Main Article Content

Arrak Praprom


This qualitative research aimed to investigate science teachers’ view on assistant and senior professional level teachers’ view on fostering creativity in physics courses. The participants were 2 assistant teachers and 2 senior professional level teachers who teach physics on physics classroom. Data was collected using semi-structured interview. The information and data were analyzed by content analysis. The results of this research indicate that 1) teachers’ understanding of creativity found that assistant and senior professional level teachers’ perspective, there is a similarity, that creativity is thinking and trying to do new things, applying things to the benefit. 2) Teacher's perspective on creativity in physics courses, assistant and senior professional level teachers’ perspective, there is the same direction that creativity in physics focuses on innovative ideas and unique perspectives, linking with physics knowledge to explaining various appearances, creating innovations and finally, the knowledge or innovation that has been acquired into problem solving. 3) teaching issues that promote students’ creative thinking with 4 issues: content, teaching process, teaching materials and assessment. It was found that the assistant and senior professional level teachers’ perspective of these four points toward creativity in the physics course were similar and different from their experience.


Download data is not yet available.

Article Details



สุทธิดา จารัส. (2560). นิยามของสะเต็มและลักษณะสาคัญของกิจกรรมการเรียนรู้ตามแนวสะเต็มศึกษา. วารสารศึกษาศาสตร์ มหาวิทยาลัยสุโขทัยธรรมาธิราช, 10(2), 13-34.
Adam Malik. (2017). Enhancing pre-service physics teachers’ creative thinking skills through HOT lab design. AIP Conference Proceedings 1868, 070001.
Chindanurak, T. (2016). Innovation and Media in Science Teaching and Learning in the 21st Century. Veridian E-Journal, Silpakorn University, 9(1), 560-581. (in Thai)
Driver, R. A. and Osborne, J. (2002). Supporting and Promoting Argumentation Discourse in Science Education. Science Education, 38(1), 39-72.
Frunza. (2014). Teachers Learning From Professional Development in Elementary Science: Reciprocal Relations Between Formative Assessment and Pedagogical Content Knowledge. Wiley Periodicals Inc; 2014.
Honey, M. and D.E. Kanter. (2013). Design, Make, Play: Growing the Next Generation of STEM Innovators. New York: Routledge.
Ministry of Education. (1997). Measurement and evaluation of the actual condition of the students. Bangkok: Kurusapa Printing Ladphrao.
Ministry of Education. (2010). Guidelines for open classes in basic education institutions affiliated with the committee for basic education. Bangkok: The Agricultural Cooperative Federation of Thailand.
Netwong, T. (2018). Development of problem solving skills by integration learning following stem education for higher education. International Journal of Information and Education Technology, 8(9), 639-643.
Novinta Nurulsari et al. (2017). Development of soft scaffolding strategy to improve student’s creative thinking ability in physics. Journal of Physics: Conference Series.
R Adawiyah et al. (2019). Interactive e-book of physics to increase students’ creative thinking skills on rotational dynamics concept. Journal of Physics: Conference Series.