A study on the Effects of Science Teaching-Learning based on Future Problem-Solving (FPS) Programs on Scientific Communication Skills and Creative Personality

This study analyzed the effects of science teaching-learning Future Problem-Solving (FPS) programs on the development of scientific communication skills and creative personality in elementary school students from October to December 2017. The problem materials were extracted from the Korean elementary school science curriculum and modified by incorporating elements of scientific communication and creative personality. The specific instruction-learning strategies used in the study consisted of applying an FPS program. Science teaching-learning using an FPS program had a effect on the development of scientific communication skills in elementary school students. The scientific communication skills were subdivided into scientific explanations and scientific claims. Science teaching-learning had a greater effect on scientific explanations. Scientific claims, which provide scientific evidence, had no positive effect. This potentially reflects a lack of scientific knowledge among the elementary school students sampled. Science teaching-learning using an FPS program had a effect on the development of elementary school students. Creative personality was subdivided into patience, humor, curiosity, openness, and adventurousness. Science teaching-learning using an FPS program has mainly targeted middle and high school students and gifted students. However, it can be applied to develop scientific communication skills and creative personality among elementary school students.