Secondary School Biology Teachers’ Perceptions of Scientific Creativity

Abstract

<p class="Default">The purpose of this study was to investigate secondary school biology teachers’ perceptions of scientific creativity. Cross-sectional survey research design was employed. The population of the study comprised all biology teachers in public secondary schools in Kericho and Kajiado counties in Kenya. A sample of 205 biology teachers’ was selected from a population of 347 using proportionate random sampling technique. A Biology teachers’ questionnaire was used to collect data. Data were analyzed using descriptive statistics. The findings show that a high percentage of the biology teachers have correct perceptions of general creativity but only a small percentage have the correct perceptions of scientific creativity. The findings have also yielded valuable information that informs curriculum developers, teacher trainers and policy makers that the majority of teachers have inadequate perceptions of scientific creativity and this may influence their classroom practices. It is recommended that science teacher education programmes emphasize scientific creativity in their methodology courses to empower teachers to provide learning opportunities that would enhance learners’ creativity in science lessons. Curriculum developers also need to prepare curriculum materials that include more classroom activities that enhance scientific creativity. <strong></strong></p><p class="Default"><em><br /></em></p>

Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers

“…Whether science teachers' views about NOS influence their classroom practice is dependent on the teacher, this is drawn from contradictory claims presented by Lederman (1999); Ndeke and Keraro (2017); and Ndeke et al (2015). According to Lederman (1999), teachers' views on NOS have little impact on their classroom practice.…”

“…According to Lederman (1999), teachers' views on NOS have little impact on their classroom practice. However, Ndeke and Keraro (2017) discovered that science teachers' views of NOS were erroneous and suggested that NOS-centered philosophy of science courses be included in teacher education. They posited that "this would help teachers gain a better grasp of NOS and affect their teaching methods, as well as boost secondary science learning".…”

“…They posited that "this would help teachers gain a better grasp of NOS and affect their teaching methods, as well as boost secondary science learning". Moreover, Ndeke et al (2015) discovered that the majority of secondary school life sciences teachers had valid opinions on general creativity in their examination of secondary school life sciences teachers' perspectives on scientific creativity.…”

Bibliometric Analysis of Scientific Creativity Studies in WoS and Scopus Databases

“…Literature has shown that the contents of the recent studies related to scientific creativity are as follows: impact and relationships of different learning and teaching approaches and activities on scientific creativity (Akcanca & Cerrah Ozsevgec, 2017;Astutik, Susantini, Madlazim, Mohamad, & Supeno, 2020;Dewantara, Mahtari, Nur, Yuanita, & Sunarti, 2020;Karademir, 2016;Kozhevnikov, Kozhevnikov, Yu, & Blazhenkova 2013;Panjaitan & Siagian, 2020;Siew & Ambo, 2020;Wicaksono, 2020;Wulansari, Rusnayati, Saepuzaman, Karim, & Feranie, 2019;Zhao, Zhang, Heng, & Qi, 2021;Zhou, 2021), the effects of STEM and STEAM applications on scientific creativity (Calisici & Benzer, 2021;Genek & Doganca Kucuk, 2020;Rasul et al, 2018;Siew & Ambo, 2020), the effects of different thinking models on scientific creativity and the relationships between them (Demir, 2015;Forthmann, Szardenings, & Dumas, 2020;Vries & Lubart, 2017;Wulansari et al, 2019;Zhu, Shang, Jiang, Pei, & Su, 2019), perceptions, attitudes, and beliefs related to scientific creativity and the impact of scientific creativity on academic achievement (Calisici & Benzer, 2021;Demirhan & Sahin, 2021;Lee & Park, 2021;Ndeke, Okere, & Keraro, 2016), evaluation of the relationship between problem-solving skills, questioning skills, and scientific process skills, and scientific creativity (Chen, Hu, & Plicher 2016;Panjaitan & Siagian, 2020;Utemov et al, 2020;Yang et al, 2016;Dewantara et al, 2020), effects of science games and toys, animations, and WEB tutorials on scientific creativity (Atesgoz & Sak, 2021;Demir Kacan, 2015;…”

A Qualitative Research on Factors Affecting the Scientific Creativity Levels of Secondary School Students

“…Deneysel olarak yürütülen ilgili araştırmaların bir kısmında farklı öğretim yöntem ve tekniklerinin öğrencilerin bilimsel yaratıcılıklarının gelişimi üzerindeki etkileri araştırılırken (Astutik & Prahani, 2018;García & Fernandez, 2018;Rasul, Zahriman, Halim, Rauf, & Amnah, 2018;Siew, Chin, & Sombuling, 2017;), karşılaşılan betimsel araştırmalarda öğrencilerin bilimsel yaratıcılık düzeyleri ve bilimsel yaratıcılıklarını etkileyen faktörler (Aruan, Okere, & Wachanga, 2016;Ayas & Sak, 2014;Bermejo, Ruiz-Melero, Esparza, Ferrando, & Pons, 2016;Chen, Hu, & Plucker, 2016;Huang & Wang, 2019;Sak & Ayas, 2013;Yang, Lin, Hong, & Lin, 2016;Yang, Hong, Lee, & Lin, 2019) ve öğretmenlerin bilimsel yaratıcılığa ilişkin algıları ve inançları (Alsahou, & Alsammari, 2019;Ndeke, Okere, & Keraro, 2016) tartışılmıştır. 21. yüzyıl yeterliliklerinden olan yaratıcılığın geliştirilmesini kolaylaştırmak için öğrencilerin bilimsel yaratıcılığını etkileyen faktörlerin araştırılmasına özellikle ihtiyaç duyulmaktadır (Zulkarnaen, Supardi, & Jatmiko, 2018).…”