 |
Asia-Pacific Forum on Science Learning and Teaching, Volume 16, Issue 1, Article 5 (Jun., 2015)
|
|
Asia-Pacific Forum on Science Learning and Teaching, Volume 16, Issue 1, Article 5 (Jun., 2015)
|
This study reports on qualitative data about teachers’ views of creativity and factors related with creativity. Our findings support previous studies findings regarding teacher beliefs and perceptions of creativity. Teachers in our study associated creativity with intelligence and view creativity as essential for problem solving skills and creating novel ideas. Chemistry teachers thought that there were cultural barriers for creativity. Additionally, they believed that the allowed weekly lesson hour and chemistry education program wasn’t efficient for developing creativity of students. Teachers in our study did not have enough knowledge about teaching techniques that were effective in developing creative ability of students. Despite our sample size does not allow us to make broad generalizations, our findings provide a descriptive analysis of Turkish Chemistry teachers’ views of creativity.
Our findings lead us to raise more questions for further studies about complex interactions between teacher beliefs, practices and student creativity. First, more qualitative and quantitative studies are recommended to explore teachers’ beliefs and practices in different school context as well as teacher-student interactions regarding creativity. More attention should be given to educational policy regarding creativity. Previous revisions in secondary curriculum obviously do not help teachers in terms of creativity therefore curricular regulations (content, weekly lesson hour etc.) to nurture creativity should be made. Instructional materials to help teachers to promote creativity could be developed in order to decrease teachers’ negative experiences. Additionally, steps must be taken to develop teacher training appropriate for providing teachers with knowledge and practice to enhance creativity.
Copyright (C) 2015 HKIEd APFSLT. Volume 16, Issue 1, Article 5 (Jun., 2015). All Rights Reserved.
