Make your own free website on

Created By: Kienna Knowles

Course: EDUC 6625-T1002 Habits of Mind: Thinking Skills

Course Instructor: Dr. Ashraf Esmail

Technology Standard 3: Teaching, Learning, and the Curriculum

Program Outcome: S3.3: Apply technology to develop students' higher-order skills and creativity.

Rationale: The following document is an activity, created by this learner, for 9th grade students in Scientific Research 1 & 2. In this course students use scientific exploration and research skills to develop and complete various science projects. This activity allows students to think creatively while prompting them to be innovative. As with this activity, students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. More importantly, this activity enables students to identify and understand the interrelationship between science, technology and society, while exercising various levels of thinking.

Title: Developing Creativity

Creativity focuses on the process of forming original ideas through exploration and discovery (Perkiomen, 2001). In this learner’s opinion, creativity develops from a students experience with the process of learning, rather than concern for the finished product. Creativity is not to be confused with talent, skill, or intelligence (Perkiomen, 2001 and Rose, 2005). Creativity is not about doing something better than others, it is about thinking, exploring, discovering, and imagining (Rose, 2005). In this learner’s opinion, creativity is fostered in every academic discipline. Costa & Kallick (2000) suggest that encouraging creativity in students is a process where teachers must open their own channels of allowing, accepting, and turning over some control to the children themselves. 

Teachers that want to encourage creativity in the classroom should make sure they are the student choices and different options when it comes to assignments and projects. Costa & Kallick (2000) research suggest that teachers encourage creativity by, not imposing too many rules on students’ assignments, giving students choices, providing students opportunities to become aware of their creativity, and accepting students as they are. All students can be creative in some way, and it is the educators’ responsibility to provide opportunities for students to develop their creative thinking skills. Research and pedagogy (Costa & Kallick, 2000; Gass, 2007; Perkiomen, 2001; and Rose, 2005) suggests that teachers encourage creativity when they:

Students behave as creative thinkers when they transfer knowledge and understanding gained in one context into another (Rose, 2005). Teachers can do a number of things to ensure students have opportunities to show their creativeness. In this learners Science Research 1 & 2 course, creativity is encouraged considerable in several activities, however this paper will focus on the science and technology group project (See appendix, document 1, for complete assignment). In this activity students explore scientific and technological advances in various items (like homes, cars, portable music players, video game consoles, etc.) over that past few decades. Students then create a chronological timeline that shows the science and technology changes over a span of 25-35 years. Additionally, students explore possible science and technology advance in the years to come by developing 3-D models of possible new technologies. 

This learner supports that sparking and encouraging creativity is achievable via stimulating and innovate classroom activities. The activity discussed in this paper allows students to think creatively while promoting innovations. More importantly, this activity enables students to identify and understand the interrelationship between science and technology and its impact on society. The activity presented in this report allows students to be synthetic, analytical and practical. To encourage creativity teachers must develop activities that enable students to flex their synthetic, analytical and practical thinking skills in conjunction with their creative thinking skills.  

Gass (2007) supports that creative thinkers are capable of balancing their synthetic, analytic and practical abilities. Synthetic ability is typically though of as a persons creative nature. It is the ability to generate novel and interesting ideas (Gass, 2007 and Perkiomen, 2001). The synthetic thinker makes the connection between things that other people fail to recognize spontaneously (Gass, 2007). Synthetic thinkers tend to ask several questions and are driven by wonderment for the world surrounding them (Costa & Kallick, 2000 and Gass, 2007). 

Additionally this activity enables students to be analytical thinkers, the ability to think critically. Analytical thinkers analyze and evaluate innovative ideas distinguishing between those that are good and those that are bad. Teachers who support this provide a classroom environment that allows students to explore and play without undue restraints. As well, teachers that enable analytical thinking allow students to make mistakes without fear and encourage alternative solutions.  

Also, this activity encourages students to think practically and connect content with real life applications. Practical thinkers have the ability to translate theory into practice and abstract ideas into practical accomplishments (Gass, 2007). The creative student uses their practical ability to create and show other innovative ideas (Rose, 2005). For example, in this activity students predict and suggest innovated future technology changes for various items and shares them with others via 3-D models and oral presentations. Research supports that creativity is fostered by innovative problem solving in curriculum and exploration of all possibilities/solutions which drives the practical thinker (Rose, 2005 and Perkiomen, 2001). 

According to Rose (2005) creativity requires a balance among synthetic, analytic, and practical abilities. The student that only thinks synthetically may come up with innovative ideas, but cannot recognize or bring them to florishion. The student that is only analytic may be an excellent critic of ideas, but may not be able to generate creative ideas. The student that is only practical may great at connect theory into practice, but may lack creative ideas. Placing students into groups (for the science and technology activity) enables them to connect with and learn from each other, creating a group of synthetic, analytic and practical thinkers.  

Teachers who respect student ideas enable them to learn, think and solve problems creatively. Students that feel free to make mistakes, explore and experiment also feel free to invent, create, and find new ways to do things (Paul, 1991; Costa & Kallick, 2000 and Gass, 2007). Research and pedagogy supports that to make mistakes and learning from doing fosters student understanding. Fostering creativity in the classrooms makes teaching more rewarding and fun and gives children a zest for imagining and learning to last a lifetime (Gass, 2007). 

Activity: Science & Technology Group Project

Directions: Using the item/topic selected within the group complete the following:

A. Report

  1. Provide background information of the subject. Include information about the inventor(s), use and purpose.
  2. Discuss the important changes (scientifically and technological) over the past 20 years.
  3. Provide information on the leading brands and companies (use statistics). Why are they the leaders? What makes each company different?
  4. Provide information on how this item will improve, change and expand over the next 15-20 years. Include at least 2 predictions. Also make at least 2 detailed suggestions.
  6. Make a reference page using APA guidelines.

B. Timeline

Create a timeline of the key events and releases for this item over the past 25-35 years.

C. Model

Create a demo/sample of what of how this product has changed over the last 10 years and what it might look like in the near future. Include shape, style, performance, cost etc.

D. Group Presentation

Present this information in an oral presentation to the class on the assigned date.  


Costa, A. L., and Kallick, B. (Eds.). (2000). Activating & engaging habits of mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Gass, L. (2007). Teaching for Creativity in Science. Retrieved 01-25-08, from Creativity at Work: Articles & Tips. Web site:

Paul, R. W. (1991). Teaching critical thinking in the strong sense. In A. Costa (Ed.), Developing minds: A resource book for teaching thinking (pp. 77–84). Alexandria, VA: Association for Supervision and Curriculum Development.

Perkiomen, G. H. (2001). Teaching for Creativity: Asking Questions. Retrieved 01-25-08, from Creativity at Work: Articles & Tips. Web site:

Rose, I. (2005). The Measurement of Creativity. Retrieved 01-25-08, from Creativity at Work: Articles & Tips. Web site: