How Does Subject-Based Service Learning Create a Classroom Climate Conductive to Creativity in the Chinese Primary School

Abstract

Learning from the success of Service Learning Program in America, subject-based social practice attempts have been undertaken widely in Chinese schools currently. Among these efforts, a program focusing on subject-based civic service is developed by Beijing Institute of Culture Innovation and Communication at Beijing Normal University. An empirical research is conducted to evaluate the program effect on students’ creativity stimulation with one primary schools (N=245) in terms of establishing a classroom climate conductive to creativity. According to the references, the main contributing factors to primary students’ creativity development are: intelligence, climate and creative motivation. Therefore, classroom climate is taken as a proxy to check the program effect on students’ creativity stimulation. A validated Classroom Climate Conductive for Creativity Scale (McLellan & Nicholl, 2013) is employed to exam the class climate created by the subject-based civic service. The study finds that (1) subject-based civic service provides an effective class climate which benefits students’ creativity development. Students’ creative motivation has been promoted by the climate to some degree. (2) Mixed-method evaluation for students’ service outcomes and student-led learning approach would help with creating a classroom climate conductive to creativity. (3) The program also provides operational teaching methods and civic service designs for teachers who are trying to simulate pupils’ subject creativity. The research also reveals the existing problems in Chinese primary schools which still impede the cultivation of pupils’ creativity.