نوع مقاله : مقاله مروری
نویسنده
مرکز تحقیقات بیوشیمی و بیوفیزیک دانشگاه تهران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
Background and Objective: Traditional chemistry education, with its emphasis on rote memorization of concepts and predetermined solutions, often neglects the development of divergent thinking and creativity among students. In contrast, novel problem-based learning approaches, by placing students in authentic and ill-structured situations, encourage them to seek multiple and innovative solutions. This review article aims to analyze the theoretical foundations, empirical evidence, and concrete examples of implementing problem-based education to enhance creativity in university-level chemistry courses. Methodology: This research was conducted through a systematic search of various scientific databases, particularly over the last decade, using the keywords ‘problem-based learning’, ‘creativity’, and ‘chemistry education’. The articles were then selected and analyzed based on their direct relevance to chemistry education and the assessment of creativity. Findings: The review of the retrieved sources indicates that the design of open-ended and interdisciplinary problems in chemistry, such as optimizing green synthesis, simulating water pollution with unknown concentrations, or designing a low-cost chemical sensor, significantly enhances the components of fluency, flexibility, and elaboration of ideas. Furthermore, methods such as ‘sequential questioning-based problem-solving’, ‘problem presentation through role-playing’, and ‘integrating interactive simulations with problem scenarios’ have demonstrated the greatest impact on students’ creativity. Additionally, studies show that shifting the instructor’s role from transmitter to facilitator, along with employing process-oriented assessment (e.g., creativity portfolios), helps reduce evaluation anxiety and increase students’ intellectual risk-taking. Conclusion: Problem-based education in chemistry, when accompanied by meaningful problems and a flexible assessment framework, can simultaneously enhance conceptual learning and provide a foundation for cultivating scientific creativity. It is recommended that chemistry curricula at Farhangian University and other higher education institutions redefine ‘creative problem-solving’ courses as mandatory offerings with qualitative evaluation. Furthermore, the development of a national bank of open-ended problems for various chemistry courses, particularly general chemistry, appears essential.
کلیدواژهها [English]
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