Abstract
The aim of this research is to identify the changes in scientific creativity and academic achievement of prospective science teachers during their four-year education and to reveal the opinions of the participants on the reasons for the change of scientific creativity. Besides, the relation between their yearly average academic achievement and the scientific creativity scores of that year have been investigated. The research was conducted through c onvergent parallel mixed research in which quantitative and qualitative approaches were used together. The quantitative part of the study was designed in the context of longitudinal research and qualitative data were used to support quantitative findings. Thirty-four prospective science teachers studying in science teacher education program during the academic year of 2012-2016 constitute the participants of the research. According to the results, it was found that prospective science teachers’ scientific creativity and academic achievements scores increased over the years. Furthermore, there was a positive correlation between academic achievement scores and the scientific creativity scores of third graders. The qualitative data obtained from the opinions of the prospective teachers supported these findings and based on the evaluation of qualitative findings, prospective science teachers can be advised to increase their scientific creativity by carrying out self-designed activities.
Highlights
The aim of this research is to identify the changes in scientific creativity and academic achievement of prospective science teachers during their four-year education and to reveal the opinions of the participants on the reasons for the change of scientific creativity
The research was conducted with a convergent parallel mixed research in which quantitative and qualitative approaches were used together
The quantitative part of the study was designed in the context of longitudinal research and qualitative data was used to support quantitative findings
Summary
The aim of this research is to identify the changes in scientific creativity and academic achievement of prospective science teachers during their four-year academic education and to reveal the opinions of the participants on the reasons of this change in scientific creativity. After examining the results of the Shapiro-Wilk test (p> 0.05) and the skewness-kurtosis values for the distribution of quantitative data, it was determined that the data set had a normal distribution For this reason, the change of the scores of the prospective science teachers on the scientific creativity scale according to the years has been examined with one-way repeated measures of ANOVA. Buna ilişkin hipotezler kurmanın ve sonuçları değerlendirmenin fen bilimleri ile bilimsel yaratıcılığın ortak noktaları olarak karşımıza çıktığı görülmektedir (Aktamış ve Ergin, 2007; Liang, 2002). Eğitim fakültesinde alınan eğitimin gelecek nesilleri yetiştirecek olan öğretmenleri ve dolayısıyla yeni nesilleri doğrudan etkilediği göz önüne alınırsa dört yıllık öğrenim sürecinde öğretmen adaylarının bilimsel yaratıcılıklarının bu süreçte sınıf bazında nasıl değiştiğini belirlemek ve akademik başarıları ile bilimsel yaratıcılıkları arasındaki ilişkiyi araştırmak önemli olarak görülmektedir. Bu nedenle araştırmada fen bilimleri öğretmen adaylarının dört yıllık eğitimleri boyunca her yıl bilimsel yaratıcılıklarındaki ve akademik başarılarındaki değişimi belirlemek ve katılımcıların bilimsel yaratıcılıklarının değişiminin nedenlerine ilişkin görüşlerini ortaya çıkarmak amaçlanmıştır
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