This study focused on how physics teachers develop and implement activities that promote creative thinking strategies in the standards based physics classroom. A particular focus was placed on every day or little ‘c’ creativity, which can be taught in the high school classroom. The study utilized a multiple case study design, which allows for in-depth study in a variety of settings. Four participants from various high schools were identified utilizing administrator recommendations. Data were then collected via interviews, observations, and documents. The data were coded and analyzed for emerging themes. The themes were then merged to determine findings to the stated research questions. The research demonstrated the importance of modifying activities for student interest and understanding through effective use of scientific inquiry. The past experiences and professional development of the participants served as a vital piece to the development of their educational pedagogy especially concerning inquiry and questioning strategies. It was also established that an unstructured, positive classroom environment is a vital aspect of teaching while supporting creative thinking skills.
|Commitee:||Creel, Wonda, Jordan, Joan|
|School Location:||United States -- Georgia|
|Source:||DAI-A 77/09(E), Dissertation Abstracts International|
|Subjects:||Science education, Curriculum development|
|Keywords:||Creativity, Divergent thinking, Inquiry, Learning enviroment, Multiple case study, Science education|
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