CURRICULUM AND INSTRUCTION

EDU 555

ARTICLE REVIEW
The Development of Creative Problem Solving
in Chemistry through Discussion
Name:
Nurul Syafenaz Hisham

Identification Number:
(2014473834)

Group:
ED2604A
Lecturer:
Mr. Mohamad Hisyam Ismail

An Article Review of W. Colin. (2006). The Development of Creative Problem Solving in

Chemistry. The Royal Society of Chemistry, 7(2), 96-113.
Introduction
The article chosen is The Development of Creative Problem Solving in Chemistry
which published in the year of 2006 written by Colin Wood, a wise lecturer at The University
of Glasgow, Scotland, United Kingdom to discuss the benefits of group work and discussion
for students and teachers. The article highlights the importance of discussion and its
significance in emphasizing students ability to use divergent thinking and work in a group
while handling chemistry problem. At such, the measures for success is continuously driven
by the thought of attaining the exact solution that the students possible be deluded in
reasoning science problem which in fact there is a unique solution for every problem. I chose
this article because the contents are enormously correlated to curriculum and instruction as
the writer highlighted the role of teachers in developing students continuous interest as well
as to ensure students attentiveness of the advantages of group discussion and teamwork by
stating them the goals and aims which probably be accomplished by students in tackling the
given Chemistry problems.

Summary
Presenting data clearly and efficaciously is a basic skill to acquire our point or stance
across and in todays world as presentation skills are essential in all fields. Being an
impeccable speaker who has self-confident is not only required but highly regarded in the
demand to communicate such matters efficiently and convincingly. Most people presume that
virtuous presenters are born, not trained or made. This is indubitably not true. Numerous
educationalists entitle that problem solving is vital, but they consider it as a very dissimilar
outlook and there is insignificant agreement on how it should be taught. This article purposes
to eliminate the different perceptions and converses problem solving as a goal, a method, and
a skill.
One of the main objectives of this article is to ensure students mindfulness of the
advantages of group work and discussion which to be effectively attained when groups of
students are working compliantly together. Group assignments, group discussion, and group
projects can assist students to cultivate their host of skills that are gradually imperative in the
professional realm. In fact, allocating and discussing ideas can have a crucial role in
developing students understanding of a specific subject. The author also focused on how to
make students value the real problems related to science where they can appreciate and relish
the exploration of science because the thoughts used in science is not eccentric and enigmatic
as most students cited (Paul, 2013). It is the same thoughts we use in our regular life.

Points and Critiques

Basically, a problem is stated as a condition where the solution is unknown. Regularly
we come upon that goal with algorithms in curriculum and instruction. Nevertheless, the
algorithmic manipulation could not accommodate in the real life problem which requires
students to use their divergent thinking for the solution. In my personal opinion, problem
solving offers the chance for students to inspect their endless ideas and allows them to
broaden their creativity. As we acknowledged, students are the generation who incessantly
arise with numerous ways of approaching problems that we had not thought of before. Even
seemingly weak students can generate and speak out their ideas that in the end have the
opportunity to be productive.
The author enunciated the importance of students to gather their assembled data
because discussion and soft skills such as communication skills, problem-solving skills, and
critical thinking skills are fundamental in all fields of life. Most leaders at top organizations
mentioned that most of the fresh graduates excessively consumed their time working on
degrees and refused to participate in any clubs and societies which definitely will enable them
to work in teams or groups. I think being part of a group enable students to change their
intrapersonal ways of thinking towards more interpersonal (Kelly, 2015) which will not only
help them in all areas of their learning but also give them the chance to feel being a part of a
community.
It has been mentioned in the article that engaging in discussions with others can
cultivate students critical thinking skills. Nevertheless, discussions are not being emphasized
in schools which lead the students to tend to see chemistry or science merely as knowledge to
be tolerated with while being in school. From my perspective, the Faculty of Education of
UiTM through their program (Prisma-Program Intelek Sains dan Matematik) which then

followed by the Faculty of Education of UPM (Traks-Transmisi Komuniti Saintifik) have

already made a step forward into making science more interesting for students with real-life
applications in solving problem which the contents are easier to be understood In these
programs, students will engage in planning and carry out creative experiment(Johnson, 2010)
that will be supervised by highly qualified mentors and coaches with the aim in mind to
attract students interest towards science.
The achievement of a cooperative team in generating todays progressively complex
technological education is determined by not only on the collective set of skills of the team
members but their personalities and techniques of approaching and solving problems also
need to be considered. No doubts that teams do better when they are accommodated of
individuals with the broadest types of personalities, although it takes quite some time for the
teams to attain an outstanding cooperation because they should first develop an openness to
contradictory opinions and distinguish the value of inspecting a problem from several
viewpoints. I believe that every single individual has something unique to convey to the team
which will propose a new set of ideas that will enable the team members to think outside of
the box and arise with inventive solutions.
Conclusion
This article has attempted the indication of how research can be made to make an alteration to
how the chemistry is delivered. Education in chemistry is efficaciously connected with
Education through chemistry to alter Chemistry subject from a generally submissive
knowledge to be received into a stimulating and challenging knowledge to be appreciated and
loved (Erduran, 2012). I believe this article can be a reference for educators on how to help
the framing of discussion in teaching chemistry which will stimulate students interest in this
subject.

References
Johnson, J. J. (2010). The teaching of science as inquiry. Bulletin of the Atomic Scientists,
14(9), 374-379.
Kelly, S. (2015). Child Development: The benefits of playing a ukulele, 84(6), 19-24.
Retrieved from
http://www.circusdaynursery.co.uk/viewcontent/19/136/the_benefits_of_playing_a_u
kulele-_part_3
Atkins, M. and George, B. (2002). Effective Teaching in Higher Education. New York and
London. Routledge Publisher.
Paul, J. B. (2013). Approaches to the enhancement of tertiary teaching. Higher education
research and development, 8(1), 7-25.
Eerduran, K. (2012). An imaginative approach to teaching. San Francisco.