Creative Teaching Research Articles

ENHANCING STUDENT PERFORMANCE IN STEAM THROUGH GAMIFICATION: A SWOT ANALYSIS

Teungku Chik Pante Kulu Secondary School examines how well gamification-based education strategies can be incorporated into STEAM (science, technology, engineering, arts, and mathematics) education. The teacher uses Scratch to assess how gamified learning affects student performance and engagement in this particular educational setting using a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis approach. The study highlights the potential benefits of gamification in STEAM education, including increased student engagement, improved problem-solving abilities, and collaborative learning opportunities catered to the needs of Teungku Chik Pante Kulu students. It does, however, also recognize the difficulties, such as the necessity for teachers to have proper training and resources, as well as any potential issues with sustainability and long-term effects. Furthermore, by taking into account the particular cultural and contextual characteristics of Teungku Chik Pante Kulu Secondary School, the analysis identifies chances for utilizing gamification to satisfy particular learning goals and curriculum requirements. On the other hand, risks like technology limitations and the requirement for ongoing assistance and assessment systems are also covered concerning the educational setting. Through an examination of gamification in the unique context of Teungku Chik Pante Kulu Secondary School, this study provides insightful information for teachers and administrators looking to improve student engagement and performance in STEAM subjects through creative teaching strategies. With the ultimate goal of enabling educators to design engaging learning experiences, this study adds to the expanding corpus of research on successful teaching tactics catered to varied learning settings.

Inquiry-Based Learning and Technology-Enhanced Formative Assessment in Flipped EFL Writing Instruction: Student Performance and Perceptions

Previous studies have shown that inquiry-based learning (IBL) and flipped learning effectively promote student engagement and learning outcomes in language classrooms. Meanwhile, technology-enhanced formative assessment (TEFA) with well-designed instructional strategies can provide engaging learning opportunities for learners of English as a Foreign Language (EFL). However, research on combining these three teaching approaches to enhance foreign language skills is scarce. Specifically, this study integrated IBL and TEFA in flipped EFL writing instruction to address the research gap. A mixed-method design was employed to explore 48 students’ writing performance and their perceptions of these creative teaching strategies. The results of the quantitative analysis indicate that combining IBL and TEFA increased students’ writing quality, as shown by the significant difference between their pretest and posttest writing scores. In addition, qualitative analysis of their written reflections indicated that they appreciated the dynamic and interactive learning atmosphere, displayed positive attitudes, and perceived the value of IBL and TEFA. The students also provided insights regarding the difficulties they experienced with this teaching method. The implications concerning the impact of IBL and TEFA in teaching flipped EFL writing are discussed, highlighting future suggestions for EFL educators.

FEATURES OF THE DEVELOPMENT OF THE CREATIVE PERSONALITY OF THE FUTURE TEACHER

The article reveals the theoretical aspects of the development of the creative individuality of the future teacher. The aim of this article is to explore and elucidate the critical features that contribute to the development of a creative personality in future teachers, enabling them to effectively foster creativity among their students and adapt to the dynamic educational environment. Objectives: to identify the essential traits and characteristics that define a creative personality in the context of teaching; to examine the current educational frameworks and pedagogies that support or hinder the development of creativity in teacher education programs; to analyze various case studies that illustrate successful integration of creative teaching methods and the development of creative personalities in educators; to assess how cultivating a creative personality affects teaching methods, classroom environment, and student engagement and learning outcomes; to provide practical recommendations for teacher education programs on fostering creativity in their curriculum and teaching practices. It has been established that creativity, as an individual quality of personality, enables a person to activate his needs, abilities and interests, to find various ways of manifestation of individual activity. At the same time, creative self-realization, as a component of creativity, contributes to the development of personal significance, self-improvement and ensures independence in solving creative tasks by an individual. The main components of an individual's creative activity are identified: cognitive (student activity in mastering knowledge, abilities and skills, activity in creative work, self-development and self-improvement); motivational (formation of motives for creative activity, purposefulness, organization, independence); content (the formation of an active attitude of students to pedagogical activity, the integrity of the content, forms and methods of creative activity); emotional – involves the individual's ability to actively perceive the surrounding reality, the ability to communicate with peers, teachers, acceptance of collective norms of life) and effective – determines the student's desire for creative knowledge of his personality, development of his own creative potential, self-assessment of his creative abilities, etc. The external circumstances and internal aspects of the educational process, the subjective features of the personality of the student of higher education are singled out, which include: the formation of the future teacher's motivation for creative activity by means of training technologies; formation of creative potential through the creation of a creative educational environment, stimulation of the process of creative realization, promotion of the student's sense of usefulness, self-worth; the presence of models of creative behavior, they can be teachers of a higher education institution, invited practicing teachers or other outstanding personalities in the field of student training; free expression of creativity for the purpose of self-realization of the student in the process of classroom and extracurricular work.

THE APPLICATION OF CREATIVE METHOD IN TRADITIONAL MUSIC COURSE FOR 10TH GRADE STUDENTS IN CHINA

The purpose of this study was to explore the influence of creative methods on the traditional music performance of grade 10 Chinese senior high school students. At the same time, the satisfaction of grade 10 students with learning traditional Chinese music with creative methods was investigated. The study was conducted in a secondary school in China with 50 students over a period of six weeks. Quantitative data was collected through students' achievement tests (pretest and post-test) and students’ satisfaction questionnaires.
 The data was analyzed for students’ learning achievement through the t-test for dependent sampling, mean, and standard deviation, as well as for the students’ satisfaction with the mean and standard deviation. The findings revealed that the creative method was effective in improving the students’ learning achievement, with a post-test mean score of 30.88, which was higher than the mean score of the pretest (15.88). In addition, the students’ satisfaction showed that every part was at its highest level. It means the students felt positive and satisfied with the use of creative teaching methods to improve the performance of traditional music in Chinese secondary schools.

<b>Performance Evaluation of Arabic Language Teachers in Teaching Reading in Light of Creative Teaching Skills in the Basic Education Stage in Qa'ataba Directorate</b>

يهدف البحث إلى تحديد مهارات التدريس الإبداعي اللازمة لتدريس القراءة لدى المعلمين, والكشف عن مدى توافرها في أدائهم أثناء تدريسهم القراءة لتلاميذ الصف الثامن الأساسي بمديرية قعطبة, ومعرفة اختلاف الأداء على مستوى التخطيط, والتنفيذ, والتقويم باختلاف متغيري الجنس, في ضوء مهارات التدريس الإبداعي, وقد اتبع المنهج الوصفي التحليلي, واستخدم مقياس الأداء التدريسي ( بطاقة ملاحظة الأداء ) المكونة من ( 90 ) أداء سلوكيا موزعة على ( 30 ) مهارة تدريس إبداعي, وتم تطبيق الأداء على عينة مكونة من ( 53 ) من معلمي ومعلمات اللغة العربية بمديرية قعطبة محافظة الضالع في الفترة من ( 7/11/2017 ) إلى (21/12/2017م ) في الفصل الدراسي الأول, وقد بينت نتائج البحث وجود قائمة بمهارات التدريس الإبداعي, كما تبين أن مستوى توافر مهارات التدريس الإبداعي لدى معلمي اللغة العربية قد حقق مستوى ( متوسط ) في المهارات الثلاث (الطلاقة, والمرونة, والأصالة) وحصلت المهارات التدريسية في المحاور الثلاثة على مستوى ( متوسطًا ) حيث, حصلت عملية التقويم على الترتيب الأول وجاء التنفيذ في الترتيب الثاني والتخطيط في الترتيب الثالث, كما أنه لم توجد فروق في متوسطي الأداء للمعلمين تعود للجنس ( ذكور, إناث ) وقد قدم البحث عدداً من التوصيات أبرزها: أهمية إعداد وتدريب المعلمين على مهارات التدريس الإبداعي.

The development of creativity of foreign language teachers as a factor in their subjective well-being

This study explored the level of creativity among 208 foreign language teachers in Ukraine. Results showed insufficient levels across value, cognitive and behavioural components of creativity. A training program was proposed to develop teacher creativity through 5 sessions targeting these components and psychological/organisational factors. Developing teacher creativity can support subjective well-being and success in creative teaching activities. The program contains informational, diagnostic, developmental and creative stages to enhance creativity and motivation. Further research could expand the criteria and methods for evaluating program effectiveness.

Mixing fluid mechanics with circus: how the performing arts can enhance learning in an undergraduate engineering course

ABSTRACT Our multifaceted society calls for engineers that are not only experts in their domain, but possess the flexibility to understand adjacent disciplines. The inclusion of the performing arts in engineering curricula has shown potential for cultivating creativity and equipping STEM students with problem-solving abilities. However, the literature offers limited examples of such integration in engineering courses. We present a unique learning experience involving engineering students from the Royal Institute of Technology (KTH) and circus students from Bachelor’s programme in Circus at Stockholm School of the Arts (SKH). Grounded in the concepts of docendo discimus, presentational dimension of circus and reflective thinking, our study aimed to: (1) explore engineering students’ acceptance of an unconventional collaboration with circus peers; and (2) assess the pedagogical value of this collaboration for the engineering students. We highlight challenges and potentialities of this collaboration, to inform educators interested in creative teaching approaches.

Reframing Creative Teaching in Secondary Music Teacher Education

According to research about creativity in education, creativity can be considered an ability that can be fostered through specific teaching strategies. Consequently, future secondary music teachers should be equipped with the knowledge to develop students’ musical creativity. A challenge for teacher training lies in providing concepts and strategies to develop this professional knowledge. With the aim of improving a music didactics course, the purpose of this study was to understand how student teachers’ conceptions of creative music teaching evolved over one semester. In reference to the concept of creative teaching developed by Beghetto and research about the role of the teacher’s body in music education, a specific framework to identify aspects of creative pedagogical knowledge was conceived. A thematic analysis of two semi-structured interviews with five future secondary music teachers provided a detailed picture of the evolution of their conceptions about creative music teaching. Interestingly, student teachers’ knowledge of theoretical concepts presented in the course, as well as knowledge about the role of the body in creative music teaching, remained mainly implicit. Knowledge about their professional identities as creative musicians and pedagogues appeared to be relevant for enhancing awareness of how to teach with creativity. In order to describe this dimension more precisely, we develop the concept of creative stance knowledge as an emerging category from the data. Its potential for teacher training will be discussed, including a more embodied vision of creative pedagogical knowledge for music teacher training.

Understanding teachers’ usage of YouTube as a pedagogical tool: A qualitative case study of basic school teachers in Ghana

YouTube has been widely considered as a pedagogical tool over the last few decades. Recent findings from research portray YouTube videos as an instructional part of learning that contributes to best practices in teaching. Much of the studies have focused on usage by teachers and students at the tertiary level without much attention given to basic school teachers. Using an exploratory qualitative case study design and the ICT Pedagogical Beliefs Classification framework, we explored teachers’ usage of YouTube as a pedagogical tool. We drew on the experiences of 18 teachers in 3 private schools in Ghana to find out how Youtube was used in instruction. Four dominant ways of usage were identified. YouTube was used as a teaching tool, a means of enhancing specific topics, a means of learning new and varied ways of teaching, and as a means of developing teachers’ professional competence. Findings showed that whilst some of the ways of usage align with constructivist methods of teaching others still fall within traditional and teacher centred approaches to teaching. We argue that for teachers to enact meaningful pedagogies with technology through a more student-centred model, their knowledge and skills need to be developed alongside the reshaping of their motives and reasons and subsequently the ways in which they use technology for teaching. We recommend the planning and reinforcement of innovative instructional design of technological integration for teachers through informed policy and the use of training interventions to build new skills geared towards constructive and creative teaching suited to developing a net generation of students.

Knowledge and Participation of Physical Education Teachers in the Official Sports Events

21st century teachers are expected to develop 21st century competencies in students in more diverse classrooms, while increasing the study of teaching and learning. Teachers must update their teaching techniques, adopt creative teaching methods, and mobilize multiple sources of information to achieve this goal. In this paper, 150 teachers from Guangdong University of Science and Technology (GUT), Guangdong Foreign Studies University (GUFS) and Guangdong Institute of Science and Technology (GDPST) were evaluated by using literature, expert interviews, questionnaire and mathematical statistics to evaluate their knowledge in physical education teaching, including their physical education teaching experience, contact with students and their knowledge The ability to integrate teaching technology. This will further determine the level of teachers' participation in official sporting events, including their willingness, athletic skills and the impact of participation. The main conclusions of the study are as follows:1. The sample used in the study was primarily composed of teachers that were aged 25-29 years old and were mostly female. Their teaching experience ranged from 10 years and above, making the sample have a large population of well-experienced educators. Lastly, during sports events, these teachers would mostly have the role of being officials when participating. 2.For teaching knowledge, the respondents showed to have agreeable positive responses in all fields of experience, engagement, and technology. Although, the knowledge on technology scored the highest, indicating that the respondents had more knowledge in using this when participating in sports events. 3.The assessments showed no significant relationship in the teachers’ knowledge in teaching sports when compared to the different demographic factors assessed. 4.For teachers’ participation in sports events, there was a fairly agreeable positive assessment for the overall analysis. Although when looking at the indicators individually, only the impacts from participation scored positively, making this a strong indicator in the teachers’ participation. On the other hand, willingness and skills scored poorly, indicating the need to improve these two areas.5. The assessments showed no significant relationship in the teachers’ participation in sports when compared to the different demographic factors assessed. 6.Lastly, a positive correlation was found only between the teachers’ engagement and the teachers’ impacts from participation, confirming that these two indicators are linked and affect one another in the study.

Unleashing Student Creativity

This study explores the Implementation Analysis of the Merdeka Belajar Curriculum at SMKN 10 Luwu to foster creative and innovative students. The research delves into the curriculum implementation process, challenges faced, and outcomes through qualitative descriptive methods, including interviews and observations. Findings reveal successful implementation for the 2022/2023 academic year, showcasing teachers' proficiency in lesson planning and differentiated learning. Challenges include teachers' creative teaching methods, school environment considerations, and resource constraints. Addressing these requires training, community support, improved infrastructure, increased supervision, and collaboration. While the curriculum is effectively applied, refinement is ongoing, and some teachers encounter challenges in assessment timing. Despite this, teachers at SMKN 10 Luwu actively engage in the implementation process.

Inventive Ways of Teaching Mechanical Systems and Control to Grade 9 Learners with Special Learning Needs

Mechanical systems and control are part of the Technology subject strand, which involves gaining knowledge and skills in using various machinery and mechanisms such as gears, belts, chains, elevators, and escalators. Technology teachers need to be familiar with innovative teaching methods for instructing learners with special needs. This study aimed to explore creative teaching strategies for teaching Mechanical Systems and Control to grade 9 learners with special needs in the Capricorn district of Limpopo. A qualitative exploratory case study design and homogenous purposive sampling were employed to select two Technology teachers from two special schools in the Capricorn district. The findings of this study revealed that technology teachers encountered significant challenges in identifying and implementing appropriate creative teaching strategies to deliver the content of Mechanical Systems and Control effectively to learners with special learning needs. The study also indicated that although Technology teachers utilized PowerPoint presentations, narrative discourses, textbooks, and artifacts during instruction, these strategies were not always effective for learners with special learning needs. Consequently, the study recommends that teachers receive comprehensive training on teaching learners with special learning needs, focusing on different pedagogies and methods such as the guided exploration method, technology integration, visualization, and the use of technological artifacts to enhance instruction in Mechanical Systems and Control. These learner-centered methods enable teachers to cater to learners' individual learning needs.

Implementasi Sistem Penjaminan Mutu Internal dalam Meningkatkan Mutu Pendidikan di MIN 1 Rejang Lebong

ABSTRACTInternal quality assurance is carried out with reference to national educational standards in order to realize the educational goals of the country. Internal quality is currently used in basic and secondary education in addition to universities. This study aims to identify and explain the internal quality system cycle's implementation. Data collecting methods include observations, interviews, and documentary research. According to the findings of this study, Darul Farah Cihampelas Secondary School has implemented the following quality improvement activities in accordance with the stages of the SPMI cycle: first, a school self-evaluation based on the education quality report; second, quality improvement planning through the creation of a quality assurance committee and a re-analysis of the results of the school self-evaluation; third, implementation of quality improvement; and fourth. The evaluation of educational quality comes in second. Quality strategy for the fifth fiscal year, evaluation following quality improvement, and quality improvement results. Implementing internal quality assurance will have an influence on the development of more creative teaching methods, student and school performance, internal and external customer happiness, and the fulfillment of the eight National Education Standards.

Developing communication, language and literacy skills in Early Years Foundation Stage

Hayley Fuller, founder of Creative Teaching Ideas, shares tips and strategies to help practitioners foster communication, language and literacy development in early years settings.

과제의 반복적인 수정과 실행을 통한 수학교사의 집단 창의성 개념에 대한 지식과 교수 활동의 변화 분석

In this study, we analyzed how a mathematics teacher developed knowledge and teaching activities in group creativity education through repetitive task modification and implementation. To this end, a mathematics teacher with three years of experience modified the task and implemented it in the class repeatedly four times. Each class was conducted for twenty 9th-grade students at Y middle school located in a large city. The data of this study included recordings and transcriptions of each class and teacher-researcher community discussions, tasks, student activity sheets, teacher interviews, and field notes. The focus of task modification and implementation and their changes were analyzed. The results show that the focus of task modification and implementation changed as the study progressed. In the beginning, the focus was on group fluency and group originality, and group flexibility and group elaboration were observed from mid to late. Changes in the focus of task modification and implementation show changes in the teacher's knowledge of the concept and teaching activities in group creativity education, showing that the teacher's knowledge and teaching activities in group creativity had improved. Changes in student activities observed in the repeated implementation of the modified tasks also demonstrate this. Based on these results, we recommend expansion of theoretical knowledge on the concept of group creativity, development of group creativity tasks and pedagogical strategies, and group creativity education for teachers to strengthen teachers' group creativity teaching activities.

Reconstruction of the Story telling Method in Learning to Retell Texts of Fables to Grade VII Students of SMP Al-Hidayah Medan

Story telling is one method of speaking in the form of telling activities or telling about an event, and is delivered orally which aims to share stories with others and become a method that can be used in fabel’s learning. Retelling the fable text from read or heard is one of the basic competencies that students are expected to be able to do optimally. The purpose of this research is to reconstruct the story telling method with the help of visual aids in class VII SMP Al-Hidayah Medan. This research was conducted by analyzing (1) the conditions of the application of the story telling method (2) the impact of creative teaching aids. The method used in this research is descriptive qualitative method. Data collection techniques in research were conducted by interviews and literature study. The results showed that the application of the method in learning to retell fable texts in grade VII of Al-Hidayah Junior High School still did not get optimal results and responses both in terms of student response, speaking skills, and the absence of media support, so there is a need for reconstruction to achieve better learning outcomes and student responses.

Knowledge, attitudes, and practices toward COVID-19 and its prevention among medical and dental students in an educational institution in Telangana.

Coronavirus disease 2019 (COVID-19) emerged as a global pandemic, threatening millions of lives worldwide. Everyone was overwhelmed by the plethora of information from different sources, creating confusion, misconceptions, and panic in the community. This study aimed to estimate the knowledge, attitudes, and practices (KAP) among medical and dental students toward COVID-19 and to identify factors influencing them. A cross-sectional study was conducted among undergraduate students enrolled in MBBS and BDS courses, and KAP scores were calculated using a self-administered questionnaire. The statistical analysis was done by unpaired t test and one-way analysis of variance. MBBS students had higher KAP scores when compared with BDS students. Knowledge gaps were discovered in the areas of COVID-19 transmission through blood, World Health Organization (WHO)-designated variants of concern, disinfectant usage, and mandatory vaccination. A majority (91.33%) of the students had a positive attitude toward COVID-19. Better knowledge and practice scores were significantly associated with vaccinated students and those who trusted government website resources. Curriculum modifications and creative teaching strategies can fill the lacunae in the KAP scores. Medical and dental students, as torchbearers of the healthcare fraternity, can play a critical role in raising awareness during public health emergencies.

Enhancing pedagogical creativity: A comprehensive study of self-professional development among ESL educators

This article delves into the dynamic realm of English as a Second Language (ESL) education, specifically focusing on the critical aspect of pedagogical creativity among ESL educators. With the ever-evolving landscape of language instruction, the need for innovative teaching methods and strategies is paramount. The study adopted a mixed methodology (Quantitative and Qualitative approach) to collect data from the subjects and concerned thematic and statistical analysis was performed to identify and extract the emerging themes to capture a comprehensive understanding of the strategies ESL educators employ for their professional growth. The study reveals that self-driven professional development initiatives significantly influence educators’ creative pedagogical practices. Educators who actively engage in a diverse range of activities, reflective practice, technology integration, distinct perceptions of self-professional development, creative teaching practices, and continuous learning demonstrate a higher level of pedagogical creativity. Furthermore, this research uncovers the diverse range of resources and activities ESL educators utilize to foster creativity, including technology integration, cultural sensitivity training, and the exploration of innovative teaching materials. These findings shed light on the multifaceted nature of self-professional development and its potential to revitalize ESL classrooms, ultimately benefiting students by promoting more engaging and effective language learning experiences. This study offers valuable insights for educators, institutions, and policymakers seeking to nurture and amplify pedagogical creativity in the ESL education landscape.

An idea to explore: Introduction of "biochemical tales" in medical education-Learning made fun.

Innovations in medical education, including the integration of narrative-based tales, are transforming the way complex biochemical concepts are taught and understood. In this "Idea to Explore", the essence of integrating tales that personify molecules and depict biochemical processes as engaging stories to enhance student engagement, promote active learning, and improve knowledge retention is discussed. It also explores the effectiveness of scientific discovery games and traditional scientific stories in deepening students' interest in biochemistry. Highlighting the potential of narrative methods to make biochemistry more accessible and engaging, educators are encouraged to adopt creative teaching tools that promote critical thinking, problem-solving, and communication skills, thereby inspiring active participation, and lifelong learning in biochemistry.

Do multicultural exposure and interaction affect creative teaching by building self-belief? A mixed methods study

This mixed-method study expands the understanding on how creative-self belief serve as one mechanism by which multicultural exposure and interaction, or multicultural experiences (MCEs), affect creative teaching. Quantitative data were collected through an online survey of 337 elementary and high school teachers in the Philippines while qualitative data were generated from interviews of a subset of 15 teachers. Through a convergent mixed methods design, a depiction of the relationships among creative self-beliefs, MCEs, and creative teaching was achieved with the following mixed-methods themes: (1) Teachers with MCEs teach creatively following assessment of MCEs; (2) Having MCEs is related to having more creative self-belief and confidence; (3) Creative self-beliefs and confidence gained from MCEs are related to creative teaching; and (4) MCEs build creative self-belief and confidence that support creative teaching behaviors. Implications of the study were discussed.