PHYSICS TEACHERS’ VIEW ON FOSTERING CREATIVITY IN PHYSICS COURSES

Abstract

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.