Abstract
The purpose of this study is to explore the relationship between teaching behavior and pupils’ performance on creativity and problem solving. A total sixth teachers and 207 pupils were assigned to an awarded group (3 female teachers; 44 male and 58 female pupils), and a general group (1 male and 2 female teachers; 58 male and 47 female pupils). The instruments include Torrance Test of Creative Thinking (Verbal & Figure), Creative Problem Solving Test, Student Inspection Creativity Fostering Teacher Index, Flanders Interaction Analysis Categories System, and Semi-Structured Interview. The results indicate that: The awarded teachers perform better than general teachers in regard to the quality of teacher-student interactions and creative teaching behavior; while the awarded group pupils perform significantly better than the general group pupils on creativity and problem solving.
| Keywords: | creativity; problem solving; science awarded teacher; teacher-student interaction |
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