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The Relationship Between Reformed Te...

Wu, Chenglin.

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The Relationship Between Reformed Teaching and Students' Creativity in a Chinese Middle School.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Relationship Between Reformed Teaching and Students' Creativity in a Chinese Middle School./
作者:	Wu, Chenglin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	164 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10623290
ISBN:	9780355637533

The Relationship Between Reformed Teaching and Students' Creativity in a Chinese Middle School.
Wu, Chenglin.

The Relationship Between Reformed Teaching and Students' Creativity in a Chinese Middle School. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 164 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--University of Kansas, 2018.

Current education reform in both the United States and China promotes a reformed inquiry-based approach based on the constructivist learning theory. This study contributes to the research literature by exploring the relationship between reformed science teaching and students' creativity. Chinese education is often criticized for a lack of creativity by some news media (Stack, 2011). This study was designed to explore the creativity of students and the extent to which inquiry instruction is used in the science classroom. The study used a convenience sample of two classes from a middle school located in Wuhu city, Anhui province, China. A total of 120 students and 3 science teachers participated. A mixed-methods research approach was adopted for integrated explanation. Student surveys, the Torrance Test of Creative Thinking (TTCT), Verbal, Reformed Teaching Observation Protocol (RTOP), and semi-structured interview were utilized as research tools for collecting quantitative and qualitative data. The findings indicate that there was a positive relationship between reformed teaching and students' creativity (F (2, 117) = 19.760, p<.001). Classroom observation generally indicated that the participating teachers were skillful at promoting conceptual understanding and provoking high-level thinking. However, evidence of student-centered instruction was less apparent. The semi-structured interviews with participating teachers showed a positive attitude toward inquiry-based teaching but also revealed several challenges. The findings from the Verbal TTCT and classroom observation provided evidence of Chinese students' creativity. Directions for future research are provided.

ISBN: 9780355637533Subjects--Topical Terms:

521340
Science education.

The Relationship Between Reformed Teaching and Students' Creativity in a Chinese Middle School.
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