Abstract
Champagne and Bunce，s learning-theory-based science teaching strategy has been adopted for the past ten years to enhance senior high school students，creativities in chemistry. This teaching strategy may be viewed as complementary learning and instructional cycles. The learning cycle has three phases. Each phase is named according to a stage in the learning process. The phases are engagement, elaboration, and assessment. The learner engages in an academic task, elaborates the task, and assesses his or her progress toward satisfactory completion of the task. Engagement, elaboration, and assessment are advanced via interactions with other learners under the guidance of the teacher. The complementary instructional cycle also has three phases, which correspond to the phases of the learning cycle. The teacher sets the academic task, monitors interactions among the students and evaluates students，learning. The first section of this article describes and discusses the activities of an example of this teaching strategy, Millikan oil-drop experiment. The results of this example indicated that this teaching strategy could effectively enhance senior high school students， creativities in chemistry.Williams, teaching model for creativity has been adopted for the past fifteen years to enhance students, creativities in chemistry. The second section of this article describes and discusses the activities of an example of this teaching model–Dalton, s atomic theory. The teaching strategies used in this example were visualization skill and the study of creative people and process. This research encompasses the following six factors: persons, plans, places, processes, products and prizes. The processes contain the following five stages: preparation, reporting, exercise, discussion and writing. The results of this example indicated that this teaching model could effectively develop students, creativities in chemistry. A project-research teaching method can enhance senior high school students， creativities in chemistry. This teaching method encompasses the following factors︰persons, plans, places, processes, products and prizes. The last section of this article uses the kinetic reaction of hydrogen peroxide catalyzed by pure bromine to act this project-research teaching method. It also describes the activities involving these six parts, and discusses their subsequent results and reflections. The results of this example indicated that this teaching model could effectively develop students, creativities in chemistry.