This study tried to develop revised creative problem solving (abbrev. RCPS) teaching and learning units in elementary school chemistry courses. The treatment was studied using a quasi-experimental design including the pre and post testing of 39 sixth graders.
The RCPS instructional units were “Solutions”, “Acids and Bases”, “Air and Combustion”. The assessment tools were “Test of Scientific Problem Solving” and “Test of Scientific Creativity”. The major finding was that RCPS instruction can increase students’ scientific creativity because there was significant difference between the pre-test and pose-test scores in scientific creativity. Based on the findings of this study, the researcher proposes that RCPS instruction may apply in elementary school natural science instruction and also provides suggestions for science instruction and future science education research.
