Chemistry Teachers’ Perceptions and Attitudes Towards Creativity in Chemistry Class

Springub, Annika; Semmler, Luzie; Uchinokura, Shingo; Pietzner, Verena

doi:10.1007/978-3-319-58685-4_4

Cited by 3 publications

(6 citation statements)

References 11 publications

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“…The aspects presented in the following predominantly relate to the integration of creativity in class in general. There are two studies including the investigation of German student teachers' and German chemistry teachers' views on creativity, which are directly related to this study and the authors Springub, Semmler, Uchinokura & Pietzner, 2017). In Japan, there have been no studies investigating Japanese student teachers' or teachers' views and attitudes towards creativity in class.…”

Section: Creativity In Chemistry Classesmentioning

confidence: 88%

“…The questions were supposed to investigate important aspects of the teachers' conceptions about creativity, which may have not been expressed in the concept maps clearly enough. The questions relating to creativity were taken from an online questionnaire by Springub (2014), who investigated the views of chemistry teachers about creativity in chemistry classes (Springub, Semmler, Uchinokura & Pietzner, 2017). The questions were 1) whether promoting creativity is an important goal in chemistry class, 2) if creativity has already been integrated into the classroom setting, 3) whether creativity should play a major role in the subject's own future teaching, 4) if creativity plays (or played) a role in their chemistry studies, and 5) whether the students would describe themselves as creative.…”

Section: Description Of Methodsmentioning

confidence: 99%

“…The results were discussed with the other authors and then modified. All of whom have been involved in the field of creativity in chemistry or science classes Springub, Semmler, Uchinokura & Pietzner, 2017). Furthermore, the evaluation process in this study was developed by the first author of this article.…”

Section: Qualitative Evaluationmentioning

confidence: 99%

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Comparison of German and Japanese student teachers’ views on creativity in chemistry class

Semmler

Uchinokura

Pietzner

2018

Asia Pac. Sci. Educ.

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Creativity has become an increasingly important skill in today's rapidly changing times, as industries and economies depend upon innovation. It is therefore a requirement for school graduates, especially those who strive towards a technical or scientific career. However creativity has not been integrated into curricula of STEM subjects in many European countries including Germany. To successfully incorporate it in the classroom, it is important to investigate teachers' and student teachers' attitudes towards creativity, as they influence teaching and lesson planning. In cooperation with Kagoshima University, Japan, the possibility to investigate Japanese student teachers' conceptions of creativity and compare them with those of their German colleagues became available. This is of special interest as many differences exist between Germany and Japanese, such as the culture, society and educational system as well as different rankings in PISA and TIMSS. Therefore, the purpose of this study is to investigate, compare and analyse the concepts and views of German and Japanese student teachers. To achieve this, a research instrument, including the creation of concept maps and a questionnaire have been used. In the evaluation of the data, an extensive qualitative analysis of the propositions in the concept maps and statements in the questionnaire were made. These were supported by structural and quantitative analysis. The results show that almost all the student teachers in this study had a positive attitude towards creativity, but there were differences in the understanding and implementation of creativity in the classroom.

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Section: Creativity In Chemistry Classesmentioning

confidence: 88%

Section: Description Of Methodsmentioning

confidence: 99%

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Comparison of German and Japanese student teachers’ views on creativity in chemistry class

Semmler

Uchinokura

Pietzner

2018

Asia Pac. Sci. Educ.

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“…Many teachers have already recognized the importance of creativity, but not the importance of divergent thinking in classroom. Although the majority of teachers (94%) in a European study on creativity in schools in the EU said that "creativity is important to be developed in schools" (Cachia & Ferrari, 2010, p. 11), only 10% of teachers currently believe that divergent thinking is important (Springub, Semmler, Uchinokura, & Pietzner, 2017). They do, however, recognize that they need to be creative themselves and to think broadly in the face of today's austerity in the education sector.…”

Section: / 16mentioning

confidence: 99%

“…Instructions for teachers recommend to improve the classroom atmosphere "that build a climate that encourages students to support one another's academic and career interests regardless of gender" (Barth, et al, 2018). In addition, teachers should strengthen their pupils' self-concept relating to STEM subjects (OECD, 2018;Springub, et al, 2017). If this is not done, the process of socialization means that girls will often be excluded from gender atypical professions as early as the ages of six to eight years old (Kirsten, 2007), which supports the circumscription and compromise theory of Gottfredson (1981Gottfredson ( , 1996.…”

Section: / 16mentioning

confidence: 99%

Comparative Study of Divergent Thinking among Participants in a German Science Competition and Pupils in a Control Group

Müller

Pietzner

2020

EURASIA J Math Sci Tech Ed

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Creativity is an important skill that will increasingly play a role in the future professional sphere, not only in arts and crafts professions but also in science, technology, engineering and mathematics (STEM) professions. It is precisely in this field that new methods and products have to be constantly developed. Therefore, the promotion of high creative potential needs to start at school. Extracurricular learning activities that prepare pupils for science competitions can also have an impact on this promotion. Since few studies have explored divergent thinking in school chemistry classes and extracurricular science competitions, this study aims to show differences in divergent thinking based on gender, parental academic background and prior participation in a science competition, using a validated test.

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CREATE a Revolution in Undergraduates' Understanding of Science: Teach through Close Analysis of Scientific Literature

Hoskins

2019

Daedalus

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The teaching of science to undergraduates aligns poorly with the practice of science, leading many students to conclude that research is boring and researchers themselves are antisocial geniuses. Creativity, a key driver of scientific progress, is underemphasized or ignored altogether in many classrooms, as teaching focuses on the complex integrated concepts and voluminous amounts of information typical of STEM curricula. Faculty, largely untrained in science education per se, teach largely as they were taught, through lectures based in textbooks. This situation could change, and students' understanding of research practice could be fostered relatively easily, if faculty began teaching classes focused on the journal articles they read in their professional lives. In this essay, I outline a novel scaffolded approach to guiding students in a) deciphering the complexities of scientific literature and b) the process of gaining new understanding of who scientists are, what they do, how they do it, and why.

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Chemistry Teachers’ Perceptions and Attitudes Towards Creativity in Chemistry Class

Cited by 3 publications

References 11 publications

Comparison of German and Japanese student teachers’ views on creativity in chemistry class

Comparison of German and Japanese student teachers’ views on creativity in chemistry class

Comparative Study of Divergent Thinking among Participants in a German Science Competition and Pupils in a Control Group

CREATE a Revolution in Undergraduates' Understanding of Science: Teach through Close Analysis of Scientific Literature

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