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Science is not a set of facts and vocabulary to memorize rather it is an ongoing journey and a quest for knowledge about the natural world (Custraro, 2012). Science is a discipline that provide a lot of scope for analysis, synthesis, evaluation, decision making, critical thinking, creative thinking and logical reasoning. But a mismatch between curriculum objective and its transaction is observed (Sreehari, 2011). As emphasized by the National Policy on Education (1986) "Education should be visualized as the vehicle to train the child to think, analyze, reason and articulate logically". Putting light on recommendation given by advisory body we need to think of new ways to approach problems in science rather than relying on single correct answer. In this direction productive thinking is the construct which is the combination of higher order thinking components and it can be defined as “Productive thinking is a process involving in the creation of something new by applying higher order thinking skills”. For this productive thinking model (FIESI) can be used in science teaching-learning process to make science education more scientific and innovative. It is a way by which students can think out of the box to strengthen body of knowledge of science. It is based on the principle of evaluating creative thinking by critical thinking to make it productive. This model consist of five steps: Foundation, Ideation, Evaluation, Stabilization and Implication. This paper will put light on this model, how it can be integrated in classroom instruction to teach science in innovative way, how to avoid functional fixedness and how to give emphasis on ideational fluency. This is the area which need to be introduced in teacher training programme also so that teachers can use it efficiently in the classroom instruction.
Productive thinking, creative thinking, critical thinking, functional fixedness, ideational fluency
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