TEACHERS’ CREATIVE THINKING TENDENCIES AND THEIR CREATIVITY-FOSTERING CLASSROOM PRACTICES IN STEM EDUCATION
PROBLEMS OF EDUCATION IN THE 21ST CENTURY, cilt.83, sa.4, ss.461-479, 2025 (ESCI)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 83 Sayı: 4
- Basım Tarihi: 2025
- Doi Numarası: 10.33225/pec/25.83.461
- Dergi Adı: PROBLEMS OF EDUCATION IN THE 21ST CENTURY
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), ERIC (Education Resources Information Center)
- Sayfa Sayıları: ss.461-479
- Yıldız Teknik Üniversitesi Adresli: Evet
Özet
This study examined the link between teachers’ creative thinking tendencies and their creativity-fostering classroom practices in the context of STEM education. Employing a correlational research design, data were collected from 338 in-service teachers actively integrating STEM approaches into their instruction. Two standardized instruments were used: the Marmara Creative Thinking Tendencies Scale and the Creativity-Fostering Teacher Behavior Index. Descriptive statistics and inferential analyses (t-tests and one-way ANOVA) were conducted to examine group differences based on gender, subject area, and participation in training programs. Findings revealed no significant gender or subject-area differences in creative thinking tendencies; however, teachers who had participated in multiple training programs exhibited significantly higher scores. In contrast, female teachers demonstrated significantly higher creativity-fostering behaviors than male teachers, and preschool teachers outperformed ICT teachers in these behaviors. No significant differences were found regarding participation in STEM training programs and creativity-fostering behaviors. The findings underscore the nuanced role of teacher characteristics in promoting creativity within STEM education and suggest implications for professional development and educational design.