Comparison of German and Japanese student teachersâ views on creativity in chemistry class
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Creativity has become an increasingly important skill in todayâs rapidly changing times, as industries and economies depend upon innovation. It is therefore a requirement for school graduates, especially those who strive towards a technical or scientific career. However creativity has not been integrated into curricula of STEM subjects in many European countries including Germany. To successfully incorporate it in the classroom, it is important to investigate teachersâ and student teachersâ attitudes towards creativity, as they influence teaching and lesson planning. In cooperation with Kagoshima University, Japan, the possibility to investigate Japanese student teachersâ conceptions of creativity and compare them with those of their German colleagues became available. This is of special interest as many differences exist between Germany and Japanese, such as the culture, society and educational system as well as different rankings in PISA and TIMSS. Therefore, the purpose of this study is to investigate, compare and analyse the concepts and views of German and Japanese student teachers. To achieve this, a research instrument, including the creation of concept maps and a questionnaire have been used. In the evaluation of the data, an extensive qualitative analysis of the propositions in the concept maps and statements in the questionnaire were made. These were supported by structural and quantitative analysis. The results show that almost all the student teachers in this study had a positive attitude towards creativity, but there were differences in the understanding and implementation of creativity in the classroom.
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Comparison of German and Japanese student teachersâ views on creativity in chemistry class
In: Asia-Pacific Science EducationSearch for other papers by Luzie Semmler in
Current site
Google Scholar
PubMed
Search for other papers by Shingo Uchinokura in
Current site
Google Scholar
PubMed
Search for other papers by Verena Pietzner in
Current site
Google Scholar
PubMed
Creativity has become an increasingly important skill in todayâs rapidly changing times, as industries and economies depend upon innovation. It is therefore a requirement for school graduates, especially those who strive towards a technical or scientific career. However creativity has not been integrated into curricula of STEM subjects in many European countries including Germany. To successfully incorporate it in the classroom, it is important to investigate teachersâ and student teachersâ attitudes towards creativity, as they influence teaching and lesson planning. In cooperation with Kagoshima University, Japan, the possibility to investigate Japanese student teachersâ conceptions of creativity and compare them with those of their German colleagues became available. This is of special interest as many differences exist between Germany and Japanese, such as the culture, society and educational system as well as different rankings in PISA and TIMSS. Therefore, the purpose of this study is to investigate, compare and analyse the concepts and views of German and Japanese student teachers. To achieve this, a research instrument, including the creation of concept maps and a questionnaire have been used. In the evaluation of the data, an extensive qualitative analysis of the propositions in the concept maps and statements in the questionnaire were made. These were supported by structural and quantitative analysis. The results show that almost all the student teachers in this study had a positive attitude towards creativity, but there were differences in the understanding and implementation of creativity in the classroom.
| All Time | Past 365 days | Past 30 Days | |
|---|---|---|---|
| Abstract Views | 0 | 0 | 0 |
| Full Text Views | 428 | 28 | 1 |
| PDF Views & Downloads | 565 | 18 | 1 |
