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lower than moderate viewers on the techniques to ensure the development
creativity test. Also, Kant (2012) found of scientific creativity among high
an insignificant relationship between school students. It was expected to
creativity and viewing of television by achieve these objectives through the
secondary school children. In contrast use ofEduSat technology, but the
to the findings of this study, MacBeth results are contrary to the expectations.
(1996) observed that watching television The failure of EduSat lectures in
increases children‘s imagination and bringing desired results for developing
creativity. Singer and Singer (2001) scientific creativity in comparison to
found that technology improved the the conventional method may be due
quality of creative products and it had to the reason as noted by Dalal (2016)
a positive impact on the creativity of that EduSatlacks trained manpower and
children. The present findings also do proper monitoring. One other reason for
not support Yushau, Mji, and Wessels the present findings might be the lack
(2005) who found that exposure to of two-way communication between
modern technology enhances creativity students and the resource persons
and high-order thinking skills which are delivering the lectures. Usually recorded
absent in the conventional pedagogy. lectures are transmitted and there is no
scope of students’ active participation
The results revealed that EduSat
lectures proved to be not more effective during the transmission of the lecture,
than traditional classroom teaching which is very much needed to stimulate
in enhancing the scientific creativity divergent thinking among the students.
of high school students. The possible Moreover, scientific creativity requires
reasons may be that the content motivation (Kocabas, 1993) but this
presented and the methods adopted study indicates that this component
in the presentation were not able to might be missing in EduSat lectures. It
enhance the divergent thinking of the can be suggested that while developing
students which is the foremost essential these lectures immense power of media
of scientific creativity. Science lectures and technology should be utilized to
transmitted through EduSat failed to stimulate divergent thinking of students
assist the development of scientific along with developing their convergent
creativity more than the normal thinking. Pedagogical changes in these
chalk and talk method. Therefore, it lectures can make them helpful in
is essential to make use of different inculcating scientific creativity among
learning approaches, methods, and students.

References
Adzliana, M.D., Jizah, O., Punia, T. & Kamisah, O. (2012). Creativity in Science
Education.Procedia-Social and Behavioral Sciences, 59, 467-474.

Bates, A. W. (1998). Television, Learning, and Distance Education. Journal of
Educational Television, 14(3), 213-225.

Besemer, S.P. & Treffinger, D.J. (1981). Analysis of Creative Products: Review and
Synthesis. The journal of creative behaviour, 15(3), 158-178.
216 Indian Journal of Educational Technology
Volume 3, Issue 2, July 2021