Exploring secondary school science teachers' understanding of creativity in their lessons

Exploring secondary school science teachers' understanding of creativity in their lessons

This study uses a Personal Construct Theory methodology to explore the constructs of creativity of science teachers working in England with students aged 11-16. In-depth interviews were conducted with 7 UK teachers on two occasions to elicit the constructs they used to recognise creativity in their...

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Bibliographic Details
Main Author: Price, Gareth
Other Authors: Bevins, Stuart
Published: Sheffield Hallam University 2018
Online Access:https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.758417
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spelling ndltd-bl.uk-oai-ethos.bl.uk-7584172019-02-05T03:23:54ZExploring secondary school science teachers' understanding of creativity in their lessonsPrice, GarethBevins, Stuart2018This study uses a Personal Construct Theory methodology to explore the constructs of creativity of science teachers working in England with students aged 11-16. In-depth interviews were conducted with 7 UK teachers on two occasions to elicit the constructs they used to recognise creativity in their classroom context. 46 constructs were elicited and sorted into six categories: autonomy, optionality, collaboration, confidence, efficacy and excitement. These categories were further sorted into 3 roles (Enablers, Modifiers and Validators) which allowed a model to be developed showing how the categories interrelated and could drive changes in teacher constructs and perceptions.Sheffield Hallam Universityhttps://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.758417http://shura.shu.ac.uk/23346/Electronic Thesis or Dissertation
collection NDLTD
sources NDLTD
description This study uses a Personal Construct Theory methodology to explore the constructs of creativity of science teachers working in England with students aged 11-16. In-depth interviews were conducted with 7 UK teachers on two occasions to elicit the constructs they used to recognise creativity in their classroom context. 46 constructs were elicited and sorted into six categories: autonomy, optionality, collaboration, confidence, efficacy and excitement. These categories were further sorted into 3 roles (Enablers, Modifiers and Validators) which allowed a model to be developed showing how the categories interrelated and could drive changes in teacher constructs and perceptions.
author2 Bevins, Stuart
author_facet Bevins, Stuart
Price, Gareth
author Price, Gareth
spellingShingle Price, Gareth
Exploring secondary school science teachers' understanding of creativity in their lessons
author_sort Price, Gareth
title Exploring secondary school science teachers' understanding of creativity in their lessons
title_short Exploring secondary school science teachers' understanding of creativity in their lessons
title_full Exploring secondary school science teachers' understanding of creativity in their lessons
title_fullStr Exploring secondary school science teachers' understanding of creativity in their lessons
title_full_unstemmed Exploring secondary school science teachers' understanding of creativity in their lessons
title_sort exploring secondary school science teachers' understanding of creativity in their lessons
publisher Sheffield Hallam University
publishDate 2018
url https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.758417
work_keys_str_mv AT pricegareth exploringsecondaryschoolscienceteachersunderstandingofcreativityintheirlessons
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