Investigation on the Perceptions of Middle School Science Teachers and Students about Creativity Components of Middle School Science Textbooks
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초록
The purpose of this study is to investigate the perceptions of middle school science teachers and students about how the middle school science textbook according to 2009 revision curriculum helps students' creativity, how much creativity components are included in science textbooks, which component of the science textbook is appropriate to develop creativity improvement. Through questionnaires, the data on creativity perception survey of 45 middle school science teachers and 723 students about the science textbooks were collected and analyzed statistically. Interestingly, the extent to which science textbooks helped to improve creativity was recognized as moderate, and the inclusion of creativity components was also recognized as moderate. Specifically, the science teachers were less likely to help improve creativity in textbooks than students, and had more elasticity in terms of the components. On the contrary, there were no significant differences among the students. In addition, the inquiry activities among the components of science textbooks were perceived as the best element for creativity in science teachers and students.
Abstract
The purpose of this study is to investigate the perceptions of middle school science teachers and students about how the middle school science textbook according to 2009 revision curriculum helps students' creativity, how much creativity components are included in science textbooks, which component of the science textbook is appropriate to develop creativity improvement. Through questionnaires, the data on creativity perception survey of 45 middle school science teachers and 723 students about the science textbooks were collected and analyzed statistically. Interestingly, the extent to which science textbooks helped to improve creativity was recognized as moderate, and the inclusion of creativity components was also recognized as moderate. Specifically, the science teachers were less likely to help improve creativity in textbooks than students, and had more elasticity in terms of the components. On the contrary, there were no significant differences among the students. In addition, the inquiry activities among the components of science textbooks were perceived as the best element for creativity in science teachers and students.
참고문헌 (14)
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