Page 216 - IJET_July2021_final

Creativity plays a crucial role in the person, organization or country.
process of science. Problem-solving, The research has emphasised the role
hypothesis formulation, experiment of creativity in education and especially
planning, and technical innovation in science education and schools are
require a specific type of creativity considered as the most appropriate
peculiar to science. Kocabas (1993) place to foster it. Sternberg and Lubart
stated that scientific creativity is (1996) think that schools must nurture
composed of motivation for scientific creativity in students, making them bold
work, ability to formulate a scientific to take risks and such behaviour may
problem, ability to search for the lead to innovations and discoveries. The
solution, ability to assemble and narrow prevalent educational system in India is
the probable solutions to the problem, based on a model that was evolved in
and keeping patience and stamina Europe in the 19th century when the aim
in view of the limitations imposed by was to produce proficient workers and
circumstances. Hu and Adey (2002) submissive civil servants. This system
argued that scientific creativity can be was intended to cater to the industrial
described in three domains namely requirements prevailing at that time,
product, trait, and process. The product but the situation in the 21st century is
part depends on scientific phenomena, quite different. The contemporary era
scientific knowledge, and the nature needs persons with new thinking and
of scientific problems while the trait is flexible ideas since the requirements
evaluated by three structures namely of society are changing on a day to day
fluency, flexibility, and originality. basis. This requires schools to be open
Imagination and new thinking are to instill such skills and become a field
the characteristics of the process for exploration, inquiry, and reflection
domain. In view of Runco and Nemiro of ideas. However, existing classroom
(1994), scientific creativity is closely practices in the Indian schools indicate
associated with the problem-finding that the problems and materials are
behaviour of an individual whereas given to the students by teachers.
Heller (2007) believed that if a person is This prevents the development of
capable of solving a scientific problem new thinking among students. In such
innovatively then he/she possesses a situation, the students rarely get
a certain level of scientific creativity. a chance to think and demonstrate
Ugras (2018) explained scientific independently. In most of the cases, the
creativity as a phenomenon whereby teachers used to narrate the scientific
something new and somehow valuable knowledge and theories from textbooks.
is formed in science. Mukhopadhyay In science classes, the students are
and Sen (2013) argued that creativity in hardly allowed to perform experiments
science education has emerged as an freely to reflect on their thoughts and
independent field of research, and is practices. This is more prevalent in
drawing increasing attention of science government schools where there is
educators, while Adzliana et al. (2012) also a lack of laboratory equipment and
have treated scientific creativity as chemicals and other facilities. It has been
fundamental to the achievement of a

206 Indian Journal of Educational Technology
Volume 3, Issue 2, July 2021