The inclusion of creative thought processes in science, typically defined as critical thinking, aids in content comprehension for many students. The selective scope of this study focuses on using art and creative problem solving in a high school biology class. The results from personal observation, published literature, interviewing, and administering questionnaires reflect the need for emergent curriculum and the integration of creative and critical thinking skills. Effective development of these capacities requires teacher intervention that models these processes and defines the bridge between them.
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