This study evaluated scientific creativity among 31 science teacher candidates in Turkey. The candidates were asked open-ended questions about scientific creativity and how they would advance science. Their responses showed adequate fluency and scientific knowledge, but low flexibility and originality. When asked to self-evaluate, most said their scientific creativity was partially adequate. The study aims to help improve the development of scientific creativity among future teachers.
Creativity Selected Elements QuestionnaireHORAMA3012
Creativity Selected Elements Questionnaire herewith shall be called (CSEQ) as a creative psychological assessment instrument was developed on the theoretical foundations of “Creative Product Semantic Scale” by Besemer & Quin (1987) and the “Propulsion Model” by Sternberg, Kaufman & Pretz (2002). It covered the four innate creativity elements of: Originality, Ingenuity, Resolution, Synthesis and four external creativity elements of Replication, Redefinition, Reconstruction, and Reinitiation. CSEQ was applied to study 900 students from three colleges (Engineering, Architecture and Information Technology) of Nueva Ecija University of Science and Technology herewith shall be called (NEUST) for: 1) The significant associations between the selected student demographic variables, namely: age, gender, study preference, year of study, GPA, student reasons for studying their program, and student’s linguistic ability with the eight creativity elements; 2) The significant associations between the selected family demographic variables, namely: parental family status, family income, and family educational background with the eight creativity elements. Highlights from the findings of the Demographic, Correlational, MANOVA and Reliability statistical analyses were: 1) Age, gender, year of study, student reasons for studying their program, student’s linguistic ability had both positive and inverse significant associations to/for creativity; 2) Mother’s educational background and family income had significant positive and inverse associations to/for creativity. CSEQ could be: 1) Used for new student orientation for assessment of student strengths that would enable the development of student leadership activities, projects and programs; 2) In the design, implementation and assessment of creative educational content, methods, strategies and presentations within university environments; 3) In developing a creative-centered experimental hubs for creative designs within a university environment for those identified with creative strengths.
Building Models of Social Processes from the Ground Up: Two Case StudiesJane Gilgun
Social workers tilt at windmills. We want to create a just and caring society. All we have to do is read headlines of local, national, and international news to see the difficulties of the tasks we have chosen for ourselves. When we reflect upon the work we do, we have more evidence that our work may be never-ending. The bright spots, hope, and the vision of a caring world impel us onward. In this think tank, I will show how I have developed models of social processes that I hope others can use in their quests for a more just and caring society. In each of these models, I drew upon the four cornerstones of evidence-based practice: research and theory, practice wisdom, service user wants, preferences, and values, and my own personal and professional values, experiences, and reflections. The two case studies are 1) factors associated with good outcomes when children have experienced complex trauma and 2) a model of intervention with perpetrators of interpersonal violence.
This study aims at providing further insights into the factors influencing people’s decisions to pursue teaching English as a career. The study attempts to give answers to the following questions: (1) What are the career motivations of 1st and 4th grade prospective English teachers? (2) Is there a difference between 1st and 4th grade prospective English teachers’ career motivations? A total of 84 prospective English teachers (41 first grade and 43 fourth grade) participated in the study. The data were collected by means of a questionnaire designed to investigate career motivations of Turkish prospective English language teachers. For the data analysis, descriptive statistics in terms of mean and standard deviation were computed, and independent samples t-tests were conducted to find out whether the findings were statistically significantly different or not. The findings revealed that intrinsic and altruistic reasons were the most preferred ones by the student teachers. In contrast, extrinsic reasons were found to be the least influential factors behind the participants’ decisions to become a teacher. The findings also showed that there is not a statistically significant difference between the grades in terms of career motivations. According to the results, further implications were suggested in the study.
Creativity Selected Elements QuestionnaireHORAMA3012
Creativity Selected Elements Questionnaire herewith shall be called (CSEQ) as a creative psychological assessment instrument was developed on the theoretical foundations of “Creative Product Semantic Scale” by Besemer & Quin (1987) and the “Propulsion Model” by Sternberg, Kaufman & Pretz (2002). It covered the four innate creativity elements of: Originality, Ingenuity, Resolution, Synthesis and four external creativity elements of Replication, Redefinition, Reconstruction, and Reinitiation. CSEQ was applied to study 900 students from three colleges (Engineering, Architecture and Information Technology) of Nueva Ecija University of Science and Technology herewith shall be called (NEUST) for: 1) The significant associations between the selected student demographic variables, namely: age, gender, study preference, year of study, GPA, student reasons for studying their program, and student’s linguistic ability with the eight creativity elements; 2) The significant associations between the selected family demographic variables, namely: parental family status, family income, and family educational background with the eight creativity elements. Highlights from the findings of the Demographic, Correlational, MANOVA and Reliability statistical analyses were: 1) Age, gender, year of study, student reasons for studying their program, student’s linguistic ability had both positive and inverse significant associations to/for creativity; 2) Mother’s educational background and family income had significant positive and inverse associations to/for creativity. CSEQ could be: 1) Used for new student orientation for assessment of student strengths that would enable the development of student leadership activities, projects and programs; 2) In the design, implementation and assessment of creative educational content, methods, strategies and presentations within university environments; 3) In developing a creative-centered experimental hubs for creative designs within a university environment for those identified with creative strengths.
Building Models of Social Processes from the Ground Up: Two Case StudiesJane Gilgun
Social workers tilt at windmills. We want to create a just and caring society. All we have to do is read headlines of local, national, and international news to see the difficulties of the tasks we have chosen for ourselves. When we reflect upon the work we do, we have more evidence that our work may be never-ending. The bright spots, hope, and the vision of a caring world impel us onward. In this think tank, I will show how I have developed models of social processes that I hope others can use in their quests for a more just and caring society. In each of these models, I drew upon the four cornerstones of evidence-based practice: research and theory, practice wisdom, service user wants, preferences, and values, and my own personal and professional values, experiences, and reflections. The two case studies are 1) factors associated with good outcomes when children have experienced complex trauma and 2) a model of intervention with perpetrators of interpersonal violence.
This study aims at providing further insights into the factors influencing people’s decisions to pursue teaching English as a career. The study attempts to give answers to the following questions: (1) What are the career motivations of 1st and 4th grade prospective English teachers? (2) Is there a difference between 1st and 4th grade prospective English teachers’ career motivations? A total of 84 prospective English teachers (41 first grade and 43 fourth grade) participated in the study. The data were collected by means of a questionnaire designed to investigate career motivations of Turkish prospective English language teachers. For the data analysis, descriptive statistics in terms of mean and standard deviation were computed, and independent samples t-tests were conducted to find out whether the findings were statistically significantly different or not. The findings revealed that intrinsic and altruistic reasons were the most preferred ones by the student teachers. In contrast, extrinsic reasons were found to be the least influential factors behind the participants’ decisions to become a teacher. The findings also showed that there is not a statistically significant difference between the grades in terms of career motivations. According to the results, further implications were suggested in the study.
Student understanding of the critical features of a hypothesis: variation acr...Kirsten Zimbardi
Presented at NAIRTL: The 4th Biennial Threshold Concepts Conference, (Dublin, Ireland).
Abstract:
The higher education sector is now focussed on the task of creating graduates who are able to deal with the novel, complex, unstructured problems they will encounter in the 21st century workforce (Brew, 2010). Within science, the central role of hypothetico-deductive reasoning in ‘thinking like a scientist’ is well established (Dunbar and Fugelsang, 2005), and in bioscience education, understanding ‘testable hypotheses’ has become a threshold concept (Taylor and Meyer, 2010) and a key driver of curriculum transformation (Elliot et al., 2010). From a large database of responses provided by undergraduate biology students to the question “What is a hypothesis?” Taylor et al (2011) developed a 48 item psychometric instrument capturing variation in student understanding of this threshold concept. A version of this instrument has now been trialled with eight hundred undergraduate science students enrolled in a first year, second semester biology course. Exploratory factor analysis of their responses has revealed five factors which vary along dimensions of epistemic maturity and understanding of disciplinary heuristics. These factors are interpreted as representing the initial 'critical features' of the threshold concept as it 'comes into view'. Specifically, students were found to conceptualise hypotheses most simplistically as based on facts, or hold more advanced conceptions about the predictive utility of hypotheses (indicating an awareness of hypothetico-predictive reasoning) and to hypotheses as testable statements (indicating an awareness of hypothetico-deductive reasoning) used in the development of new scientific knowledge. Further, student conceptions varied on the role of observations, experiments and controlling variables in judging the validity of hypotheses. This snapshot characterises the conceptions about hypothesis held by early stage undergraduate science students, providing insights into the ways students are beginning to understand the heuristics used to judge the evidence that builds scientific knowledge in their discipline, as they embark on the journey toward thinking like a scientist.
Creativity and Academic Achievement of Higher Secondary School Students in Ta...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
A Model of Learning Objectives
Model created by: Rex Heer
Iowa State University
Center for Excellence in Learning and Teaching
Updated January, 2012
Licensed under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unsupported License.
For additional resources, see:
http://www.celt.iastate.edu
In this paper various approaches, steps and objectives of research are listed and briefly discussed.
This paper discusses four common research approaches, Qualitative, Quantitative, Mixed methods and
Advocacy/participatory research, which were commonly used when conducting research. Research is indeed
civilization and determines the economic, social and political development of a nation. Research is Systematic
investigative process employed to increase or revise current knowledge by discovering new facts. All research
Approaches Examine and explore the different claims to knowledge and are designed to address a specific type
of research question.
1. What are your areas of educational research interest?
2. What are educational research questions of interest to you?
3. What are some of your go-to educational research methods? Why? What types of questions do these help you answer?
4. What are some of your educational research methods that you might want to learn and apply? Why? How did you learn about these new educational research methods?
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Experimentation in science, engineering, and educationIRJESJOURNAL
Abstract: Experimentation is used differently in science, engineering, and science education. The aim of many science fairs is to encourage young talent in scientific inquiry. Based on 57 interviews with participants of a German youth science fair, this article points out typical students’ conceptions about the procedure and the purpose of experimentation. The analysis of the interview data revealed that the derived concepts firstly depend on each other and secondly reflect the differences in the way of thinking and working between scientists and engineers. Since experiences with experimentation provide the basis for learning and thus for the conceptual knowledge about science, we conclude that it is essential, for science education, to distinguish the engineer’s and the scientist’s point of view and to implement more authentic inquiry in science lessons at school.
Student understanding of the critical features of a hypothesis: variation acr...Kirsten Zimbardi
Presented at NAIRTL: The 4th Biennial Threshold Concepts Conference, (Dublin, Ireland).
Abstract:
The higher education sector is now focussed on the task of creating graduates who are able to deal with the novel, complex, unstructured problems they will encounter in the 21st century workforce (Brew, 2010). Within science, the central role of hypothetico-deductive reasoning in ‘thinking like a scientist’ is well established (Dunbar and Fugelsang, 2005), and in bioscience education, understanding ‘testable hypotheses’ has become a threshold concept (Taylor and Meyer, 2010) and a key driver of curriculum transformation (Elliot et al., 2010). From a large database of responses provided by undergraduate biology students to the question “What is a hypothesis?” Taylor et al (2011) developed a 48 item psychometric instrument capturing variation in student understanding of this threshold concept. A version of this instrument has now been trialled with eight hundred undergraduate science students enrolled in a first year, second semester biology course. Exploratory factor analysis of their responses has revealed five factors which vary along dimensions of epistemic maturity and understanding of disciplinary heuristics. These factors are interpreted as representing the initial 'critical features' of the threshold concept as it 'comes into view'. Specifically, students were found to conceptualise hypotheses most simplistically as based on facts, or hold more advanced conceptions about the predictive utility of hypotheses (indicating an awareness of hypothetico-predictive reasoning) and to hypotheses as testable statements (indicating an awareness of hypothetico-deductive reasoning) used in the development of new scientific knowledge. Further, student conceptions varied on the role of observations, experiments and controlling variables in judging the validity of hypotheses. This snapshot characterises the conceptions about hypothesis held by early stage undergraduate science students, providing insights into the ways students are beginning to understand the heuristics used to judge the evidence that builds scientific knowledge in their discipline, as they embark on the journey toward thinking like a scientist.
Creativity and Academic Achievement of Higher Secondary School Students in Ta...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
A Model of Learning Objectives
Model created by: Rex Heer
Iowa State University
Center for Excellence in Learning and Teaching
Updated January, 2012
Licensed under a Creative Commons Attribution-
NonCommercial-ShareAlike 3.0 Unsupported License.
For additional resources, see:
http://www.celt.iastate.edu
In this paper various approaches, steps and objectives of research are listed and briefly discussed.
This paper discusses four common research approaches, Qualitative, Quantitative, Mixed methods and
Advocacy/participatory research, which were commonly used when conducting research. Research is indeed
civilization and determines the economic, social and political development of a nation. Research is Systematic
investigative process employed to increase or revise current knowledge by discovering new facts. All research
Approaches Examine and explore the different claims to knowledge and are designed to address a specific type
of research question.
1. What are your areas of educational research interest?
2. What are educational research questions of interest to you?
3. What are some of your go-to educational research methods? Why? What types of questions do these help you answer?
4. What are some of your educational research methods that you might want to learn and apply? Why? How did you learn about these new educational research methods?
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Experimentation in science, engineering, and educationIRJESJOURNAL
Abstract: Experimentation is used differently in science, engineering, and science education. The aim of many science fairs is to encourage young talent in scientific inquiry. Based on 57 interviews with participants of a German youth science fair, this article points out typical students’ conceptions about the procedure and the purpose of experimentation. The analysis of the interview data revealed that the derived concepts firstly depend on each other and secondly reflect the differences in the way of thinking and working between scientists and engineers. Since experiences with experimentation provide the basis for learning and thus for the conceptual knowledge about science, we conclude that it is essential, for science education, to distinguish the engineer’s and the scientist’s point of view and to implement more authentic inquiry in science lessons at school.
This study aimed to determine the effect of the inquiry-discovery learning
model on critical thinking skills and mastery of students' physics concepts on
the topic of temperature and heat. This quasi-experimental research used
posttest only control group design in which there are two groups in this
design, each of which was selected randomly. The sample in this study was
34 students for the experimental class and 34 students for the control class.
The results showed that there was a difference between inquiry-discovery
learning and conventional learning in improving students' critical thinking
skills and mastery of physics concepts. Inquiry-discovery learning affects
critical thinking skills and students' mastery of physics concepts. Future
research is expected to explore variables that can sharpen students' physics
skills through inquiry-discovery learning.
Science Process Skills in Relation to Values Gained through Learning Scienceijtsrd
Science is not only of acquiring knowledge about facts, theories, or gaining text book’s theoretical generalizations. Doing Science means applying the processes to reach the knowledge and process data. The process of doing science should bring in holistic development of the children including the development of values. The process of doing science involves Science process skills. So in this study, the researcher has attempted to find the relationship between science process skills and science values of class 8 students in Mysuru, Karnataka State. Research findings have shown that there is a positive relationship between science process skills and science values. And gender has no influence on the relationship between science process skills and science values. The implications of the study are discussed in this paper. Vasudha C R "Science Process Skills in Relation to Values Gained through Learning Science" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd49089.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49089/science-process-skills-in-relation-to-values-gained-through-learning-science/vasudha-c-r
An Investigation of the Effectiveness of PBL Online on Students' Creative Thi...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
A study on the evaluation of scientific creativity among science
1. Research on Humanities and Social Sciences www.iiste.org
ISSN (Paper)2224-5766 ISSN (Online)2225-0484 (Online)
Vol.5, No.11, 2015
101
A Study on the Evaluation of Scientific Creativity among Science
Teacher Candidates
Dr. Sibel Demir (Corresponding author)
Ondokuz Mayıs University, Science Teaching Department, Samsun/Turkey
Abstract
This study was performed with the participation of 31 science teacher candidates in their second year of higher
education, enrolled in the science education department of a university in Turkey. During the study, the teacher
candidates were asked two questions, one of which was a self-evaluation question regarding scientific creativity,
while the other was an open-ended question. The validity of these questions developed specifically for this study
was evaluated by two expert researchers. The aim of the study was to determine how science teacher candidates
viewed scientific creativity, and how they evaluated/assessed themselves with respect to scientific creativity. The
results of this study indicated that the science teacher candidates lacked an adequate understanding of the
flexibility and originality dimensions of scientific creativity, and that they considered themselves as somewhat
insufficient in terms of scientific creativity.
Key words: science teacher candidate, scientific creativity, originality, fluency, flexibility, scientific knowledge
Introduction
Creativity consists of at least four components, which are the creative process, creative product, creative
individuals, and the creative situation (MacKinnon, 1970; Mooney, 1963; as cited by Lin, Hu, Adey, and Shen,
2003). Scientific creativity is a higher skill that has a significant effect on the innovative approach. In contrast to
general creativity, scientific creativity is strongly associated with scientific knowledge, scientific skills, and
scientific attitudes (Jo, 2009). Problem-solving, forming hypotheses, designing experiments, and technical
innovation all require a certain form of scientific creativity (Lin, Hu, Adey, and Shen, 2003). Zhang, Liu, and
Lin (2012), on the other hand, described that although scientific creativity requires various personal
characteristics such as inner motivation, independence and initiative, these characteristics are sufficient by
themselves in supporting scientific creativity. Hu and Adey (2002) previously developed a “scientific creativity
model” for field-specific creativity, which consists of the following dimensions: fluency, flexibility, originality,
imagination, thinking, scientific knowledge, scientific problem, scientific fact, and technical product. Within the
frame of scientific creativity, “fluency can be defined as the collection of all ideas that are scientifically correct;
flexibility can be defined as fluent thoughts formed in different areas and with different approaches; and
originality can be defined as fluent ideas that are present at a certain percentage/ratio within the relevant group”
(Demir, 2014).
Creative thinking plays a complementary role in the scientific processes used during science- and technology-
related studies (Akçam, 2007). The limiting factors of the long-term development of scientific creativity is the
experience, knowledge, skills, and abilities of science teachers, and the quality of the developmental and
educational opportunities that are provided to the students (Schmidt, 2010). In the current age of innovation,
scientific creativity among science teachers is very important for ensuring the cultivation of this creativity skill
in future generations. For this reason, we believe that it is particularly important to determine how teacher
candidates see scientific creativity, and how they assess their own scientific creativity.
The aim of the study was to determine how science teacher candidates viewed scientific creativity, and how they
evaluated/assessed themselves with respect to scientific creativity.
Methods
This study was performed with 31 science teacher candidates in their second year of higher education, enrolled
in the science education department of a university in Turkey. In this study, the 31 science teacher candidates
were asked a multiple-choice question, with five possible answers, which was, “How would you rate your own
level of scientific creativity?” Twenty one randomly selected science teacher candidates were then asked the
following open-ended question: “Imagine that you a special power that only you possess. How would like to use
this special power to advance the field of science?” Qualitative data obtained with the open-ended questions
2. Research on Humanities and Social Sciences www.iiste.org
ISSN (Paper)2224-5766 ISSN (Online)2225-0484 (Online)
Vol.5, No.11, 2015
102
were classified according to predefined codes and themes, and the data were interpreted based on the number of
times the codes were repeated. The validity of these questions developed for this study was evaluated by two
expert researchers.
Results
Data obtained in this study were organized and presented in tables. Table 1 classifies the qualitative data (i.e.
answers and expressions) obtained from the science teacher candidates with the open-ended question according
to the four dimensions of scientific creativity, which are fluency, flexibility, originality, and scientific
knowledge. Table 2 shows the codes identified in the teacher candidate responses to the open-ended question,
while Table 3 and Table 4 show an example of two answers that were considered to illustrate flexibility and
originality. Table 5, on the other hand, shows the teacher candidates’ self-evaluation of their scientific creativity.
Table 1. Evaluation of the answers to the open-ended question according to the four dimensions of
scientific creativity
Table 1 shows that 27 of the answers provided by the teacher candidate reflected fluency, while 25 of these
answers reflected scientific knowledge. Only two of the answers mentioned flexibility, and only four mentioned
originality.
Table 2. The codes of the answers given to the open-ended question
Codes N
Find cure for illnesses 4
Space/Planets 6
Establish a laboratory 2
Establish a science center 2
Prevent environmental pollution 3
Others 1 (by each teacher
candidate)
Table 2 shows that the answers provided by the teacher candidates to the open-ended question particularly
included views about seeing or making discoveries about space and other planets, finding cures for illnesses, and
to prevent environmental pollution. It was observed that each teacher candidate provided at least one
answer/opinion to the open-ended question asking them how they would like to advance science.
Table 3. Example of an answer to the open-question illustrating the flexibility dimension
Teacher candidate number 17:
“…..I would like to give people the ability to perform photosynthesis.”
The example in Table 3 shows that, by thinking about merging the characteristics of humans and plants, the
teacher candidate was able to associate two different disciplines.
Table 4. Example of an answer to the open-question illustrating the originality dimension
Teacher candidate number 12:
“…such as giving people the ability to travel in their own brain ….”
Table 4 shows an example of the answers provided by the teacher candidates that reflect originality.
Fluency Scientific
Knowledge
Flexibility Originality
27 25 2 4
3. Research on Humanities and Social Sciences www.iiste.org
ISSN (Paper)2224-5766 ISSN (Online)2225-0484 (Online)
Vol.5, No.11, 2015
103
Table 5. The teacher candidates’ self-evaluation of their own scientific creativity.
Fairly
Adequate
Adequate Partially
Adequate
Inadequate Fairly
Inadequate
No Answer
0 6 17 7 0 1
As shown in Table 5, when asked to self-evaluate their scientific creativity, the science teacher candidates
generally described themselves as having a partially adequate level of scientific creativity.
Conclusion and Discussion
As the number of scientific studies increases, so does the amount of accumulated scientific knowledge. Science
education tends to place more emphasis on the learning scientific knowledge; however, it is more important to
teach scientific methods as a set of skills rather than a form of knowledge (Gürdal, Şahin, and Çağlar, 2001).
Scientific creativity plays an important role in this context. Scientific creativity can be described as a thinking
skill that enables individuals to produce may original ideas in different areas by utilizing an interdisciplinary and
innovative approach in science, technology, and arts (esthetics), generally with the aim of resolving a particular
problem (Demir, 2014).
Based on the study results and the answers of the science teacher candidates, it was determined that their level of
fluency and scientific knowledge was adequate, while their level of flexibility and originality was very low. In
addition, the teacher candidates generally considered themselves as being partially adequate in terms of scientific
creativity.
Science classes assist the development of scientific creativity, and placing further emphasis on creativity during
these classes would allow students to be better prepared for the future (Kind and Kind, 2007). To ensure the
development of scientific creativity, it is necessary to form rich learning environments through effective
planning and by making use of different learning approaches, methods and techniques; promoting scientific
creativity also requires effective planning, structuring, and organization of all learning processes, including the
training and guidance of teachers/instructors (Demir, 2014). For this reason, we believe that it is important to
evaluate and determine the scientific creativity of science teacher candidates. In this context, we believe that it is
necessary to conduct further studies aiming to assess and improve the scientific creativity of science teacher
candidates.
References
Akçam, M. (2007). İlköğretim fen bilgisi derslerinde yaratıcı etkinliklerin öğrencilerin tutum ve başarılarına
etkisi. Yayınlanmamış yüksek lisans tezi, Balıkesir Üniversitesi, Fen Bilimleri Enstitüsü, Balıkesir.
Demir, S. (2014). Bilimsel tartışma ve araştırmaya dayalı tasarlanan laboratuvar programının, fen bilgisi
öğretmen adaylarının bilimsel yaratıcılıklarına etkisi. Yayınlanmamış doktora tezi, Marmara Üniversitesi,
Eğitim Bilimleri Enstitüsü, İstanbul.
Gürdal, A., Şahin, F., & Çağlar, A. (2001). Fen eğitimi ilkeler, stratejiler ve yöntemler. İstanbul: Marmara
Üniversitesi Atatürk Eğitim Fakültesi Yayın.
Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of
Science Education, 24(4), 389-403.
Jo, S. M. (2009). A study of Korean students’ creativity in science using structural equation modeling.
Unpublished doctoral dissertation, The University of Arizona.
Kind, P., & Kind, V. (2007). Creativity in science education: Perspectives and challenges for developing school
science. Studies in Science Education, 43(1), 1-37.
Lin, C., Hu, W., Adey, P., & Shen, J. (2003). The influence of case on scientific creativity. Research in Science
Education, 33, 143-162.
Schmidt, A. (2010). The battle for creativity: Frontiers in science and science education. Insights & Perspectives,
1016-1019.
Zhang, J., Liu, G., & Lin, C. (2012). An action-oriented approach to gifted education: Evidence from the field of
scientific creativity. High Ability Studies, 23(1), 123-125.
4. Business, Economics, Finance and Management Journals PAPER SUBMISSION EMAIL
European Journal of Business and Management EJBM@iiste.org
Research Journal of Finance and Accounting RJFA@iiste.org
Journal of Economics and Sustainable Development JESD@iiste.org
Information and Knowledge Management IKM@iiste.org
Journal of Developing Country Studies DCS@iiste.org
Industrial Engineering Letters IEL@iiste.org
Physical Sciences, Mathematics and Chemistry Journals PAPER SUBMISSION EMAIL
Journal of Natural Sciences Research JNSR@iiste.org
Journal of Chemistry and Materials Research CMR@iiste.org
Journal of Mathematical Theory and Modeling MTM@iiste.org
Advances in Physics Theories and Applications APTA@iiste.org
Chemical and Process Engineering Research CPER@iiste.org
Engineering, Technology and Systems Journals PAPER SUBMISSION EMAIL
Computer Engineering and Intelligent Systems CEIS@iiste.org
Innovative Systems Design and Engineering ISDE@iiste.org
Journal of Energy Technologies and Policy JETP@iiste.org
Information and Knowledge Management IKM@iiste.org
Journal of Control Theory and Informatics CTI@iiste.org
Journal of Information Engineering and Applications JIEA@iiste.org
Industrial Engineering Letters IEL@iiste.org
Journal of Network and Complex Systems NCS@iiste.org
Environment, Civil, Materials Sciences Journals PAPER SUBMISSION EMAIL
Journal of Environment and Earth Science JEES@iiste.org
Journal of Civil and Environmental Research CER@iiste.org
Journal of Natural Sciences Research JNSR@iiste.org
Life Science, Food and Medical Sciences PAPER SUBMISSION EMAIL
Advances in Life Science and Technology ALST@iiste.org
Journal of Natural Sciences Research JNSR@iiste.org
Journal of Biology, Agriculture and Healthcare JBAH@iiste.org
Journal of Food Science and Quality Management FSQM@iiste.org
Journal of Chemistry and Materials Research CMR@iiste.org
Education, and other Social Sciences PAPER SUBMISSION EMAIL
Journal of Education and Practice JEP@iiste.org
Journal of Law, Policy and Globalization JLPG@iiste.org
Journal of New Media and Mass Communication NMMC@iiste.org
Journal of Energy Technologies and Policy JETP@iiste.org
Historical Research Letter HRL@iiste.org
Public Policy and Administration Research PPAR@iiste.org
International Affairs and Global Strategy IAGS@iiste.org
Research on Humanities and Social Sciences RHSS@iiste.org
Journal of Developing Country Studies DCS@iiste.org
Journal of Arts and Design Studies ADS@iiste.org
5. The IISTE is a pioneer in the Open-Access hosting service and academic event management.
The aim of the firm is Accelerating Global Knowledge Sharing.
More information about the firm can be found on the homepage:
http://www.iiste.org
CALL FOR JOURNAL PAPERS
There are more than 30 peer-reviewed academic journals hosted under the hosting platform.
Prospective authors of journals can find the submission instruction on the following
page: http://www.iiste.org/journals/ All the journals articles are available online to the
readers all over the world without financial, legal, or technical barriers other than those
inseparable from gaining access to the internet itself. Paper version of the journals is also
available upon request of readers and authors.
MORE RESOURCES
Book publication information: http://www.iiste.org/book/
IISTE Knowledge Sharing Partners
EBSCO, Index Copernicus, Ulrich's Periodicals Directory, JournalTOCS, PKP Open
Archives Harvester, Bielefeld Academic Search Engine, Elektronische Zeitschriftenbibliothek
EZB, Open J-Gate, OCLC WorldCat, Universe Digtial Library , NewJour, Google Scholar