The effects of scientific process skills on scientific creativity: the example of primary school seventh grade physics

The purpose of this research was to give students science process skills instruction and to investigate the effects of these skills on students? scientific creativity, attitudes towards science, science achievement and use of scientific process skills and to investigate the views of the instructed group about the treatment. In the research, the pre-test post-test experimental model with a control group was used. Quasi-experimental model was followed because of using the arithmetic mean of the students for designing the control and experimental groups. The participants of the research was consisted of seventh grade students (n=40) attending to school of Müşerref Mahmut Tınas in Buca/İzmir during 2005-2006 instructional year. The data collection tools was Achievement Scale of ?The Meeting of Force and Movement-Energy? Unit, Scientific Creativity Scale, Scientific Process Skills Scale, Worksheets Given to Students and The Written Views of Students and The Teacher. SPSS 11.0 statistical program was used for the analysis as well as, the views of students were classified under certain headings and their numerical distribution. At the end of the research, it was found that there is a positive correlation between students? scientific process skills and scientific creativities; students, who were given the scientific process skills instruction, increased science achievement scientific creativity and scientific process skills? using level; there was not found any meaningful difference between control and experimental groups. Students? views and the science teacher?s views were found to be positive. Based on the results obtained in the research, some suggestions were given to the educators and the researchers.