The effect of intervention strategies on creative thinking skills of pre-service teachers

Skinner, Roy; Foulds, W; Cousins, Judith

doi:10.1007/bf02356371

Cited by 2 publications

(2 citation statements)

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“…As Skinner et al (1994) noted, 'science education has not traditionally fostered creativity yet it lends itself to imaginative problem-solving and inquiry.' In a note on work in progress, they claim that the exposure of trainee teachers to 'creative thinking strategies' improved their 'self-concept', verbal fluency and originality of ideas, in measurable ways.…”

Section: Learningmentioning

confidence: 96%

Undergraduate Science Education: A Review of Research

Laws

1996

Studies in Science Education

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Section: Learningmentioning

confidence: 96%

Undergraduate Science Education: A Review of Research

Laws

1996

Studies in Science Education

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“…When teaching, Lorencová et al, (2019) suggests the need to cater for "personal (i.e., students' preferences), methodological (i.e., tools, duration, feedback), and contextual (i.e., classroom climate, supportive initiatives) features" (p. 854) through complex teaching procedures, creative preparation, and the use of modern technologies. Students must also feel that the class environment allows them to be unconventional and take risks (Skinner et al, 1994). This shift from traditional modes can be challenging for TEs and PSTs, as it requires a shift in mindset about who is responsible for who's learning, especially within complex and time poor ITE landscapes, along with changes to classroom contexts to allow for risk taking.…”

Section: Developing Science Pre-service Teachers' Creative and Critic...mentioning

confidence: 99%

Supporting the Development of Science Pre-service Teachers’ Creativity and Critical Thinking in Secondary Science Initial Teacher Education

et al. 2023

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Creative and critical thinking (C&CT) capabilities are essential qualities of future ready scientific literate citizens. As teacher educators, developing C&CT in science pre-service teachers (PSTs) requires supporting PSTs’ development of C&CT, in addition to supporting their understanding and capacity to teach for development of C&CT in their future school science students. In this study, four secondary science educators critically reflected on the development of our professional knowledge and practice for supporting secondary science PSTs’ understanding of, and capacity to teach, C&CT as future teachers of science. Meeting transcripts, reflective journaling and curriculum documents were inductively analysed for key themes, utilising an iterative approach with multiple cycles of review. Findings showed that integrating C&CT in explicit ways in our teaching and assessment tasks was not as straight-forward as initially imagined. Three themes were identified, showing how our thinking evolved, namely (1) becoming sensitised to C&CT in our science ITE practice; (2) developing a shared language and understanding for science education; and (3) illuminating the conditions for teaching C&CT. A recurring feature in all themes was the value of tensions for sensitising us to specific aspects of C&CT and its teaching. We offer recommendations for others seeking to develop science PSTs’ C&CT.

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The effect of intervention strategies on creative thinking skills of pre-service teachers

Cited by 2 publications

References 1 publication

Undergraduate Science Education: A Review of Research

Undergraduate Science Education: A Review of Research

Supporting the Development of Science Pre-service Teachers’ Creativity and Critical Thinking in Secondary Science Initial Teacher Education

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