Perceptions of Physics Teachers towards Creativity in Teaching and Learning Wave Motion at Secondary School Level

Mubanga Charles, Simpande Alex

Abstract: Teachers and learners should be equipped with relevant 21st century skills such as Creativity to thrive academically and professionally. This study examined perceptions of Physics teachers towards Creativity. The objectives were to find out Physics teachers? understanding of Creativity, identify factors perceived vital in developing Creativity, and discover Physics teachers? own beliefs about Creativity, how they plan and foster Creativity in their classes. The study population was 26 Physics teachers in 10 secondary schools of Mansa District in Zambia. Random sampling was used to select 20 teachers from the population. Four research instruments were used to collect data and these were the Creativity Perception Questionnaire for Physics Teachers (CPQPT), Creativity Rubric for Physics Lesson Plans (CRPLP) and Creativity Rubric for Physics Lesson Observation (CRPLO). Results show that access to Information Communication Technology (ICT) facilities and asking thought - provoking questions during Physics lessons were the most important factors in developing the Creativity of learners. The most commonly held beliefs were building the confidence of learners to become divergent thinkers and providing them an opportunity to exercise creative thinking. Although the majority of Physics teachers had no problems planning for Creativity during lessons on wave motion, they experienced challenges in the implementation of activities that foster Creativity. School - Based Continuing Professional Development (SBCPD) was strongly recommended as a significant tool for implementing and enhancing the Creativity of learners.

Keywords: perception, Creativity, teaching and learning, Physics teachers, wave motion