The Effects of General Creativity, Conceptual Physics Knowledge and Inventive Thinking on Scientific Creativity Among Physics Teachers

Publication Issue: 
VOLUME 42, ISSUE 1, 2021
Page No: 
Date Received: 
Saturday, August 21, 2021
Authors' Name: 
Nur Erwani Rozi
Lilia Halim
Lilia Ellany Mohtar
Edy Hafizan Mohd Shahali
Authors' Affiliation and Address: 
Faculty of Education, Universiti Kebangsaan Malaysia, 43600, Bangi, Selangor.
Department of Physics, Faculty of Science and Mathematics, Sultan Idris Education University, 35900 Tanjung Malim, Perak.
Faculty of Education, University of Malaya, 50603, Kuala Lumpur.
The purpose of the study is to identify (i) the level of scientific creativity, general creativity, physics conceptual knowledge and inventive thinking, and (ii) the influence of general creativity, conceptual physics knowledge and inventive thinking towards scientific creativity among physics teachers. The aspects of scientific creativity studied were fluency, flexibility, originality and productivity. This study used a survey design using questionnaires and tests as the research instrument. A total of 52 physics teachers were involved in this study. The findings were analysed using descriptive analysis (frequency, percentage, mean score, and standard deviation) and inferential analysis (multiple regression). The study results showed that the level of scientific creativity was moderately low, and general creativity and inventive thinking were moderately high. Meanwhile, the level of conceptual physics knowledge was at a high level. The multiple regression analysis showed that 16.7% of the data variance is explained by general creativity, conceptual physics knowledge and inventive thinking. In addition, conceptual physics knowledge has a significant influence (32.0 %) on the level of scientific creativity among physics teachers. The implications of the study suggest that good understanding of physics concepts is important for ensuring teachers have a high level of scientific creativity.
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