Abstract
The purpose of this study is to extend the understanding of the creative process, factors that affect teachers’ creative performance, and the effects of teacher knowledge on creativity. Twenty-six teachers at different professional development levels participate in this study. Data was collected in two sessions: (1) a quasi-experimental environment, and (2) teacher’s natural teacher/learning environments. Multiple methods used to collect data include Kelly’s Repertory Grid Techniques, semi-structured interviews, questionnaires and reflective journal writing. Finally, teachers’ creative products were evaluated by peer teachers and the creators themselves.
Data were analyzed to answer the following questions: What are the processes of creative thinking teachers involve when they design science learning materials? What are factors reported by participating teachers that prohibit creativity? What are factors reported by participating teachers as facilitators to creative performances? Suggestions for further studies, early childhood science education, and teacher education programs are made based on the findings of this study.
| Keywords: | kindergarten teachers; creative thinking; science teaching; design of learning materials |
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