Creativity development through problem-based informal science: the case of double exceptionality students

  1. Merino, Maria
  2. Orozco Gómez, Martha Lucia
  3. Toma, Radu Bogdan
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

  2. 2 Asociación Autismo Burgos
Buch:
Teaching-Learning Contemporary Physics

Verlag: Springer

ISSN: 2662-8422,  2662-8430

ISBN: 9783030787196,  9783030787202

Datum der Publikation: 2021

Seiten: 251-261

Art: Buch-Kapitel

DOI: 10.1007/978-3-030-78720-2_17 GOOGLE SCHOLAR lock_openOpen Access editor

Zusammenfassung

The development of students’ creativity is a critical objective of reform-based science curricula. This study describes an after-school program, called TECNOArtea, designed for the development of double exceptionality students’ creativity through problem-based learning (PBL) science sessions. Subsequently, the results of a 10-week pilot study are presented. Overall, the findings are positive, revealing that when compared to a wait-list control group, treatment students’ creativity significantly improved following participation in the program. This outcome supports the effectiveness of problem-based informal science programs for the development of creativity in students diagnosed with double exceptionality.