A Study On The Development Of Creative Problem Solving Model For Primary School Students’ Attitude Towards Science Under ICAP Concept

The new industrial revolution in science and technology has brought profound changes to the field of education,and countries all over the world are strengthening science education to reserve a reserve of scientific and technological talents.The introduction of the ICAP learning style classification concept(ICAP is an acronym for Interactive,Constructive,Active and Passive learning styles)is timely,as China is responding to the demands of the times and paying more attention to the transformation of students’ learning styles based on their core literacy development.The four learning styles reflect the different levels of student learning and play an important role in examining the level of cognitive engagement of learners.The Creative Problem Solving(CPS)model has been seen as an effective way of developing students’ creativity through the synergy of divergent and convergent thinking to produce unique problem solutions,but it does not involve much cognitive engagement and interest on the part of the learner.The ICAP concept incorporating the CPS model therefore fills a gap in current research by focusing on students’ cognitive engagement and attitudinal development,providing a new vision and approach for exploring relevant teaching models.The CPS model of creative problem solving teaching under the ICAP concept constructed in this study helps students to innovate their ideas,stimulate their interest in learning and acquire positive attitudes towards science during science activities.This study focuses on the following questions: Firstly,how can the ICAP theory be used to explain and analyse the impact of the CPS creative problem solving model on the learning outcomes of primary school students? Secondly,how can the CPS creative problem solving model be applied to primary school science classrooms and how can it be designed accordingly? Thirdly,how does the CPS creative problem solving model contribute to the development of primary school students’ attitudes towards science?This study uses literature research,questionnaires and experimental method to address the three questions mentioned above.Firstly,after defining clear concepts through literature combing,a creative problem solving teaching model under the ICAP concept was constructed;secondly,teaching experiments were carried out in primary school fourth grade science classrooms using two topics,"Homemade Weathervane" and "The Secret of Paper Bridge",as examples,and teaching work was carried out in the experimental and control classes respectively;finally,after the teaching tasks of the two topics were completed,students’ cognitive participation and The students’ cognitive engagement,creative tendencies and attitudes towards science were assessed after the completion of the two tasks.The students’ learning outcomes were analysed by comparing the differences in the data between the two classes.As a result of the research process described above,the following conclusions were drawn from this study.1.the CPS creative problem solving teaching model under the ICAP concept constructed in this study is beneficial to students’ cognitive learning engagement activities and facilitates the occurrence of deeper cognitive learning.2.The CPS creative problem solving teaching model under the ICAP concept can stimulate students’ creative potential.The data on the four dimensions of risk-taking,curiosity,imagination and challenge from the Williams Creativity Tendency Scale selected for the study showed that the experimental class had different degrees of improvement in each dimension compared to the control class.An analysis of the mean of the total creativity disposition scores shows that the experimental class scored 48.42 on the scale,while the control class scored 47.37.The experimental class scored 1.05 points higher than the control class,indicating that the model can effectively stimulate students’ creative potential.3.The CPS creative problem solving teaching model under the ICAP concept is conducive to the development of students’ attitudes towards science.A comparison of data from the Questionnaire on Primary School Students’ Attitudes towards Science showed that the proportion of students with negative attitudes towards science decreased in the experimental class compared to the control class,while the proportion of students with positive attitudes towards science increased significantly and there were fewer cases of extreme choices.The experimental class scored above 4.5 on all dimensions of science attitudes,with a more balanced level of development in all dimensions,while the control class scored lower than the experimental class on average in all dimensions.There were statistically significant differences between the experimental and control classes in all dimensions of science attitude.The CPS creative problem solving teaching model under the ICAP concept constructed in this study has achieved good results in classroom teaching,deepened students’ cognitive engagement,stimulated their creative potential,increased their interest in learning,and promoted the formation of positive attitudes towards science,providing important reference values for other teaching practices under this model.