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

Postulating that academic papers can positively impact the actual teaching practices of science teachers, this study analysed the process of understanding and utilising academic papers by science teachers to teach scientific creativity in their schools. The 45–hour graduate course of three science teachers was explored to identify the difficulties teachers encountered in trying to understand academic papers and to discover how to solve these difficulties. Second, which aspects should be considered when developing teaching materials for scientific creativity to be used in schools were analysed. A transformation model of an academic paper was proposed to understand this process, and the results were organised accordingly. According to this model, it was emphasized to translate academic papers from a general and abstract state to a local and concrete state. Therefore, the role of science educators as knowledge translators was discussed for more practical and effective use of academic papers in school. This study is expected to contribute to research-based teaching by linking academic research with teaching practice. Keywords: case study, research-based teaching, scientific creativity, teacher’s learning process, teaching plan

This research examined theory-based teaching processes of science teachers to understand the mechanism by which theory and practice were connected. Four science teachers desgined lesson plans by applying the empirical-abductive learning cycle (EALC) model and modified lesson plans through a collaborative interview with the researcher. Data were obtained from lesson plans and interviews. Using the constant comparison method with open coding, data were analyzed to find out obstacles or facilitators acted in the process of applying the EALC model to design lesson plans and reveal the path through which theory and practice were connected. As a result, it was found that perceptive prejudice about the role and necessity of the EALC model was the main obstacle. The collaboration process helped teachers understand the EALC model clearly and deeply. The development of this cognitive understanding changed their prejudice about the EALC model and led them to reflect their teaching practices with the eyes of theory. Through this process, a separated state between theory and practice was developed to a connected state. With the belief that it is a good starting point for coordination between theory and practice, further studies are proposed. Keywords: abductive thinking, lesson plan, learning cycle, hypothesis generation, theory-based teaching

Scientific evidence-based reasoning has been recognized as a form of reasoning that characterizes scientific thinking. This study questioned what scientific evidence means in the various types of scientific activities; that is, this study explored the nature of scientific evidence (NOSE). To do this, previous studies were examined to understand how scientific evidence was analyzed, evaluated, and utilized during the scientific activities of scientists or students in scientific or everyday situations. Through this process, seven statements were identified to describe the NOSE. This study explains these seven NOSE statements, constructs a process of scientific evidence-based reasoning as a structured form by reflecting these seven statements comprehensively, and discusses the practical implications for teaching science in schools. Finally, the limitations of this study are discussed, and possible directions for future studies are suggested. It is believed that the list of NOSE characteristics can provide a starting point for further elucidation and discussion of scientific evidence and helping students’ science learning in more authentic ways. Keywords: evidence evaluation, evidence-based reasoning, evidence-based response, idea-based response, scientific evidence