Creative Thinking -Perception of Teachers in Relation to its Importance

Haxhihyseni, Shqipe

doi:10.26417/ejser.v3i2.p83-89

Cited by 4 publications

(3 citation statements)

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“…Twenty-eight respondents (93.3%) of Ukrainian ESP teachers and 100% (16 respondents) of their Portuguese colleagues confirmed the wish for their ESP course to be more oriented on creative thinking skills development. This result is consistent with previous research from other countries which confirms that teachers of English also have a positive opinion about the value of creative thinking skills cultivation [30], [ 31].…”

Section: Emphasis On Creative Tasks and Approachessupporting

confidence: 92%

“…A similar problem is detected in other countries. For example, in Albania where traditional methods or tests are stressed more in the classrooms [31]. Also, there is international research on fostering student's creativity in 11 countries that also proved that it is difficult for teachers to change their teaching practices and expand their teaching portfolio [33].…”

Section: Emphasis On Creative Tasks and Approachesmentioning

confidence: 99%

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Perceptions of Fostering Creative Thinking Skills in ESP Classrooms in Ukraine and Portugal

2021

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Abstract−The purpose of the study was to investigate BA (bachelors of art) and (bachelors of science) students’ and ESP (English for Specific Purposes) teachers’ perceptions of creative thinking skills in the ESP classroom and study the current international approaches of fostering them at the ESP lesson. Participants in the research include 51 BA students from Portugal and 56 students from Ukraine as well as 30 Ukrainian and 16 Portuguese ESP teachers. Questionnaires were used for the purpose of gathering information from respondents. This research has confirmed the lack of fostering creative thinking skills in ESP classrooms in Portugal and Ukraine. The findings showed that the majority of ESP teachers in both countries would like to spend more time on fostering creative skills than they actually did. As the results identified teachers from Portugal and Ukraine often experienced problem-based learning, but in Portugal there was also a greater use of role playing as a part of creative approach, and in Ukraine there was a greater use of project-based learning. Creative skills Ukrainian and Portuguese students consider to be important for them were trying new experiments, searching for new ways to solve the problem, creating new associations and interdisciplinary links, choosing new information sources. Professional situations which according to the students’ answers demanded from them creative thinking skills were defined in the article too. Creative ESP tasks students in Ukraine, Portugal and other countries had in their classroom were stated as well.

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Section: Emphasis On Creative Tasks and Approachessupporting

confidence: 92%

Section: Emphasis On Creative Tasks and Approachesmentioning

confidence: 99%

Perceptions of Fostering Creative Thinking Skills in ESP Classrooms in Ukraine and Portugal

2021

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“…Therefore, mean scores ranging between (1.00-1.80) express no importance, (1.81-2.60) show little importance, (2.61-3.40) represent moderate importance, (3.41-4.20) reveal high level of importance, and (4.21-5.00) reflect very high level of importance. It is worth mentioning that the third and fourth sections were previously used by Roy (2012) and Haxhihyseni (2015).…”

Section: Instrumentmentioning

confidence: 99%

Teaching Practices of EFL Teachers and the Enhancement of Creative Thinking Skills among Learners

Masadeh

2021

IJAE.j.asia.edu

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Development of students' creativity has been a prerequisite for the survival in this fast-changing technological age. Enhancement of learners' higher-order thinking skills should be the main concern of education systems around the world. Therefore, the present study aims to survey EFL teachers' knowledge about creative thinking, the activities they practice to enhance creative thinking skills. It also aims to understand EFL teachers' perceptions about the importance of creative thinking activities in promoting EFL learners' creativity. Moreover, it aims to check if there are significant differences between participants' perceptions due to teaching experience and stage. A total of 56 teachers took part in the present study through responding to a questionnaire developed to achieve the aims. Results revealed EFL teachers' lack of knowledge of creative thinking skills. Nevertheless, they showed that they "Often" practice creative thinking activities in classroom. Results also indicated that these activities were perceived "Important" for the enhancement of EFL learners' creative thinking skills.

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A Comparative Analysis of Indonesian and Singaporean Mathematics Textbooks from the Perspective of Mathematical Creativity: A Case Statistics and Probability

Ramelan

Wijaya

2019

J. Phys.: Conf. Ser.

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Mathematical creativity is very important in this 21st century competition. This skill can be taught and facilitated through a supported textbook. There is a relationship between textbooks used and mathematics achievement of the students. To what extent students’ creative thinking can be seen in the tasks of the textbooks. This study compared the mathematical creativity for the topic of probability in Junior High School (JHS) Indonesian and Singaporean mathematics textbooks. Textbooks will be analyzed from the perspectives of originality, fluency, flexibility, and elaboration aspects. Indonesian mathematics textbooks and Singaporean mathematics textbooks both facilitate mathematical creativity. Indonesian textbooks can facilitate three of four aspect creativity and Singaporean mathematics textbooks two of four aspect creativity. There are many tasks that supported more than one aspect of mathematical creativity but all mathematics textbook were analyzed doesn’t support fluency aspect. Singaporean textbook has 18% task that facilitated mathematical creativity and Indonesian mathematics textbook has 10%. The finding showed that Singaporean textbooks more facilitate thinking of students’ mathematical creativity.

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Creative Thinking -Perception of Teachers in Relation to its Importance

Abstract: Creative thinking is an important element in the process of education and social development, but little treat in teaching practice.

Cited by 4 publications

References 0 publications

Perceptions of Fostering Creative Thinking Skills in ESP Classrooms in Ukraine and Portugal

Perceptions of Fostering Creative Thinking Skills in ESP Classrooms in Ukraine and Portugal

Teaching Practices of EFL Teachers and the Enhancement of Creative Thinking Skills among Learners

A Comparative Analysis of Indonesian and Singaporean Mathematics Textbooks from the Perspective of Mathematical Creativity: A Case Statistics and Probability

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