, experimental and control groups were assessed again with the TTCT. The T-test was used for the analysis of data. Our result showed a significant difference between experimental and control groups and in the experimental group before and after the education at TTCT scores. In fact through the use of science activities and brainstorming teaching method, teachers can increase their children capacity with respect to the core dimensions of creativity; fluency, flexibility, originality and elaboration.