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http://dx.doi.org/10.14697/jkase.2022.42.5.515

The Relationship between the Perception of Pre-Service Elementary School Teachers' 'Scientific Creativity' and 'Scientific Creativity Education': Focus on Creativity 'within a Frame' and 'between Frames'  

Chuiim, Choi (Seoul National University)
Jee-young, Park (Chonnam National University)
Sun-Kyung, Lee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.42, no.5, 2022 , pp. 515-524 More about this Journal
Abstract
In this study, the relationship between the perception of 'scientific creativity' and 'scientific creativity education' of pre-service elementary school teachers was explored, focusing on the creativity within and between the framework. Within-frame creativity is divided into theoretical creativity and experimental creativity that operate within the paradigm, and between-frame creativity refers to theoretical creativity that brings about paradigm shift. Data collection was conducted through in-depth interviews, and the analysis was performed based on the categories within and between the frames. As a result, pre-service elementary school teachers mainly understood scientific creativity as the scientific creativity within a frame. And they consider scientific creativity in various ways in experimental and theoretical creativity aspects within a frame. On the other hand, they thought that scientific creativity education was possible in terms of experimental creativity within a frame. Based on the results of this study, we would like to discuss the attributes of scientific creativity that can be considered in science education and its educational direction.
Keywords
scientific creativity; within a frame; between frames; experimental creativity; scientific creativity education;
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