초록

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Abstract ▼ AI-Helper

This study aims to analyze teachers" and students" perceptions of creativity and personality education and the contents related to creativity and personality suggested in the science textbook from the 2009 Revised Curricula, based on which this study also analyzed actual cases of applying creativi...

This study aims to analyze teachers" and students" perceptions of creativity and personality education and the contents related to creativity and personality suggested in the science textbook from the 2009 Revised Curricula, based on which this study also analyzed actual cases of applying creativity and personality-oriented science class. Firstly, as a result of investigating their perceptions, teachers perceived that all the factors of creativity have a high relation with the science subject in general. On the contrary, students perceived that out of all the factors of creativity, the cognitive factor has a relatively high relation with the science subject, compared to the affective factor. The reason seems to be because teachers and students perceive creativity and personality education differently from each other, as shown in the results of interviews. Secondly, as a result of analyzing the textbook contents, it was found that all the factors teachers and students believed through the questionnaire have high relations with the science subject are reflected all over the subject textbook. In the meant time, it was found that personality factors students and teachers perceived have lower relations with the science subject are reflected through creativity and personality activities provided apart from the textbook. Thirdly, as a result of investigating classes applying the new teaching and learning process proposal developed for the 6th Revised Creativity and Personality Education, it was found that there are many creativity and personality education factors included in teachers" questions and students" answers in addition to the textbook contents. However, it was analyzed that the parts of class progress and difficulty in the textbook contents teachers have and the part of pressure students have toward evaluations are obstacles to accomplishing the objectives of creativity and personality education.

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