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dc.contributor.advisorHuffman, Douglas W
dc.contributor.authorWu, Chenglin
dc.date.accessioned2018-03-09T22:09:08Z
dc.date.available2018-03-09T22:09:08Z
dc.date.issued2017-12-31
dc.date.submitted2018
dc.identifier.otherhttp://dissertations.umi.com/ku:15571
dc.identifier.urihttp://hdl.handle.net/1808/26144
dc.description.abstractCurrent 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.
dc.format.extent164 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsCopyright held by the author.
dc.subjectScience education
dc.subjectGifted education
dc.subjectPedagogy
dc.subjectCreativity
dc.subjectInquiry
dc.subjectReform
dc.subjectScience
dc.subjectTeaching
dc.subjectThinking
dc.titleTHE RELATIONSHIP BETWEEN REFORMED TEACHING AND STUDENTS’ CREATIVITY IN A CHINESE MIDDLE SCHOOL
dc.typeDissertation
dc.contributor.cmtememberThomas, Kelli R
dc.contributor.cmtememberFriedman, Reva C
dc.contributor.cmtememberLa Voy, Carrie L
dc.contributor.cmtememberLee, Young-Jin
dc.thesis.degreeDisciplineCurriculum and Teaching
dc.thesis.degreeLevelPh.D.
dc.identifier.orcid
dc.rights.accessrightsopenAccess


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