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Research Article

Effect of EduSat Lectures on Scientific Creativity among High
School Students in Haryana

Sandeep Berwal, Ritu Ahlawat & Suman Chaudhari
1
3
2
1 Professor, Department of Education, Chaudhary Ranbir Singh University, Jind, Harya-
na, India, Email: berwal_suhani@yahoo.com
2 Assistant Professor, G.V.M., College of Education, Sonipat. Haryana, India
3 Ph.D. Research Scholar, Department of Education, Chaudhary Ranbir Singh University,
Jind, Haryana, India

Abstract

The study attempted to explore the effect of technology-based teaching on improving
the scientific creativity of high school students in Haryana. The sample comprised 200
class IX students studying in four government schools of the Sonipat district. This was
an experimental study using a pre-test/post-test equivalent group design in which the
control and experimental group were equated on socio-economic status and intelligence
levels. The Verbal Test of Scientific Creativity by Sharma and Shukla was administered
at the pre-and-post treatment phase. The results reveal that technology-based EduSat
lectures were not more effective than the normal classroom teaching in enhancing the
scientific creativity of high school students. It is suggested that while developing EduSat
lectures immense power of multimedia should be utilized to stimulate divergent thinking
of students. The study has implications for policymakers, media personnel, teachers,
students, parents and experts involved in the EduSat lecture delivery system.
Keywords: Effect, EduSat, Scientific Creativity, High School, Haryana

Introduction those who contribute something original
and valuable to society and culture.
Scientific creativity has been defined
Guilford (1950), a major contributor in
by researchers in different manners the field of creativity research, described
and contexts. Besemer and Treffinger “creativity as being grounded in the
(1981) stated that novelty, resolution, ability to manipulate ideas in fluent,
elaboration, and synthesis are the flexible, elaborate, and original ways”.
distinguishing features of scientific His views are supported by Torrance
creativity. Mansfield and Busse (1981), (1967) maintaining that creativity is
based on their review of literature, exogenous and transferable in mental
have identified five basic ingredients of manipulations while Sternberg (1988)
a creative act: problem selection, best linked creativity with the development
efforts for problem solution, dealing of insight. According to Shively (2011),
effectively with restrictions, facing the four key abilities closely associated
varying obstacles, and authenticating with the creative process are fluency,
and extending the work. Ochse (1990) flexibility, originality, and elaboration.
conceptualized creative persons as
Indian Journal of Educational Technology 205
Volume 3, Issue 2, July 2021