Pre-Service Science Teachers’ Beliefs About Creativity at School: A Study in the Hispanic Context
The present study examines the beliefs of pre-service science teachers on creativity in science teaching and learning and identifies factors in the school environment that, in their view, can influence students’ creativity. A total of 152 Colombian prospective science teachers participated in this s...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-10-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/11/1194 |
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| author | Leidy Dahiana Rios-Atehortua Tarcilo Torres-Valois Joan Josep Solaz-Portolés Vicente Sanjosé |
| author_facet | Leidy Dahiana Rios-Atehortua Tarcilo Torres-Valois Joan Josep Solaz-Portolés Vicente Sanjosé |
| author_sort | Leidy Dahiana Rios-Atehortua |
| collection | DOAJ |
| description | The present study examines the beliefs of pre-service science teachers on creativity in science teaching and learning and identifies factors in the school environment that, in their view, can influence students’ creativity. A total of 152 Colombian prospective science teachers participated in this study. A questionnaire, with an open and a closed part, was administered to participants. Descriptive and inferential statistical analysis of the qualitative and quantitative data collected was carried out. The results revealed that (a) the concept of creativity held by the participants was incomplete and significantly diverged from expert definitions; (b) they viewed creativity as a universal potential that can be nurtured within the school system; (c) the ability to identify problems and ask challenging questions was rarely selected as a creative personality trait; (d) they demonstrated unclear ideas about the relationship between creativity and intelligence and the role of prior knowledge in students’ creativity; and (e) the subject or curricular domain was seen as an important factor influencing students’ creativity. From all this, it could be concluded that Colombian future science teachers exhibited flawed concepts of creativity based on poorly articulated beliefs, which is consistent with findings in other international studies. |
| format | Article |
| id | doaj-art-59fdaaae6ea04d1fbfa351775044dee6 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-59fdaaae6ea04d1fbfa351775044dee62024-11-26T18:01:17ZengMDPI AGEducation Sciences2227-71022024-10-011411119410.3390/educsci14111194Pre-Service Science Teachers’ Beliefs About Creativity at School: A Study in the Hispanic ContextLeidy Dahiana Rios-Atehortua0Tarcilo Torres-Valois1Joan Josep Solaz-Portolés2Vicente Sanjosé3Facultad de Educación, Universidad de Antioquia, Medellín 050010, ColombiaFacultad de Educación, Universidad de Antioquia, Medellín 050010, ColombiaScience Education and CDC-Profesores Research Group, Universitat de València, 46022 Valencia, SpainScience Education and CDC-Profesores Research Group, Universitat de València, 46022 Valencia, SpainThe present study examines the beliefs of pre-service science teachers on creativity in science teaching and learning and identifies factors in the school environment that, in their view, can influence students’ creativity. A total of 152 Colombian prospective science teachers participated in this study. A questionnaire, with an open and a closed part, was administered to participants. Descriptive and inferential statistical analysis of the qualitative and quantitative data collected was carried out. The results revealed that (a) the concept of creativity held by the participants was incomplete and significantly diverged from expert definitions; (b) they viewed creativity as a universal potential that can be nurtured within the school system; (c) the ability to identify problems and ask challenging questions was rarely selected as a creative personality trait; (d) they demonstrated unclear ideas about the relationship between creativity and intelligence and the role of prior knowledge in students’ creativity; and (e) the subject or curricular domain was seen as an important factor influencing students’ creativity. From all this, it could be concluded that Colombian future science teachers exhibited flawed concepts of creativity based on poorly articulated beliefs, which is consistent with findings in other international studies.https://www.mdpi.com/2227-7102/14/11/1194creativityscience educationscience teacherspre-service teachers’ beliefs |
| spellingShingle | Leidy Dahiana Rios-Atehortua Tarcilo Torres-Valois Joan Josep Solaz-Portolés Vicente Sanjosé Pre-Service Science Teachers’ Beliefs About Creativity at School: A Study in the Hispanic Context Education Sciences creativity science education science teachers pre-service teachers’ beliefs |
| title | Pre-Service Science Teachers’ Beliefs About Creativity at School: A Study in the Hispanic Context |
| title_full | Pre-Service Science Teachers’ Beliefs About Creativity at School: A Study in the Hispanic Context |
| title_fullStr | Pre-Service Science Teachers’ Beliefs About Creativity at School: A Study in the Hispanic Context |
| title_full_unstemmed | Pre-Service Science Teachers’ Beliefs About Creativity at School: A Study in the Hispanic Context |
| title_short | Pre-Service Science Teachers’ Beliefs About Creativity at School: A Study in the Hispanic Context |
| title_sort | pre service science teachers beliefs about creativity at school a study in the hispanic context |
| topic | creativity science education science teachers pre-service teachers’ beliefs |
| url | https://www.mdpi.com/2227-7102/14/11/1194 |
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