Due to globalization, developing countries' companies have a growing need for creative thinking. Consequently, education systems should adjust to societal requirements and improve learning outcomes by incorporating teaching approaches that encourage creative thinking. A study involving eighteen public elementary school teachers (ESTs) aimed to identify their viewpoints regarding enhancing creative thinking and the roles played by home and school environments in developing students' potential for creativity. The study uncovered seven themes, including the importance of creative thinking, the roles of teachers and the curriculum, teaching methods, challenges faced in implementation, the school environment, and the role of education department in promoting creative thinking. While acknowledging the importance of creative thinking, teachers lacked the essential skills to promote it efficiently. Additionally, creative thinking promotion in schools and the curriculum was inadequate. To address this issue, it is essential to train teachers, equip schools with appropriate resources, and enhance the curriculum to foster creative thinking in students.
It was investigated the successful transition and learning experiences of students at Bucheon International University. The researchers explored which factors contribute to Bucheon University students’ academic adjustment, classroom experiences, and perception of autonomy support within their learning environments, a qualitative research approach was employed to delve deeper into how Bucheon University students view their classroom learning settings and learning experiences. Follow-up interviews were used in the qualitative phase to investigate the empirical relationships between autonomy-supportive environments and the classroom's affective (language, anxiety), behavioral (discussion participation), and cognitive (adaptive beliefs about classroom assessments) learning components. Findings showed that students at Bucheon University appeared to be satisfied by autonomy-supportive environments, which reduced language anxiety and boosted classroom engagement and adaptive perspectives on evaluation. By using selective codes (theme), the main themes involving multiple meanings were elicited. The five common themes below were found from the interview data. First theme indicated that instructors and peer groups provide support and it helps adapt in international university. Second theme indicated that main barrier is a foreign language. Third theme indicated that openness and willingness of instructors help to adapt to the new environment. Fourth theme indicated that students showed willingness to participate in group discussion during classes. Fifth theme indicated that students appreciate the flexibility and the choice of choosing the tasks and assignment by themselves. The discussion focuses on how the findings from the qualitative research can be used in theory and in the classroom. This research adds to the body of knowledge by offering a sound theoretical framework to facilitate successful academic transition among Uzbekistan international university students.
This research aimed to examine the extent to which teachers at the basic education level employ the Structural Functionalism Theory in their teaching practices. A three-dimensional observation card was developed and subjected to statistical analysis to determine its psychometric properties through validity and reliability testing. The instrument was administered to a sample of 67 basic education teachers. The results indicated that 42% of the teachers had a moderate level of use of the Structural Functionalism Theory in their teaching practices. The teachers reported that they partially incorporate the principles of the theory, particularly in promoting students' independent learning. The findings revealed that there were statistically significant differences (p = 0.05) in the implementation of the Structural Functionalism Theory based on the teachers' areas of specialization, with those in education showing higher levels of use. However, no significant differences were found between gender, academic qualifications, or years of experience and the teachers' practices of the principles supporting the Structural Functionalism Theory in learning.
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