Designing Science Games and Science Toys from the Perspective of Scientific Creativity

Abstract

This study was conducted with the participation of 21 pre-service science teachers attending the faculty of education of a university in Turkey. The study aims to evaluate pre-service science teachers’ science games and science toy designs in terms of scientific creativity. Participants were given a four-week period to design science games or science toys to complement the contents of a biology course. The science games and science toys developed were then evaluated in terms of scientific creativity, using the following four criteria: “science knowledge, fluency, flexibility, and originality”. The science games and science toys developed by the pre-service science teachers were found to be satisfactory in terms of science knowledge and flexibility, and unsatisfactory in terms of fluency. There was an inconsistent distribution in the dimension of originality.

Keywords: scientific creativity, science games, science toys, creative design