Teaching for Creativity by Science Teachers in Grades 5–10

Al-Abdali, Nasser S.; Al‐Balushi, Sulaiman M.

doi:10.1007/s10763-014-9612-3

Cited by 25 publications

(31 citation statements)

References 33 publications

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“…The reviewed studies varied in how explicitly they defined creativity. Most studies developed a framework of creative teaching behaviors through exhaustive reviews of research on creativity and instruction in a particular area of learning (Al‐Abdali & Al‐Balushi, ; Konstantinidou & Zisi, ; Pitts, Anderson, & Haney, ; Richardson & Mishra, ) and, in some cases, compared findings from past research with their own field notes. Konstantinidou and Zisi () adapted an extant self‐report measure aligned to Cropley's () framework to create a short behavioral observation checklist of the environment.…”

Section: Resultsmentioning

confidence: 99%

“…Konstantinidou and Zisi () adapted an extant self‐report measure aligned to Cropley's () framework to create a short behavioral observation checklist of the environment. Al‐Abdali and Al‐Balushi () framed their approach specifically around science teaching for creativity. Pitts et al.…”

Section: Resultsmentioning

confidence: 99%

“…The strongest approaches to observation in learning environments converged extant classroom observational approaches and instructional theory with creativity theory (Al‐Abdali & Al‐Balushi, ; Furman, ; Gadja et al., ; Pitts et al., ; Richardson & Mishra, ). For example, Richardson and Mishra () developed categories from creativity research and extant observation protocol used by school administrators, took field notes in peer‐nominated creative classrooms to refine the tool, and received input from practitioners.…”

Section: Resultsmentioning

confidence: 99%

“…Purposive sampling was used most often in order to capture variance in the classroom conditions for creativity. For instance, in their exploratory study, Al‐Abdali and Al‐Balushi () selected a broad range of grade levels in order to evaluate support for creativity broadly. Pitts et al.…”

Section: Resultsmentioning

confidence: 99%

“…() sampled classrooms based on level of correlation between students’ creative potential and academic achievement to observe if the student and teacher behaviors that contributed to a supportive environment differed between those classrooms. Al‐Abdali and Al‐Balushi () developed their observation protocol for exploratory purposes to learn which aspects of support for creativity are most frequent in science instruction. Furman () aligned an observational checklist to a survey of student perceptions to learn about underlying relationships between the two forms.…”

Section: Resultsmentioning

confidence: 99%

See 4 more Smart Citations

A Review of Articles Using Observation Methods to Study Creativity in Education (1980–2018)

Katz‐Buonincontro

Anderson

2018

Journal of Creative Behavior

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This paper reports on an integrative literature review of published articles that used either quantitative or qualitative observation methods to research creativity in learning contexts. Observation is an empirical research method used in quantitative and qualitative naturalistic studies focused on understanding behavior and interactions as they unfold in real‐time, which makes it particularly salient for examining the processes associated with the generation and adoption of creative ideas. However, observation remains underutilized in the field of creativity studies, partly because data collection can be time and resource intensive, but also because there are a lack of protocols and recommended research practices for observing creative thinking and problem solving in an educational environment that covers all phases of design, collection, analysis, and reporting. Thirty‐seven articles from 1980–2018 were reviewed along seven dimensions: definition of creativity, unit of observation, observer role, observation sampling method, research design, data collection, and data analysis. The paper concludes with five recommendations for using observation to advance the state of research on creativity and education.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

A Review of Articles Using Observation Methods to Study Creativity in Education (1980–2018)

Katz‐Buonincontro

Anderson

2018

Journal of Creative Behavior

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Science Education Research in Oman: Opportunities, Trends, and Challenges

Al‐Balushi

2016

Science Education Research and Practice in Asia

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Facilitating Small-Scale Implementation of Inquiry-Based Teaching: Encounters and Experiences of Experimento Multipliers in One South African Province

Dudu

2015

Int J of Sci and Math Educ

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This paper explores the experiences of 37 physical science high school teachers who participated in a professional development (PD) programme coordinated by three Experimento multipliers. The Experimento programme is a Siemens Stiftung international educational programme aimed at providing didactic and methodological approaches to classroom experiments using an inquiry-based approach to science education. Experimento multipliers are the facilitators of the PD. The main data source comprised teacher interviews, school observation visits on classroom activities using the Experimento 10+ box and the facilitators' field notes. Findings suggest that there is a shift from the traditional approaches of science teaching to the implementation of inquiry-based teaching which was encouraged by the gradual formation of a community of practice, a reconceptualization of the term 'practical activities' as prescribed by the CAPS document, and the need for experiments which facilitate action-oriented teaching. The discussion highlights the implications of these findings for the practicing teachers' professional development and the problems of linking theory with practice in such development. The study recommends more interventions throughout the year to enable teachers to improve their skills of implementing inquiry-based teaching, content knowledge and science pedagogy as evidenced by analysis of their summative evaluation of the intervention.

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Teaching for Creativity by Science Teachers in Grades 5–10

Cited by 25 publications

References 33 publications

A Review of Articles Using Observation Methods to Study Creativity in Education (1980–2018)

A Review of Articles Using Observation Methods to Study Creativity in Education (1980–2018)

Science Education Research in Oman: Opportunities, Trends, and Challenges

Facilitating Small-Scale Implementation of Inquiry-Based Teaching: Encounters and Experiences of Experimento Multipliers in One South African Province

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