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A Study on Team Creativity Development Through the Cyclic Elaboration Process of a Physics-Based Product by High School Students
New Phys.: Sae Mulli 2019; 69: 253~264
Published online March 29, 2019;
© 2019 New Physics: Sae Mulli.

Yong-Seok JEONG, Young Min KIM*

Department of Physics Education, Pusan National University, Busan 46241, Korea
Correspondence to:
Received October 31, 2018; Revised February 8, 2019; Accepted February 11, 2019.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study is to develop students' team creativity. For their creativity development, programs of three time-cyclic elaboration processes of physics-based product at the high school level were developed. After each cycle, students evaluated the product and created ideas for the experimental method and setting, after which they conduct next cycle of inquiry. Twelve high school students (8 males and 4 females) participated by forming three teams; their inquiry themes were about polaroid, total reflection, and interference. The research findings are as follows. Firstly, the students created various ideas and practiced them on their successive inquiries. Secondly, the students' team creativity, which was evaluated by using the tool, The creative product analysis matrix, progressively improved.
PACS numbers: 01.40.Gm
Keywords: Team creativity, Physics inquiry, Product evaluation, CPAM, High school physics

March 2019, 69 (3)
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