scholarly journals STUDENT, PARENT AND TEACHER PERCEPTIONS ON THE BEHAVIORAL CHARACTERISTICS OF SCIENTIFIC CREATIVITY AND THE IMPLICATIONS TO ENHANCE STUDENTS' SCIENTIFIC CREATIVITY

2021 ◽  
Vol 20 (1) ◽  
pp. 67-79
Author(s):  
Insun Lee ◽  
Jongwon Park
Keyword(s):  
Teacher Perceptions ◽  
Environmental Factor ◽  
Science Teachers ◽  
Gifted Students ◽  
Growth Period ◽  
Behavioral Characteristics ◽  
Scientific Creativity ◽  
Comparative Result ◽  
Asking Questions ◽  
Teachers And Parents

Teachers’ and parents’ perceptions of scientific creativity are assumed to be an important environmental factor for scientific creativity, so this research surveyed their perceptions of the behavioral characteristics of scientific creativity and compared their perceptions to those of students. This is achieved with a list of behavioral characteristics of creative physicists during their growth period. For this survey, 48 science teachers, 112 parents, and 145 science gifted students participated. Out of the 30 items of the list, they selected 10 items that were considered important indicators to become creative scientists in the future, and they ranked them according to their importance. The results showed that the three groups all perceived ‘conducting experiments, asking questions, thinking logically to solve difficult problems, and sharing ideas’ as important for scientific creativity. For the items that were perceived to be less important, it was discussed why these items might be necessary for scientific creativity. Comparative result showed that parents gave more importance to learning-related aspects, teachers to thinking-related aspects, and students to activities such as making and experimenting. This research showed the behavioral characteristics that should be encouraged to improve students’ scientific creativity at school and at home. Keywords: behavioral characteristics, creativity perception, creative environment, scientific creativity

scholarly journals Student, parent, and teacher perceptions towards digital educational games: How they differ and influence each other

2021 ◽  
pp. 142-160
Keyword(s):  
Teacher Perceptions ◽  
Educational Games ◽  
Digital Game ◽  
Traditional Values ◽  
Game Based Learning ◽  
Education Students ◽  
Perceptions And Attitudes ◽  
Key Stakeholders ◽  
Perceptions Of Students ◽  
Teachers And Parents

Digital game-based learning has received increased attention in education. As the key stakeholders in education, students, parents, and teachers may have different perceptions and attitudes towards game-based learning, which have a great impact on its adoption and dissemination. However, there is a lack of research examining how the perceptions of different stakeholders towards digital educational games may differ and influence each other. This study aimed to address the gap by investigating the perceptions of students, parents and teachers towards digital educational games, the differences and relationships between their perceptions, and possible sources of their perceptions. The study was conducted with 415 participants in China, a country that has tension between play and learning in its traditional values. The results reveal that most students, parents and teachers have certain experience playing mobile games, but with limited knowledge about educational digital games. Students have more positive perceptions towards digital educational games than teachers and parents, and the perceptions of teachers and parents are correlated with each other. After an introduction to an educational digital game, students’ and parents’ intention to recommend game-based learning increased, which, however, was not the case for teachers. Implications of the findings were discussed.

scholarly journals Teaching in Circles: Learning to Harmonize as a Co-Teacher of Gifted Education

2016 ◽  
Author(s):  
Steve Haberlin
Keyword(s):  
Comparative Analysis ◽  
Public School ◽  
Gifted Education ◽  
Cultural Context ◽  
Gifted Students ◽  
Teaching Experiences ◽  
Inclusion Classrooms ◽  
Educational Theories ◽  
Teachers And Parents ◽  
Constant Comparative Analysis

In this autoethnography, I explored my daily challenges and frustrations working as a teacher of gifted students in inclusion classrooms in an elementary public school. Inquiring about how I coped with these challenges and eventually thrived in the position, I journaled weekly about my teaching experiences during a six-month period and collected e-mails to teachers and parents. I employed constant comparative analysis and five themes emerged: frustration, isolation, advocacy, collaboration, and influence. I discussed the themes within the greater social and cultural context, drawing upon psychology and educational theories.

scholarly journals The effect of Lego Mindstorm projects on problem solving skills and scientific creativity of teacher candidateÖğretmen adaylarının problem çözme becerilerine ve bilimsel yaratıcılıklarına Lego Mindstorm projelerinin etkisi

2019 ◽  
Vol 16 (1) ◽  
pp. 216
Author(s):  
Berkan Avcı ◽  
Fatma Şahin
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
English Summary ◽  
Scientific Creativity ◽  
Problem Solving Skills ◽  
Grade Levels ◽  
Lego Mindstorms

In this study; the effects of Lego Mindstorms projects on problem solving skills and scientific creativity of teacher candidates were. The study group consisted of 20 pre-service science teachers. The data were collected quantitatively and qualitatively. Problem solving and scientific creativity  test were used as quantitative data collection instruments. , Teacher Participant Interview was used as qualitative data collection tool. The practice with teacher candidates lasted 9 weeks.  In this process, pre-service teachers learned the software. Then, these teacher candidates were presented with the science problems appropriate to different grade levels and produced solutions to these problems with Lego EV3 Education sets.Results of the study, the participating teacher candidates identified Lego Ev3 Education sets as creative (25.6%), functional (18.7%), educational (20.9%), developmental (20.9%) and informative (13.9%). As a result of the projects carried out with the Lego Ev3 education sets, the problem solving skills and scientific creativity of the prospective teachers developed.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışmada; Lego Mindstorms projelerinin öğretmen adaylarının problem çözme becerilerine ve bilimsel yaratıcılıklarına etkisi incelenmiştir. Araştırmanın çalışma grubunu Fen Bilgisi 3.sınıf öğrencisi 20 öğretmen adayı oluşturmuştur. Araştırmada nicel ve nitel veriler toplanmıştır. Nicel veri toplama araçları olarak problem çözme envanteri ve bilimsel yaratıcılık testi kullanılmıştır. Nitel veri toplama aracı olarak da öğretmen görüş anketi kullanılmıştır. Araştırmanın uygulama süreci 9 hafta sürmüştür. Bu süreçte önce öğretmen adayları yazılımı öğrenmiştir. Sonra bu öğretmen adaylarına farklı sınıf düzeylerine uygun fen problemleri sunulmuş ve bu problemlere Lego EV3 Education setleri ile çözüm üretmişlerdir.Çalışmanın sonuçları, araştırmaya katılan öğretmen adaylarının Lego Ev3 Education setlerini: yaratıcı (%25.6), işlevsel (%18.7), eğitimde uygulanabilir (%20.9), gelişimsel (%20.9) ve bilgiyi uygulayabilir (%13.9) olarak tanımladıklarını ortaya çıkarmıştır. Lego Ev3 education setleri ile yapılan projeler sonucunda öğretmen adaylarının problem çözme becerileri ve bilimsel yaratıcılıkları gelişmiştir.

Teacher Perceptions of Highly Gifted Students Scale

1986 ◽  
Author(s):  
Thomas V. Busse ◽  
Gisela Dahme ◽  
Harald Wagner ◽  
Wilhelm Wieczerkowski
Keyword(s):  
Teacher Perceptions ◽  
Gifted Students

INDIVIDUAL BEHAVIORS AS MOTIVATION, TASK COMMITMENT, AND LEADERSHIP EXHIBITED BY SCIENCE GIFTED STUDENTS AT SCIENCE GIFTED EDUCATION CENTER AND ITS IMPLICATIONS FOR DIFFERENTIATED INSTRUCTION

2019 ◽  
Author(s):  
Hae-Ae Seo ◽  
◽  
Jae-Ho Sim ◽  
Keyword(s):  
Differentiated Instruction ◽  
Instructional Strategies ◽  
Gifted Education ◽  
Student Leadership ◽  
Gifted Students ◽  
Behavioral Characteristics ◽  
Individual Behaviors ◽  
Enrichment Program ◽  
Task Commitment

The research aimed to explore characteristics of individual behaviors as motivation, task commitment, and leadership exhibited by science gifted students at enrichment program in science gifted education center. Results showed that motivation was highest at introduction stage, but decreased as lessons progressed. Task commitment and leadership tended to increase from planning and conducting stages. Leadership was highest at discussion stage. Each student exhibited different sequences of behavioral characteristics along lesson stages. It was called for planning individually differentiated instructional strategies. Keywords: individual behavioral characteristics, science gifted students, student leadership, task commitment.

Experience with a physiology workshop for high school and college teachers.

1990 ◽  
Vol 258 (6) ◽  
pp. S11
Author(s):  
D C Randall ◽  
J Engelberg ◽  
B A Jackson ◽  
K A Ogilvy ◽  
W R Revelette ◽  
...  
Keyword(s):  
High School ◽  
Science Teachers ◽  
Science Curriculum ◽  
Gifted Students ◽  
The United States ◽  
School Science ◽  
High School Science ◽  
College Teachers ◽  
Laboratory Equipment ◽  
Integrative Physiology

Science education in the United States at all academic levels is widely perceived to need direct assistance from professional scientists. The current dearth of quality applicants from this country to medical and graduate schools suggests that our existing undergraduate and high school science curriculum is failing to provide the necessary stimulus for gifted students to seek careers in the health sciences. Recognizing the need to become more directly helpful to high school and college science teachers, members of the faculty of the Department of Physiology and Biophysics at the University of Kentucky College of Medicine held a 5.5-day Physiology Summer Workshop during June, 1989. Participants included 25 college teachers from Kentucky and 5 other states plus 22 Kentucky high school teachers. The presence of the two levels of educators provided communication about curricular concerns that would be best addressed by mutual action and/or interaction. Each day's activities included morning lectures on selected aspects of organ system and cellular physiology, a series on integrative physiology, and afternoon laboratory sessions. The laboratory setting allowed the instructor to expand on principles covered in lecture as well as provided the opportunity for in-depth discussion. A selection of evening sessions was presented on 1) grants available for research projects, 2) obtaining funds for laboratory equipment, and 3) graduate education in physiology.

Human Flourishing as an Aim of Education

2020 ◽  
Author(s):  
Doret de Ruyter ◽  
Lynne Wolbert
Keyword(s):  
Subjective Evaluation ◽  
Well Being ◽  
Point Of View ◽  
Political Community ◽  
Human Flourishing ◽  
Asking Questions ◽  
Societal Level ◽  
Vulnerability Theory ◽  
Teachers And Parents

Human flourishing has gained and is gaining popularity as an overarching ideal aim of education. Influential advocates of educational theories on flourishing are, among others, Harry Brighouse, Kristján Kristjánsson, Doret de Ruyter, and John White. Most contemporary theories on flourishing hark explicitly or implicitly back to Aristotle’s theory about eudaimonia. Aristotle constructed his theory as an answer to the question of what is the ultimate aim of a human life and defined it as acting virtuously. Contemporary theorists define it in somewhat wider terms, namely as a successful, morally good, happy, and well-balanced life. A theory on human flourishing is regarded as an objective well-being theory, that is, it describes from an objective point of view rather than a person’s subjective evaluation what it means to live one’s life well. Flourishing as an ideal aim of education has implications for the education and upbringing of children. Teachers and parents need to know what constitutes a flourishing life, what contributes to it and what does not, and they are expected to act in a way that enables children to lead a flourishing life (in the future). This, however, raises, several issues. Firstly, there are different ideas (of philosophers of education) as to what flourishing precisely means and therefore also different views on the role of schools and how they should aim for the flourishing of children: for instance, whether there should be a course on living a good life, or whether education for flourishing should permeate the entire curriculum and school ethos. Secondly, it could be objected that aiming for flourishing implies aiming for perfection and that this is not only detrimental to the well-being of children, but also too demanding for parents (and teachers). With regard to the well-being of children it is, however, possible to refer to empirical research that shows that when educators aim for self-oriented perfectionism (i.e., that children are themselves convinced that it is good to strive for perfectionism rather than having to do so to gain approval), they actually contribute to the well-being of children. With regard to the demands against parents it can be argued that in addition to their responsibilities regarding the interests of children to be able to live a flourishing life, parenting (well) is an important aspect of a flourishing life of many adults. Thirdly, it could be objected that focusing on the ideal aim of flourishing does not sufficiently take into account the differences in “luck” in individual lives and inequalities on a societal level, that is, human vulnerability. Theory on education for flourishing therefore does well not to overestimate the influence of parents and educators to equip children to live flourishing lives and needs to keep asking questions such as, for example, what role the (political) community plays in enabling all children to have the chance to lead a flourishing life.

scholarly journals Beliefs About Scientific Creativity Held by Pre-Service Science Teachers in the State of Kuwait

2019 ◽  
Vol 12 (10) ◽  
pp. 37 ◽  
Author(s):  
Hamed Jassim Alsahou ◽  
Ahmad Shallal Alsammari
Keyword(s):  
Science Teachers ◽  
Classroom Practices ◽  
Science Classroom ◽  
Research Community ◽  
Service Science ◽  
School Subject ◽  
Scientific Creativity ◽  
Teachers Beliefs ◽  
Fostering Creativity ◽  
The State Of Kuwait

Understanding teachers’ sentiments and views is a central goal of the educational research community; especially, understanding teachers’ beliefs which could be transferred to classroom practices. Teachers’ beliefs about creativity and how they can nurture it has been investigated in several studies, but there is a lack of studies exploring teachers’ beliefs about creativity in the science classroom. The current study aims to understand the beliefs of pre-service science teachers about scientific creativity, fostering creativity in the science classroom, the characteristics of creative students in science, and the encouraging and challenging factors. The research design has an exploratory nature based on a questionnaire consisting of 18 closed-ended questions and eight open-ended questions. 152 questionnaires were quantitatively and qualitatively analyzed. The results indicated that science is seen as a creative school subject. Participants view scientific creativity as original, useful, imaginative, and having empirical actions. Commitment, curiosity, enthusiasm, questioning, and experimenting are the characteristics of creative students in the science classroom. Other factors that encourage or hinder the process of nurturing scientific creativity were also identified. Implementations and suggestions for future study are also discussed.

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