Creativity in teaching chemistry: how much support does the curriculum provide?
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2014
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In this study, the views of Serbian chemistry teachers (N = 334) on the ways in which contemporary chemistry curricula stimulate the creativity of students were surveyed. The majority of the teachers have a positive attitude towards promoting creativity through teaching chemistry. Most of them also stated that their teaching practice contained activities that are conducive to stimulating creativity (85.7%). Some of the teachers stated that the potential for stimulating creativity is to be found in laboratory work (34.1%). Among the activities that they believe could be organised based on the curricula, the solution of mathematical problems by divergent approaches (78.8%) and the presentation of specific topics by students (68.2%) were particularly emphasised. To stimulate creativity among students, most teachers indicated that examples of laboratory tasks and criteria to evaluate students' work would be helpful. In order to stimulate creativity, the teachers require additional informat...ion related to the set up of laboratory work and criteria for the evaluation of students' activities and products. The contribution of the present study is that it could guide future curriculum development to make it more usable for teachers and to enable creative thinking among students.
Izvor:
Chemistry Education: Research and Practice, 2014, 15, 2, 239-252Izdavač:
- Royal Soc Chemistry, Cambridge
Finansiranje / projekti:
- Teorija i praksa nauke u društvu: multidisciplinarne, obrazovne i međugeneracijske perspektive (RS-MESTD-Basic Research (BR or ON)-179048)
DOI: 10.1039/c3rp00116d
ISSN: 1109-4028
WoS: 000334576600011
Scopus: 2-s2.0-84898607146
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Institucija/grupa
Hemijski fakultet / Faculty of ChemistryTY - JOUR AU - Tomašević, Biljana AU - Trivić, Dragica PY - 2014 UR - https://cherry.chem.bg.ac.rs/handle/123456789/1766 AB - In this study, the views of Serbian chemistry teachers (N = 334) on the ways in which contemporary chemistry curricula stimulate the creativity of students were surveyed. The majority of the teachers have a positive attitude towards promoting creativity through teaching chemistry. Most of them also stated that their teaching practice contained activities that are conducive to stimulating creativity (85.7%). Some of the teachers stated that the potential for stimulating creativity is to be found in laboratory work (34.1%). Among the activities that they believe could be organised based on the curricula, the solution of mathematical problems by divergent approaches (78.8%) and the presentation of specific topics by students (68.2%) were particularly emphasised. To stimulate creativity among students, most teachers indicated that examples of laboratory tasks and criteria to evaluate students' work would be helpful. In order to stimulate creativity, the teachers require additional information related to the set up of laboratory work and criteria for the evaluation of students' activities and products. The contribution of the present study is that it could guide future curriculum development to make it more usable for teachers and to enable creative thinking among students. PB - Royal Soc Chemistry, Cambridge T2 - Chemistry Education: Research and Practice T1 - Creativity in teaching chemistry: how much support does the curriculum provide? VL - 15 IS - 2 SP - 239 EP - 252 DO - 10.1039/c3rp00116d ER -
@article{ author = "Tomašević, Biljana and Trivić, Dragica", year = "2014", abstract = "In this study, the views of Serbian chemistry teachers (N = 334) on the ways in which contemporary chemistry curricula stimulate the creativity of students were surveyed. The majority of the teachers have a positive attitude towards promoting creativity through teaching chemistry. Most of them also stated that their teaching practice contained activities that are conducive to stimulating creativity (85.7%). Some of the teachers stated that the potential for stimulating creativity is to be found in laboratory work (34.1%). Among the activities that they believe could be organised based on the curricula, the solution of mathematical problems by divergent approaches (78.8%) and the presentation of specific topics by students (68.2%) were particularly emphasised. To stimulate creativity among students, most teachers indicated that examples of laboratory tasks and criteria to evaluate students' work would be helpful. In order to stimulate creativity, the teachers require additional information related to the set up of laboratory work and criteria for the evaluation of students' activities and products. The contribution of the present study is that it could guide future curriculum development to make it more usable for teachers and to enable creative thinking among students.", publisher = "Royal Soc Chemistry, Cambridge", journal = "Chemistry Education: Research and Practice", title = "Creativity in teaching chemistry: how much support does the curriculum provide?", volume = "15", number = "2", pages = "239-252", doi = "10.1039/c3rp00116d" }
Tomašević, B.,& Trivić, D.. (2014). Creativity in teaching chemistry: how much support does the curriculum provide?. in Chemistry Education: Research and Practice Royal Soc Chemistry, Cambridge., 15(2), 239-252. https://doi.org/10.1039/c3rp00116d
Tomašević B, Trivić D. Creativity in teaching chemistry: how much support does the curriculum provide?. in Chemistry Education: Research and Practice. 2014;15(2):239-252. doi:10.1039/c3rp00116d .
Tomašević, Biljana, Trivić, Dragica, "Creativity in teaching chemistry: how much support does the curriculum provide?" in Chemistry Education: Research and Practice, 15, no. 2 (2014):239-252, https://doi.org/10.1039/c3rp00116d . .