Abstract
This classroom observation study explored how science teachers (N = 22) teach for creativity in grades 5–10 in Oman. We designed an observation form with 4 main categories that targeted the instructional practices related to teaching for creativity: questioning strategy, teacher’s responses to students’ ideas, classroom activities to support creativity, and whole-lesson methods that foster creativity. An open-ended survey was also designed to explore participants’ justifications for their instructional decisions and practices. The findings indicate that the overall level of teaching for creativity was low and that participants’ performance was the highest for teacher’s responses to students’ ideas category and the lowest for classroom activities to support creativity category. We observed that a teacher-centered approach with instructional practices geared toward preparing students for examinations was dominant and that these science teachers were bound to the textbook, following cookbook-style activities. Participants believed that they did not have enough time to cover the content and teach for creativity and that they were not prepared to teach for creativity. Based on these findings, we recommend that programs be developed to prepare science teachers to teach for creativity.
Similar content being viewed by others
References
Akerson, V. L., Townsend, J., Donnelly, L., Hanson, D., Tira, P. & White, O. (2009). Scientific modeling for inquiring teachers network (SMIT’N): The influence on elementary teachers’ views of nature of science, inquiry, and modeling. Journal of Science Teacher Education, 20, 21–40.
Al-Balushi, S. M. (2009). Factors influencing pre-service science teachers' imagination at the microscopic level in chemistry. International Journal of Science and Mathematics Education, 7(6), 1089–1110. doi:10.1007/s10763-009-9155-1.
Aydeniz, M. & Bilican, K. (2014). What do scientists know about the nature of science? A case study of novice scientists’ views of NOS. International Journal of Science and Mathematics Education, 12(5), 1083–1115.
Bachelor, P. & Michael, W. (1997). The structure-of-intellect model revisited. In M. A. Runco (Ed.), The creativity research handbook (Vol. 1, pp. 155–182). Cresskill, NJ: Hampton Press.
Beghetto, R. (2007). Does creativity have a place in classroom discussions? Prospective teachers’ response preferences. Thinking Skills & Creativity, 2(1), 1–9.
Belova, N., Eilks, I. & Feierabend, T. (2013). The evaluation of role-playing in the context of teaching climate change. International Journal of Science and Mathematics Education, 13(1 Supplement), 165–190. doi:10.1007/s10763-013-9477-x.
Berg, H., Taatila, V. & Volkmann, C. (2012). Fostering creativity—A holistic framework for teaching creativity. Development and Learning in Organizations, 26(6), 5–8.
Cheng, V. (2001). Enhancing creativity of elementary science teachers—A preliminary study. Asia Pacific Forum on Science Learning and Teaching, 2(2), 1–23.
Chiu, M.-S. (2009). Approaches to the teaching of creative and non-creative mathematical problems. International Journal of Science and Mathematics Education, 7, 55–79.
Choi, A., Klein, V. & Hershberger, S. (2014). Success, difficulty, and instructional strategy to enact an argument-based inquiry approach: Experiences of elementary teachers. International Journal of Science and Mathematics Education. doi:10.1007/s10763-014-9525-1.
Craft, A. (2001). An analysis of research and literature on creativity in education. London, England: Qualifications and Curriculum Authority.
Creswell, J. (2008). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.
Donnelly, L. & Argyle, S. (2011). Teachers’ willingness to adopt nature of science activities following a physical science professional development. Journal of Science Teacher Education, 22, 475–490.
Elisondo, R., Donolo, D. & Rinaudo, M. (2013). The unexpected and education: Curriculums for creativity. Creative Education, 4, 11–15.
Fasko, D. (2000). Education and creativity. Creativity Research Journal, 13(3), 317–327.
Ferrari, A., Cachia, R. & Punie, Y. (2009). Innovation and creativity in education and training in the EU member states: Fostering creative learning and supporting innovative teaching. Luxembourg, Belgium: European Communities.
Gardner, H. (2011). Creating minds: An anatomy of creativity. New York, NY: Basic Books.
Gay, L., Mills, G. & Airasian, P. (2009). Educational research competencies for analysis and applications (9th ed.). Upper Saddle River, NJ: Pearson Education.
Heinze, A. & Erhard, M. (2006). How much time do students have to think about teacher questions? An investigation of the quick succession of teacher questions and student responses in the German mathematics classroom. ZMD-International Journal on Mathematics Education, 38(5), 388–398.
Hendrix, R., Eick, C. & Shannon, D. (2012). The integration of creative drama in an inquiry-based elementary program: The effect on student attitude and conceptual learning. Journal of Science Teacher Education, 23, 823–846.
Hong, M. & Kang, N.-H. (2010). South Korean and the US secondary school science teachers’ conceptions of creativity and teaching for creativity. International Journal of Science and Mathematics Education, 8(5), 821–843.
Ibrakovid, V. & Bognar, B. (2009). Creativity in teaching plant production. Educational Journal of Living Theories, 2(2), 232–256.
Jang, S.-J. (2009). Exploration of secondary students’ creativity by integrating web-based technology into an innovative science curriculum. Computers & Education, 52, 247–255.
Jeffrey, B. (2006). Creative teaching and learning: Towards a common discourse and practice. Cambridge Journal of Educational & Psychological Sciences, 36(3), 399–414.
Kukliansky, I., Shosberger, I. & Eshach, H. (2014). Science teachers’ voice on homework: Beliefs, attitudes, and behaviors. International Journal of Science and Mathematics Education. doi:10.1007/s10763-014-9555-8.
Lee, M.-K. & Erdogan, I. (2007). The effect of science–technology–society teaching on students’ attitudes toward science and certain aspects of creativity. International Journal of Science Education, 29(11), 1315–1327.
Liang, L., Chen, S., Chen, X., Kaya, O., Adams, A., Macklin, M. & Ebenezer, J. (2009). Preservice teachers’ views about nature of scientific knowledge development: An international collaborative study. International Journal of Science and Mathematics Education, 7(5), 987–1012.
Lin, Y.-S. (2011). Fostering creativity through education—A conceptual framework of creative pedagogy. Creative Education, 2(3), 149–155.
Lotter, C., Singer, J. & Godley, J. (2009). The influence of repeated teaching and reflection on preservice teachers’ views of inquiry and nature of science. Journal of Science Teacher Education, 20, 553–582.
Merrill, S. (2007). To again feel the creative voice. International Journal of Science and Mathematics Education, 5(1), 145–164.
Meyer, A. & Lederman, N. G. (2013). Inventing creativity: An exploration of the pedagogy of ingenuity in science classrooms. School Science and Mathematics, 113(8), 400–409.
Ministry of Education (2013). Assessing students’ learning in science in grades 5–10. Muscat, Oman: Author.
National Research Council (2012). In H. Quinn, H. A. Schweingruber & T. Keller (Eds.), A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
Neira, J. & Soto, I. (2013). Creativity and physics learning as product of the intervention with conceptual maps and Gowin’s v diagram. Creative Education, 4, 13–20.
Newton, D. P. & Newton, L. D. (2009). Some student teachers’ conceptions of creativity in school science. Research in Science & Technological Education, 27(1), 45–60.
Park, S., Lee, S.-Y., Oliver, J. & Cramond, B. (2006). Changes in Korean science teachers’ perceptions of creativity and science teaching after participating in an overseas professional development program. Journal of Science Teacher Education, 17, 37–64.
Peters, K. (2008). Guided imagery in the classroom. Journal of the Virginia Writing Project, 29, 12–16.
Quigley, C., Pongsanon, K. & Akerson, V. L. (2010). If we teach them, they can learn: Young students’ views of nature of science aspects to early elementary students during an informal science education program. Journal of Science Teacher Education, 21, 887–907.
Rutland, M. & Barlex, D. (2008). Perspectives on pupil creativity in design and technology in the lower secondary curriculum in England. International Journal of Technological Distance Education, 18, 139–165.
Seo, H.-A., Lee, E. & Kim, K. (2005). Korean science teachers’ understanding of creativity in gifted education. Journal of Secondary Gifted Education, XVI(2/3), 98–105.
Shanahan, M. & Nieswandt, M. (2009). Creative activities and their influence on identification in science: Three case studies. Journal of Elementary Science Education, 21(3), 63–79.
Shin, M.-K., Yager, R., Oh, P. & Lee, M.-K. (2003). Changes in science classrooms after experiencing an international professional staff development program. International Journal of Science and Mathematics Education, 1(4), 505–522.
Starko, A. (2010). Creativity in the calssroom: Schools of curious delight (4th ed.). New York, NY: Routledge.
Sternberg, R. (2003). Creative thinking in the classroom. Scandinavian Journal of Educational Research, 47(3), 325–338.
Urhahne, D., Kremer, K. & Mayer, J. (2010). Conceptions of the nature of science—Are they general or context specific? International Journal of Science and Mathematics Education, 9(3), 707–730.
Watkins, M. & Pacheco, M. (2000). Interobserver agreement in behavioral research: Importance and calculation. Journal of Behavioral Education, 10(4), 205–212.
Yager, S., Dogan, O., Hacieminoglu, E. & Yager, R. (2012). The role of student and teacher creativity in aiding current reform efforts in science and technology education. National Forum of Applied Educational Research Journal, 25(3), 1–24.
Yager, R. & Weld, J. (1999). Scope, sequence and coordination: The Iowa Project, a national reform effort in the USA. International Journal of Science Education, 21(2), 169–194.
Acknowledgment
The authors would like to express their sincere appreciation to Dr. Larry Yore for his valuable academic editorial editing and to Shari Yore for her technical editing as part of a special editorial assistance coordinated by IJSME.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Al-Abdali, N.S., Al-Balushi, S.M. Teaching for Creativity by Science Teachers in Grades 5–10. Int J of Sci and Math Educ 14 (Suppl 2), 251–268 (2016). https://doi.org/10.1007/s10763-014-9612-3
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10763-014-9612-3