Strategies in promoting creative thinking skills in science classroom: A systematic review

Abstract

There is an abundance of studies investigating the effects of teaching strategies on promoting students' creative thinking skills. However, most of the teaching strategies only focus on divergent thinking as a sub-skill to promote creative thinking among secondary school students. Besides, no systematic review has been carried out to propose a teaching strategy and approach that focus on three creative thinking sub-skills namely associative thinking, visual thinking and divergent thinking. Hence, to achieve this research objective, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were used. This research systematically review forty articles obtained from seven electronic databases: Web of Science, Scopus, EBSCOhost, ProQuest, Taylor & Francis, Google Scholar, and Google. These articles were traced from 2010 until 2022. This research found that the majority of these articles highlighted digital storytelling as a project-based learning teaching strategy that can be used to promotes these three creative thinking sub-skills. In addition, the review also found that the science scenario task-orientation was the predominant approach taken to incorporate students' creative thinking skills in the science classes. Overall, the contribution of this research has identifies project-based digital storytelling with science scenario approach as a comprehensive teaching strategy that can promote students' creative thinking skills in secondary science classes.

Keywords: Creative thinking, sub-skills, teaching approach, teaching strategy, systematic review