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SYSTEMATIC REVIEW ON TEACHING METHODOLOGIES FOR THE
INFUSION OF CREATIVE SCIENCE CLASSROOM
Nurshamshida Md Shamsudin
Normismah Md Yusoff
Biology Education
Science Education Department
Faculty of Education, UiTM
Abstract
Science education in Malaysia faces a lot of changes and development that contribute
towards conflicts and challenges among teachers in formulating and practicing
effective teaching in their science classroom. Examination oriented and traditional
teaching has been synonym in our education system. The infusion of creative
teaching in Science has been acknowledged however still many unfold issues in
selecting the best approach for science classroom. Hence systematic review of
teaching methodologies is conducted for the purpose of strengthening the research
framework that varieties of creative teaching methodologies are applicable and
effective in science classroom.
Introduction
In teaching Science, systematic teaching methodologies is important to make sure students not
confusing or misconception with the topic. Some of the teachers will take the serious teaching to
those students who will sit for examination. Why they are not taking it seriously since the
beginning? It will be late to cover the entire topics that have been learns. Besides, if at beginning
the students difficult to understand and have some misconceptions, then during the teaching they
will more difficult to understand and make their result decline.
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However, there are many elements which involve in creativity in teaching, either using words as
reading and written, using physical movement, using teaching tools, using melody, using graphic
or colors, or teachers can explain the topic by using alternative ways such experiments.
In another way of creativity, some teachers feel that they are not confidents to be creative in
teaching, this lack of confident among educators was proved by research of Davies (2000).
Actually there are many elements will involve into the creative teaching because the creative
teaching is the elements contain in the teaching methods in the classes.
Students’ achievement in sciences is the result for the science subject that students reach from
paper and pencil test, science experiment and involvement during teacher lesson. There are
several factors that influence student achievement in sciences such intrinsic motivation, peer
influence and using many types of material during lesson as creative teaching (Anwar, Aness,
Asma et. all, 2012).
In addition, the Relevance of Science Education (ROSE, 2012) is a cooperative research project
with the wide international participation, addressing mainly the affective dimensions of how
young learner related to science and technology. The purpose of ROSE is to gather and analyse
information from the learners about several factors that have a bearing on their attitudes to
science and technology and their motivation to learn science and technology. About 40 countries
have been taking part in ROSE including Malaysia country, and many more have shown an
interest in the project.
The conclusion of ROSE project according to the Malaysian students is the students are not
interesting to the science subject compare to the other subject even they are realise that the
science is important to them. Therefore, teachers, school administration and Education Ministry
should take the several steps to help them.
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According to Santrock (2009), there is seven points during achievement process such extrinsic
and intrinsic motivation, goal setting, planning, and self-motivation, attribution, expectations,
mastery motivation and mindset, values and purpose and self-efficacy. Then, the intrinsic
motivation is define as the involvement with the internal motivation to do something for own
sake (an end in itself). Eventhough intrinsic motivation is one of achievement process, not all
educators are considering that.
According to Mohamed, Mustafa et. all (2012), they are found a positive relationship between
teachers attribution and their characteristics such as teaching experience and students’
achievement and a significance positive relationship between students’ achievement and
teaching methods and teaching practices among Libyan students’ achievement in mathematics. It
is showed that how important of teaching method during the lesson even in the mathematics
subject. It is also can influence among the science students.
Finally, the students’ achievement among science students is important to help teachers identify
their weaknesses in their teaching methods. Therefore, science teachers should be aware always
to avoid the students get the lower achievement. One of the ways that can help teachers to
improve their teaching skill is to be creative in teaching. This creative teaching is based on the
creativity of a teacher who will teach their students.
A review of the literature relates to the aim of this study which looks on achievement of low
achiever science students and the creative teaching of science teachers. On the other hands, the
creative teaching of science teachers are evaluating based on the teaching method or teaching
strategies that they use during their lesson. According to the review that has been made, the
creative teaching is classified into a few types such written and reading types, physical types,
technology and animation types, sound types, diagram and color types, and alternative types.
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Creative Teaching In Science Classroon
The creative teaching comes from the word of creativity which is give many definition based on
the different observations. According to Villalba (2008), creativity is the ability to produce work
that is both novel and appropriate (Sternberg and Lubart, 1999). Besides, Runco (2007) calls the
creativity as “product bias” which means that all creativity requires a tangible product: “It would
be more parsimonious to view creative products as inventions and the process leading up to them
as creative or innovative”.
Heansly and Torrance identified more than 200 instruments for measuring different
aspects of creativity (Villalba, 2008). Then, Hocevar have classified the creativity in
to tests of divergent thinking, attitude and interest inventories, personality inventories,
biographical measures, ratings by teachers, peers or supervisors, product judgements,
self-reports of creative achievements, and eminence or the study of well-known and
establish creative people (Vilalba, 2008).
Classification of creative teaching
4
Written
and
Reading
Constructivist
Physical
Creative
Teaching
Technology
and
Animation
Diagram
and Color
Sound
Figure 1.1: The classification of creative teaching methods.
This research will show a several elements which are involve in the creative teaching
methods. The elements are classified based on the way that the teacher teaching on
science subject. Besides, thinking and learning style of students may influence the
students understanding. According to Nordin Tahir (nd), learning style is the
individual way to respond the world and communicate with the surrounding. The
variety of the learning style also related with the classification of creative teaching.
There are five types of learning style, such Quadrant Learning Style, Kolb Cognitive
Style Model (1976), Gregorc Learning Style Model (1979), McCarthy Model (1980,
1990), and Dunn & Dunn Learning Style Model (1992).
Therefore, the different of the learning style that we know may influence the factor in
classifying the creative teaching methods. This research determine five types based on
all elements in the creative teaching methods such written and reading types, physical
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types, technology and animation types, sound types, diagram and color types and
alternative types.
Written and reading types
The written and reading types are the creative teaching methods that
involving the words during the teaching process.
Physical
Written
and
Reading
Constructivist
Creative
Teaching
Diagram
and
Color
1.
2.
3.
4.
Storytelling
Crossword
MCQ
Short
Essays
5. Labelling
Diagram
6. Mnemonics
Technology
and
Animation
Sound
Figure 1.2: Classification of creative teaching methods in written and
reading type.
Classification: Story telling
Siang( 2009)
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The teaching method through story telling is a method where teacher will tell the story
which is create based on the objective and learning outcomes of the science subjects.
Eventhough, all of the science topics are not suitable to use the same method in
teaching. According to Siang (2009), he determines that the story telling in the
teaching process is one of the attractive methods that can attract the students’ interest
the class in State of Matter topic,this research shows that the story telling method can
help teacher to attract students’ attention during the learning process and build the
students interest in science subject. Indirectly, it is can improve students’ achievement
in science subject generally and matter specifically.
Classification: Crossword
Partridge, (2011)
The research attempt to examine the effect of using an alternative hands-on type of
review material, crossword puzzles, throughout an entire semester in a college level
accounting course at Spring Hill College was done by Partridge. The pre and postsurveys were used to collect the data on the control and treatment groups amongst
approximately 100 of accounting students. The questionnaire was containing five of
subtests such interest, level of learning, difficulties, utility and creativity. Then, all
statistical testing was done using the 0.05 level of significance.Results from the study
indicate that students in the experimental group performed at least as well as students
in the control group on all of five hypotheses that dealt with accounting achievement.
The effectiveness of crossword in learning cannot be measure accurately because of
students’ motivation in study or else. Generally, students have some ideas of what
helps and what hinders their learning and therefore the possibility that their
perceptions were accurate must be considered.
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Classification: Multiple choice questions and fill in the blank
Profiling classroom teachers’ assessment practice (Ong, nd)
According to the research of Profiling Classroom Teacher Assessment Practice, the
research involve of teachers in the northern region of Malaysia. The instrument used
is “Teacher Assessment Practice Inventory” was sent to the school with the help of 30
part-time post-graduate students in the School of Educational Studies, Universiti
Sains Malaysia. There are 602 teachers in 30 secondary and primary schools around
Penang have been received questionnaire to answer. The “Teacher Assessment
Practice
Inventory”
(IAPG-
Inventori
Amalan
Pentaksiran
Guru)
which
encompassing five aspects such test construction, assessment types, use of assessment
results, grading and scoring, marking scheme and giving feedbacks about students’
assessment results were conducted. Then, it was analyzed with descriptive statistics
and “one-way MANOVA” based on school level and subjects taught by teachers.
The results showed that school often used multiple-choice objective test in assessing
their students, while matching question is the least used assessment methods.
objective questions, school teachers also use homework to assess students’
performance.
The teachers from different school levels were developing and using different
marking scheme. Pre-university teachers usually construct the marking scheme
themselves for the essay questions they used in assessing students. This may due to
the fact that essay is the most common assessment method used at the pre-university
level. On the use of rubrics for scoring students’ work, secondary school teachers
found to use the most in assessing students’ responses.
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Classification: Short essays
(Rizyan and Hashim, 2006)
Based on the creative written, they expect that the students will have other than
academic achievement of value-added (Rizyan and Hashim, 2006). The reasons are
refer on the observation through engineering students at KUKTEM. Usually the
engineering students were always labelling as the students who cannot generate the
creative ideas through their written because they are exposed to the hands-on
activities in most of the time. However, the communication skill is one of the Soft
Skills elements that important for those to assume the brilliant of the high skills
graduates
Classification: Labelling diagram
Wang,( 2012)One of the researches has been done to identify the effective learning
methods amongst Year Three pupils’ mastery of Science subject through Visual
Teaching Aids..
The population in this research is low achiever of Year Three science students’ from
primary school in Malaysia. A teaching session by using visual learning for topic
“External Features of Animals” was used during this research. Then, five respondent
have been selected who lowest achiever and passive students that consist three girls
and two boys. In conclusion, the visual aids in teaching and learning science subjects
indicated an improvement towards students’ achievements.
Classification: Mnemonic
Johnston et. all., (2011)
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According to Johnston et. all., (2011), there are several objectives of these researches
such the comparison of synthetic phonics and analytic phonics taught children on
word reading, spelling and reading comprehension. Another one is the comparison of
regular and irregular word reading in analytic versus synthetic phonics classes.In
conclusion, the study was found according first objective that, after 6 years at school,
children taught by the synthetic phonics approach read words, spelt words and had
reading comprehension skills significantly in advance of those taught by the analytic
phonics method.
Physical types
The physical types in creative teaching methods are the types which involving the
movement of physical body during the teaching process. Movement of body can help
students more understand and can help to memorise the topic based on the movement
that they do.
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Written
and
Reading
Constructivist
Physical
1.
2.
3.
4.
Demonstration
Games
Field Trips
Role Play
Creative
Teaching
Diagram
and
Color
Technology
and
Animation
Sound
Figure 1.3: The classification of creative teaching methods in physical
type.
Classification: Demonstration
Adekoy and Olatoye(2011)
The purpose of study in research to investigated the effect of three types of teaching
strategies of teaching on students’ achievement in pasture and forage crops (Adekoy
and Olatoye, 2011.
The results show there is no significant effect of gender on students’ achievement in
an aspect of agricultural science that is, pasture and forage crops. Thus, gender does
not influence achievement in an aspect of agricultural science. However, students
performed significantly at different levels in the three groups such demonstration,
peer-tutoring and lecture strategies. Demonstration strategy is significant better than
lecture and peer-tutoring strategy. In conclusion, the analyses and results of this study
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showed that the demonstration strategy brought about the most significant change in
the achievement of students.
Classification: Games
Franklin et. all.(, 2003)
The outlines of this research paper was showed results of an investigation into
whether first year biology students used card game discussion and crosswords
provided to help the, in their learning, and how useful these resources were perceived
to be. It also including the perceptions of teaching staff with respect to the resources
was evaluated (Franklin et. all., 2003). The respondents for this research among
students in first year biology courses from School of Biology Science, The University
of Sydney, Australia are randomly timetable into 21 laboratory sessions by the
university timetabling computer. Overall, first year biology students believe that the
card game discussions and the crossword puzzles are useful aids to their learning and
this finding encourages us to continue with their use, and develop more.
Classification: Field trip
Garrity et. all.,( 2010)
This research study presents an evaluation of the effectiveness of science field trips
and hands-on classroom activities offered and coordinated by the Maria Mitchell
Association (MMA) (Garrity et. all., 2010). On the other hands, the researchers held
focus groups with teachers of the each grade level, interviewed MMA staff and field
trip providers, surveyed the parents of Nantucket Elementary School students, and
observed field trips in the pursuit of several objectives. Through the analysis of focus
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groups, interviews, observations, and surveys, the data can be conclude that the
programs are effective in meeting the goals of local teachers.
There are several conclusion was made up based on a few of objectives. First, through
the evaluation of the field trips offered by and coordinated through the MMA for the
Nantucket elementary School, it can be concluded that there is overall approval of the
current state of these field trips. The reason is teachers, field trips providers, and
parents alike unanimously agreed that field trips are highly valuable to the school
climate due to the way the respondents’ supplement classroom learning by connecting
curriculum content with hands-on activity.
Classification: Role play
Graves(2008)
This research study was to identify whether or not role-playing is a useful teaching
method and how often educators should use it (Graves, 2008). The participant of this
research was 78 high school senior in age 17 to 18 from Pawpaw High School in
Southeastern Ohio..
The data show that the majority of the students enjoyed role-playing, however five
students who indicated they did not like role-playing. Besides, seventy-two percent of
students said they retained more information form role-playing than other types of
teaching methods. Then, seventeen of the eighteen students interviewed agreed that
role-playing made their learning more meaningful because they were able to put
themselves in someone else’s place or empathy. Furthermore, the classroom teacher
argued that role-playing should be used with a variety of methods because if any one
method is used too often it becomes ineffective.
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Technology and animation types
The technology and animation types are the creative teaching methods by using any
technology of teaching aid such as internet and CD rom.
Physical
Written
and
Reading
Constructivist
Creative
Teaching
Diagram
and
Color
Technology
and
Animation
Sound
1. Interactive
multimedia
2. Education
television
3. Google
website
4. Cartoon
5. Video
Figure 2.4: The classification of creative teaching methods in
technology and animation type.
Classification: Interactive multimedia
Green(2006)
This research contain four components to the project such literature review, online
survey of faculty, on-site face-to-face interviews with faculty and staff, and also
report with discussion areas published on Academic Commons. Besides, there are 404
faculty members who completed the online survey and to the more than 300 faculty
and staff who participated in individual and group interview. The responded was
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among faculty and staffs form National Institute for Technology and Liberal
Education in Wesleyan University.Overall, using images has clearly made teaching
easier for many faculties. Many college teachers in this study attest to the powerful
advantages digital images are currently giving them in their teaching and the richer
experiences the images offer students in the classroom and in their studies.
Classification: Education television
Johalin, nd)
According to Johalin (nd) from Sekolah Menengah Kebangsaan Kundasang, Sabah.
This sample was selected for pre and post tests, they were selected based on their
achievement and gender. Then, 10 teachers and 10 students were selected for
interview to identify their opinion about education television in schools.The results
from this research were shown that the teaching and learning through education
television was interested. Then, all of the students love to watched education
television and want it to use as one of teaching method at the school. However, some
of the students determined that television education channel do not explained detail
about the subjects and they are also already know about the topic that show in the
television education.
Classification: Google website
Hassan( 2007)
Refer to Hassan (2007), researcher was found those respondents’ understanding in
science concepts were increasing by using Virtual Field Trip concepts. This research
was done thought Experimental Quasi (pre and post tests) research among 70 Form
Four Science students from a secondary school in Dengkil, Sepang, Selangor. She
15
was divided respondents into two groups which are experiment group and control
group. Then the research data were analyzed using the descriptive statistics and
inferences. In conclusion, the different significant between pre and post tests show the
improvement in concept understanding that have been teach by using Virtual Field
Trip method. According to the control group results, there was no change in the
significant after traditional method in teaching process. In additional, the significant
on students’ attitude also not show any change either using the traditional method or
by using internet.
Classification: Cartoon
Dalacosta et. all.(2009)
The study in using animated cartoons in a multimedia application meant to evaluate
the students’ effectiveness in supporting teaching and learning in science was done
among 179 pupils from 18 different public schools were randomly selected from
Athens, Greece aged 10 to 11 years participated in it. The research title’s Multimedia
Application with Animated Cartoons for Teaching Science in Elementary Education
was carried out by Dalacosta et. all., (2009) who developed a cartoon-style
multimedia application whereas animated cartoons where designed from scratch using
appropriate programs. The experimental research design used for this research study
and pre and post tests used for evaluation this study. The participants divided into two
group such control group (participants who use traditional teaching method) and
experimental group (participants who use cartoon-style material as teaching method).
The result of this research shown, the scientific concepts with the help of cartoons and
how they approach them during learning process can give participants better
understanding. Refer to the pre and post tests result, the experimental group reached
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higher in the case with the cartoons application than traditional method. It is prove
that the cartoon-style is effective in students learning and indirectly the students are
interested in learning science subjects.
Classification: Video
Aziz et. all.(2011)
The video is one of the medium of instruction used in teaching and learning science.
According to Aziz et. all., (2011), video deals with the knowledge of basic science by
using computer to present the interactive of the combination of text, graphics, audio
and video with the links. Their research conducted among 18 of eleven years old girls
in one of the National Schools in Bangsar, Kuala Lumpur. They were used
experimental in their research and giving the pre and post test to the participants to
measure the effectiveness of the participants.
This research finding was show the improvement not only in the participants result
on pre and post tests for four topics that involve in this research study, besides it show
an improvement in comprehension and memory of a topic being studied also. Most of
the students’ attitudes were change and they can master the target basic concepts of
science, therefore, it shows that the students are interesting with the Science subjects.
Sound types
The sound types in creative teaching methods are involving the sound in the teaching
process. It is not about talk only but it is about the melody in the teaching or during
pronounces the sentences which can help easy to say the sentences and to memorise
the sentences easier.
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Physical
Written
and
Reading
Constructivist
Creative
Teaching
Diagram
and Color
Sound
Technology
and
Animation
1.Music
2.Singing
3.Music
and
dance
4.Melody
words
Figure 2.5: The classification of creative teaching methods in sound
type.
Classification: Music
(Spelke, nd)
This study to determine whether when children or adolescents produce music, then
comparing and operating on melodies, harmonies, and rhythms, their activate brain
systems that also enable them to compare and operate on representations of number
and geometry. This research was conducted three experiments comparing children
and adolescents with training in music t those with (i) no specific training, (ii) training
in sports, or (iii) training in other art forms. Separate experiments tested for effects of
mild to moderate training in children and adolescents (Experiment 1), moderate to
intense training in children (Experiment 2) and highly intense training in adolescents
18
(Experiment 3). Then, participants were given six behavioral tests of mathematical
and spatial abilities because all of the abilities emerge in preschool children, this study
able to use the same tests on participants ranging in age from 6 to 18 years.
Finally, all experiments provide evidence for an association between music and
geometry only when training in music is intensive and prolonged. No clear
association was found in Experiment 1, which focused on a population of children
whose training in music varied from light to moderate. Association emerged in
Experiment 2, which focused on children with more intense music training, but they
were not uniformly strong. Clear and strong relationships were obtained only in
Experiment 3, which focused on older children whose primary interest and academic
work centered on their music training. These findings were show improvement and
effectiveness among participants. Their interest in science subjects also increasing
besides their encouragement in involvements on the activities along learning process.
Classification: Singing
Amin(2011)
Teaching and learning process in science subject through singing is the method where
is the lyric is about the science subject and singing the lyric. Usually, we can
remember the lyric of the song easily than remember the scientific terms. According
to Amin (2011), she was done her research about the effectiveness of singing toward
year five students for the Water Cycle topic. There are quantitative and qualitative
methods using in this research and involving ten of students where is seven of them
are boys and 3 more are girls from Sekolah Kebangsaan Darat Batu Rakit, Kuala
Terengganu as respondents. All of the respondents are Malay and Muslim students.
The objective of her research are to increasing the students’ improvement in
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memorise the fact about the Water Cycle through singing. Then, to increasing the
students’ interest on learning the Water Cycle topic and to existing the humor in the
teaching and learning process through singing.
In conclusion, based on the Amin (2011), the singing in teaching and learning method
is effective in improving the participants memorise about the Water Cycle topic. She
also prove that the melody in the song can decreasing the bored felling and increasing
the students interest then make the focus in the learning process, besides it can help to
improve the ability to memorise.
Classification: Music and dance
Grafton and Cross, nd)
According to Grafton and Cross (nd), premotor and parietal components of the Action
Observation Network (AON) responded more to trained, relative to untrained, dance
sequences. It is based on their research that investigated the hypothesized overlap of
cognitive mechanisms for observational and physical learning through concurrent use
of behavioural and neuroimaging procedures. The research was involving participants
were trained for five consecutive days on dance sequences that were set to music
videos in a popular video game context. They spent half of daily training physically
rehearsing one set of sequences, and the other half passively watching a different set
of sequences. Then, participants were scanned with functional magnetic resonance
imaging (fMRI) prior to, and immediately following, the week of training.
The result by their research was determined in terms of behavioural performance for
training with videos that included an expert human model, participants performed
better when a model was present. Overall, these research studies indicate that at the
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neural level, learning by observing and physical learning lead to the same action
resonance and prediction. The strong link between learning by doing and observing
suggests that early exposure to dance might enhance this link, through consistencies
between the training methods. Therefore, this method can be applied in teach science
subject which is also can show the positive impact among science students.
Classification: Melody word
(Winkle, nd)
Memory is developed through a variety of experiences, including melody and song
(Winkle, nd). Her research study to investigate the effectiveness in learning process
by including music and song in a comprehensive Language Arts Program had been
done. This research was taught students the words to and sang songs that summarized
their anthology selections. The participants need to sang and read the lyrics before,
during and after each selection of the anthology.
The participants are nineteen students who were dividing into two groups such a
group for a treatment group of students who were taught using the study song.
Another group was for control group of students who while they sang other songs, did
not learn any of the study songs. The participants were assessed using researcher
district’s required assessments for fluency at the beginning and end of the school year.
The research findings showed a statistically significant difference in the rate of grade
level reading fluency between the two groups, with the treatment group scoring higher
than the control group. The students’ sight word acquisition in the treatment group
was acquired more rapidly than in the control group. Of the twenty-three language
21
arts standards, including writing, silent reading, and comprehension, the difference
between the groups was both varied and small.
This research was proved that there is valuable educational benefit to including music
and song in comprehensive Language Arts Program. Then, reading development and
the rate of reading fluency can be greatly enhanced by including songs with
specifically targeted language. In additional, singing is an opportunity to practice oral
language development that is welcomed by the students.
Diagram and color types
The diagram and color types in the creative teaching methods are sensory method
through the eyes. The eyes can capture something that more attractive then, the
students can memorise a few diagram in the science subjects. Some of the process
which is involve in the learning subject also may use diagram in the explanation for
more understanding and clear about the process.
Written
and
Reading
Constructivist
Physical
Creative
1.
2.
3.
4.
5.
Diagram
Mind map
Model
Color
Comic
Teaching
Diagram
and
Color
Technology
and
Animation
Sound
22
Figure 2.6: The classification of creative teaching methods in diagram
and color type.
Classification: Diagram
(Teng and Sharaai, 2012)
The research that to measure the effect of using big book in improving the students’
achievement and interest to the topic of Perlindungan Haiwan Daripada Cuaca
Melampau have been done. This research was involving 10 student from standard 4 in
a primary school at Seberang Perai Tengah, Pulau Pinang as a participants. The
researchers were using a several instrument for their research such pre and post tests,
interview, and survey.
finding on this research shows that the respondents are more interesting in learning
process because the learning through the storytelling, nice and colourful picture and
also have easy window to open on the big book. When using the nice and colourful
picture, the respondents can give more attention during the learning process.
Classification: Mind map
Kiong et. all., nd
According to Kiong, et. all., (nd), the mind map is one of the thinking instruments
concept which can develop the ideas more systematic and understand easily. Besides
mind map, there are other instruments such questions and answers, graphic
management and Cognitive Research Trust (CoRT) instrument. The mind map not
only easier for participants to take their notes but it is helping the participants to
memorise their note also. Mind map is one of the thinking instruments which can
balance the left and right hemisphere of brain during learning process. This research
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shows that the mind map would make students make their own note, keep it, and
make revision by using their taken note effectively. In additional, mind map can apply
by individual, parents, education and business, take note, finalize, revision,
explanation think generally. In conclusion, mind map give the biggest impact and
important in learning process of students. Then, the students can make their effective
notes by using mind map because the notes are systematic and easy to keep.
Classification: Model
Ornek, (2008)
The goals of this research paper concerning different types of models in science
education is to help teachers and students in order to learn how to use and choose
models in their courses and to make students can be active engaged in understanding
and learning the physical world (Ornek, 2008). Based on the literature, there are
different types of models in science education and applications of them in learning
and teaching science in particular physics have been discussed. These models are
categorized as conceptual and mental models according to their characteristics. Then,
the “physics model” by the physics-education community was discussed it’s
applications for learning and teaching science particularly physics along with
examples that can guide teachers and students in their science courses.As a result,
models provide an application of the knowledge to real world situations-made to see
how things apply in the real world instead of just looking at equations.
Classification: Color
(Zawawi and Dom, nd)
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The research based on the document analysis and observation teaching methods have
been run to identify the effectiveness by using color, melody and space in teaching
religious subject (Pendidikan Agama Islam). The respondents of this research were
four trainee teachers from the first phase for four weeks. The research’s aim was
including Tilawah Al-Quran and Ulum Syariah. For the Tilawah Al-Quran,
researchers analyze the component of reading sentences in lesson plan then, for Ulum
Syariah researchers analyze the component of Sirah Nabawiyah, Adab dan Akhlak
Islamiyah also Akidah in the lesson plan.
differentiate the tajweed when recite the Al-Quran. Therefore, color element is
important to give more understanding to the students.
The finding for the melody analysis shows that trainee teacher can applied the melody
in teaching methods successfully and beneficial to attract students also have fun
during learning process. Most of the melody element was used during induction sets
The combining between melody and video at the beginning lesson is more effective to
make students think about the greatest of Allah and develop the self-awareness and
motivation.
Classification: Comic
Hosler and Boomer, (2011)
One of the research studies was done to determine how a science comic book can
affect students’ learning and attitudes about biology subject (Hosler and Boomer,
2011)..The purpose of the research was determine by used pre and post-instruction
instruments among four biology courses of students that taught by one of the
researcher at Juniata College during Spring 2009 semester. A significant increase in
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the median content knowledge scores was observed in each of the four courses,
suggesting that the comic book was as effective at conveying information in the three
classes in which it was used as the more traditional textbook used in Biology II.
Constructivist types
The constructivist is a learning theory found in psychology which explains how
people might acquire knowledge and learn. The constructivist view of learning can
point towards a number of different teaching practices. Then, it usually means
encouraging students to use active techniques to create more knowledge and then to
reflect on what they are doing and how their understanding is changing.
1. Group
exercise
2. Individual
task
3. Experiment
Written
and
Reading
Constructivist
Physical
Creative
Teaching
Diagram
and
Color
Technology
and
Animation
Sound
Figure 2.7: The classification of creative teaching methods in
constructivist type.
26
Classification: Group exercise
Tan, 2012)
Refer to Tan (2012), the research on 40 students from standard Four Cempaka at one
of the school from Kuching, Sarawak. This research was conducted to investigate the
effect of hands-on activities on the interest and involvement of pupils in learning
Science as well as improve their performance in Science. In conclusion, using handson in teaching science subjects show the positive impact to the students’ interest,
involvement and achievement in science subjects. The hands-on activities can
increasing the ‘want to know’ feeling when do the activities, therefore, the interest of
students increase because they have feel to do the hands-on.
Classification: Individual task
Ariffin et. all., nd)
The critical thinking skill is an important in all profession, therefore, this research to
discuss about the thinking skill and problem solving. The research was done among
864 of secondary school science students in Malaysia. The participants are 16 to 17
years old of students that consist of 342 of male students and 504 of female students.
Then, 60.9 percents of the Malay, 23.9 percents Chinese, 13.6 percents Indian and the
rest 1.7 percents are others races. On the other hands, 49.3 percents of students come
from urban area schools and 50.7 percents of them are come from urban area schools.
The Malaysian Critical Thinking Skills Instrument (MyCT) First version (2008) was
used to measure the level of students’ critical thinking in Malaysia cultures context.
27
On the whole, all secondary students are able to presents the reflection on the result
objectively and can be evaluating and integrating variety of discipline in learning
process. Then, the educational curriculum in Malaysia have no different among all of
schools, therefore the critical thinking among students from urban and rural area
schools also have no different.
Classification: Experiment
Kamarudin et. al (2009)
The practical method in science subject is an instructional method that gives students
the opportunity to do their own scientific investigation through planning, performing
and discussing (Kamarudin et. all., 2009). The purpose of this study was to explore
the way teachers manage their students, in order to increase their involvements in
science practical work. There are several methods have been used during this research
such teachers’ observation, students’ interview and analysis of students’ documents as
qualitative case studied from different schools’ area. Three science teachers who have
an experience in teaching approximately 15 years were selected as purposeful
sampling to get information for more understanding of research phenomenon. The
results were show that students’ involvement in science practical are high when the
teacher manage the students by dividing them into a group of three to five and by
disseminating the work.
Table of summary the research review on creative teaching method
Type of
Research-
Title of
Research
creative
er’s name
research
method
28
Finding
teaching
(Instrument &
method
participant)
Written and reading types
1. Story
telling
Loi Kuang Kesan
By using
The participant interest to
Siang
Penggunaan
interview,
learn science subject and
Kaedah
observation, pre
show the improvement in
Bercerita
and post test, and
their understanding and
Dalam Proses
survey on 40
achievement level.
Pengajaran dan
students of
Pembelajaran
standard 5 at
Sains Tahun 5
school in Kuching
2. Cross-
Glenda A.
The Effect of
Research by using The data show the different
word
Partridge
Using
pre and post tests
of the mean significant on
(2011)
Crossword
to an
attitude toward accounting,
Puzzles As A
approximately
those results explain that the
Review Method
100 students
students enjoyable to the
In Principles Of
enroll in second
learning process by using
Accounting On
Accounting
crosswords puzzle.
The
course at Spring
Achievement
Hill College.
And attitude Of
Students
3. Multiple Saw Lan
Profiling
By using Teacher
29
The results showed that
classroom
assessment
question
teachers’
practice inventory choice objective test in
s and fill
assessment
amongst 602
assessing their students
in the
practice.
teachers from
which greatly influenced by
Kedah, Penang
public examination.
choice
Ong (nd)
blank
school often used multiple-
and Perak in the
northern region of
Malaysia.
4. Short
assay
Ida
Penulisan
Engeneering
There are several benefits of
Risyani
Kreatif sebagai
students at
written that have been survey
Tahir and
Penyumbang
KUKTEM
by previous researchers such
Haslinda
Kepada
give a chance in
Hj
Membudayakan
entrepreneurship professions
Hashim
Kreativiti
and one of treatment mental
(2006)
Pelajar
and physical illness. Besides,
Bersandarkan
it is important for students’
Teknologi di
qualification in academic and
KUKTEM –
to give advance in their
Satu Pemangkin
career.
Kepada
Pelaksanaan
Soft Skills
5. Labell-
Christoph
Kesan
The observation,
The results were show that
ing
er Lu Wei
Penggunaan
interview, survey,
the visual aids in teaching
30
diagram Wang
(2012)
Bahan Bantu
tests and
and learning science subjects
Mengajar
evaluations were
were show the improvement
Visual Dalam
used in this
of students’ achievements.
Pengajaran
research to collect
Subjek Sains
data from five of
Tahun Tiga
Standard 3
students.
6. Mnemo- Rhona S.
nic
Long-term
The experimental
In conclusion, the synthetic
Johnston,
effects of
research design
phonics approach read
Sarah
synthetic versus
has been used
words, spelt words and had
McGeown
analytic phonics amongst 10 year
reading comprehension
and Joyce
teaching on the
old boys and girls
skills significantly in
E. Watson
reading and
from schools in
advance of those taught by
(2011)
spelling ability
Scotland.
the analytic phonics method.
of 10 year old
Then, no impairment in
boys and girls.
reading irregular words
compared with the analytic
phonics group.
Physical types
1. Demonstration
Y.M.
Senior
Using a 3x2x2
Demonstration strategy is
Adekoya
secondary
pre and post-tests
significant better than lecture
and R.A.
school students’
of experimental
and peer-tutoring strategy. In
Olatoye
achievement in
design on 150
conclusion, the analyses and
31
(2011)
1. Games
an aspect of
selected Senior
results of this study showed
agricultural
Secondary School
that the demonstration
science
II Agricultural
strategy brought about the
Science students
most significant change in
from Ogun State.
the achievement of students.
Sue
Non-traditional
Qualitative and
First year biology students
Franklin,
interventions to
quantitative
believe that the card game
Mary Peat
stimulate
among 270 of
discussions and the
and
discussion: the
first year biology
crossword puzzles are useful
Alison
use of games
students in the
aids to their learning and this
Lewis
and puzzles
University of
finding encourages us to
Sydney,
continue with their use, and
Australia.
develop more.
(2003)
First, the field trips can be
2. Field
Jetta
An evaluation
Interviewed
Garrity,
of the
MMA staff and
Kellen
effectiveness of
field trip
Pastore,
science field
providers,
and
trips and jands-
observed field
Allison
on classroom
trips, and
Roche
activities at the
surveyed the
(2010)
Maria Mitchell
parents of
Association,
Nantucket
Nantucket, MA.
Elementary
concluded that there is
trip
overall approval of the
current state of these field
trips. Second, teacher
consistently agrees that the
field trips were successful in
addressing science
curriculum content. Third,
the field trip providers
typically are well-educated
School students.
32
in their respective fields, but
not necessarily in education
per se.
The data show that the
3. Role
Elizabeth
Is Role-playing
The data was
Ann
An Effective
collected by
Graves
Teaching
distribute the
(2008)
Method?
questionnaires
majority of the students
play
enjoyed role-playing,
however five students who
indicated they did not like
and surveys,
role-playing. Besides, 72
observation and
percent of students said they
interview on a
retained more information
few of 78
form role-playing than other
students of in age
types of teaching methods.
17 to 18 years at
Then, 17 of the 18 students
U.S Government
interviewed agreed that roleclass.
playing made their learning
more meaningful because
they were able to put
themselves in someone else’s
place or empathy.
Technology and animation types
David
Using digital
There are online
By using images has clearly
tive
Green
images in
surveys on 404
made teaching easier for
multi-
(2006)
teaching and
faculty members
many faculties. Many college
1. Interac-
33
learning
media
and interview on
teachers in this study attest to
more than 300
the powerful advantages
faculty staff from
digital images are currently
National Institute
giving them in their teaching
for Technology
and the richer experiences
and Liberal
the images offer students in
Education off
the classroom and in their
Wesleyan
studies.
University.
2. Educa-
Losinin
Kajian
There are pre and
The results were show that
tion
Johalin
keberkesanan
post tests among
the students are interested
televi-
(nd)
penggunaan TV
36 form two
and teaching method by
pendidikan
students from
using education television
melalui astro
Sekolah
gives the higher
dalam
Menengah
improvement also easier for
pengajaran dan
Kebangsaan
teachers to teach in the
pembelajaran
Kundasang,
classroom with education
Sabah. Then, 10
television.
sion
teachers and 10
students were
selected for
interview.
3. Google
Nafisah
Keberkesanan
Pre and post tests,
Using traditional methods
website
Hassan
kajian
interview and
does not show any change
34
(2007)
pembelajaran
survey among 70
but the treatment group show
berbantu
of form four
the improvement when using
computer
students from
Virtual Field Trip. However,
(Penggunaan
primary school at
the observation on students
internet- Virtual
Sepang, Selangor
attitude does not show any
Field Trips)
change either using internet
terhadap
or not during teaching
penguasaan
prcess.
konsep sains
4. Cartoon
K.
Multimedia
The experimental
The findings of this research
Dalacosta,
application with
design research
are shown, the students who
M.
animated
was used and
learning by cartoon-style
Kamariota
cartoons for
questionnaire was
reached higher achievement
ki-
teaching science distributed on 179 than traditional method. It is
Paparrigo
in elementary
pupils aged 10 –
prove that the cartoon-style
poulou,
education.
11 years from 18
is effective in students
J.A.
different schools
learning and indirectly the
Palyvos
of Athens,
students are interested in
and N.
Greece.
learning science subjects.
Spyrellis
(2009)
4. Video
Zahara
Teaching
By using pre and
The students show an
Aziz,
Strategies to
post test on 18
improvement on tests given
Shurainee
Increase
pupils in Year
in topic Water Cycle, Solar
35
Hanim
Science Subject
Five from one of
System, Constellation and
Mohamad
Achievement:
the National
The Movement of The Earth,
Nor and
Using Videos
School in
The Moon and The Sun. The
Rozalina
for Year Five
Bangsar, Kuala
students’ interest in learning
Rahmat
Pupils in
Lumpur
Science subjects also
(2011)
Primary School
increase by showing change
in their attitudes.
Sound types
1. Music
Elizabeth
Effect of Music
The participants
These findings were show
Spelke
Instruction on
were given six
improvement and
(nd)
Developing
behavioural tests
effectiveness among
Cognitive
of mathematical
participants. Their interest
Systems at the
and spatial
in science subjects also
Foundations of
abilities, then,
increasing besides their
Mathematics
tests on
encouragement in
and Science
participants
involvements on the
ranging in age
activities along learning
from 6 to 18
process.
years.
2. Singing
Mohd
Keberkesanan
By using Pre and
The result was show
Amin, Nur Kaedah
Post test,
improvement and
Farhanah
Nyanyian
observation and
effectiveness among
Dalam
interview on 10
participants. Their interest in
36
Meningkatkan
students in
science subjects also
Ingatan Murid
standard 5 at SK
increasing besides their
Tahun 5 Bagi
Darat Batu Rakit
encouragement in
Tajuk ‘Kitaran
involvements on the
Air’
activities along learning
process.
Scott
Dance and the
The participants
The neural level, learning by
and
Grafton
Brain
were trained for
observing and physical
dance
and Emily
five consecutive
learning lead to the same
Cross (nd)
days on dance
action resonance and
sequences with
prediction. The strong link
different methods.
between learning by doing
Then, participants
and observing suggests that
were scanned
early exposure to dance
with fMRI prior
might enhance this link,
to, and
through consistencies
immediately
between the training
following, the
methods.
3. Music
week of training.
4. Melody
word
Diana Van Reading,
The students were The treatment group who
Winkle
Memory, and
involved in the
were taught using the study
(nd)
Melody
experimental
song, scoring higher than the
group which is
control group. The students’
treatment and
sight word acquisition in the
37
control groups.
treatment group was
acquired more rapidly than in
the control group. It was
proved that there is valuable
educational benefit to
including music and song in
comprehensive Language
Arts Program.
Diagram and color types
Using the big book in the
1. Diagra
Tam Hui
Meningkatkan
Pre and post tests,
Teng and
pencapaian dan
survey and
Amir
minat murid
interview on 10
Hamzah
tahun 4 dalam
of Year 4 students
Sharaai
tajuk
from primary
(2012)
perlindungan
school near
haiwan
Seberang Perai
daripada cuaca
Tengah, Pulau
melampau
Pinang
learning process can help
m
students to achieve the
science subject and can
increasing their interest
compare to the traditional
methods. Then, the nice
picture and the written in the
large size of font and simple
can help students to
understand.
2. Mind
map
Tee Tze
Kepentingan
Interview on
The mind map is effective to
Kiong,
Peta Minda
students in
everyone around the world to
Malaysia
use it not for study only but
Jailani Md Sebagai Alat
Yunos,
Berfikir Dalam
38
also in other purpose such
Baharom
Mengambil
business. Besides, mind map
Mohamad, Nota Kuliah
helps students take their
Widad
notes easily, keep it and do
Othman
the revision faster and
and Yee
effective. For those using
Mei Yong
mind map in study can show
(nd)
their improvement in their
results also.
3. Model
Funda
Models in
Literature review
This research concerning
Ornek
Science
on A Physical
different types of models in
(2008)
Education:
Model of the
science education is to help
Applications of
Solar System
teachers and students in
Models in
order to learn how to use and
Learning and
choose models in their
Teaching
courses and to make students
Science
can be active engaged in
understanding and learning
the physical world.
The trainee teachers’ uses
4. Color
Zulina bt
Elemen warna,
Based on analyses
Ahmad
ruang dan
of Lesson Plan
Zawawi
irama dalam
and observation
(nd)
pengajaran dan
in teaching and
pembelajaran
learning process
pendidikan
in classroom
the color element maximizes
and gives impact to the
teaching and learning
process. The color element is
important to give more
39
islam dalam
amongst semester
understanding to the
kalangan guru
5 trainer teachers
students. Then, melody
pelatih semester from IPG,
analyze finding shows that
5 IPG, Kampus
Pendidikan Islam
trainee teacher can applied
Pendidikan
Campus.
the melody in teaching
Islam.
methods successfully and
beneficial to attract students
also have fun during
learning process.
5. Comic
Jay Hosler
Are Comic
By using pre and
The Sensory Biology class
and K. B.
Books an
post-instruction
was very different from the
Boomer
Effective Way
instruments
other three comparison
(2011)
to Engage
among four
groups. A significant
Nonmajors in
biology courses
increase in the median
Learning and
of students that
content knowledge scores
Appreciating
taught by one of
was observed in each of the
Science?
the researcher at
four courses, suggesting that
Juniata College
the comic book was as
during Spring
effective. Besides, these
2009 semester in
change in individual students
a rural setting in
attitudes about biology were
central
positively correlated with
Pennsylvania.
changes in their attitudes
about comic.
40
Constructivist types
1. Group
exercise
Mary Tan
Kesan
By using survey,
Those hands-on activities
Mui Yee
penggunaan
observation and
were shows the positive
(2012)
aktiviti “hands-
document analyse
impacts to the students
on” dalam
on 40 of Year
through students’ interest,
proses
Four primary
involvement and
pembelajaran
students from one
achievement in science
sains tahun
of the school at
subjects.
empat
Kuching,
Sarawak
2. Indivi-
Ariffin, s.
Kemahiran
By using MyCT
The Malay students are able
dual
R. Et. all.
Pemikiran
instrument to
to differentiate the main
task
(nd)
Kritikal dan
measure the level
problems and side problems
Penyelesaian
of critical
easily. However, the Chinese
Masalah
thinking skills on
students can generate the
Pelajar-pelajar
864 science
evidence and support data
Sains di
students in ages
accurately and overall. After
Malaysia
between 16 to 17
that, the Chinese and Indian
years old in
students are able to make
Malaysia
decisions based on the
appropriate information.
3. Experiment
Nurzatuls
Pengurusan
The qualitative
The results were show that
hima
Penglibatan
method was use
students’ involvement in
41
Kamarudi
Pelajar Dalam
in this research
science practical are high
n, Lilia
Amali Sains
through teachers’
when the teacher manage
Halim,
(Management
observation,
the students by dividing
Kamisah
of Students’
interview, and
them into a group of three to
Osman
Involvement in
students’
five and by disseminating
and T
Science
documents
the work. Additionally,
Subahan
Practical Work)
analyses.
students giving out positive
Mohd
rewards and cooperation
Meerah
from lab assistant in
(2009)
monitoring students.
Table 2.1: Summary of the research review on creative teaching
Conclusion
The literature review is to getting known about the previous research that has been
done by other researchers before which is related with the research that will be done
by me. Furthermore, according to the reading of the research or topic related, it is
more helpful to make me clear about the aim of the research. It is also giving some
guideline to complete the research based on a few step of improvement that have been
suggest from some of the researchers. The deeper knowledge about the lower
achievement science students’ and the science teaching methods, the more
information that can help to improve the study and research about it.
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