Investigating Lifelong Learning Tendencies and Scientific Creativity Levels of Prospective Science Teachers

Abstract

Introduction: Prospective science teachers must themselves first generate rather than simply using knowledge and they must be science literate must be science literate and abreas of the changes in industry if we want future generations to be and do the same. Therefore, the purpose of this study is to determine lifelong learning tendencies and scientific creativity levels of prospective science teachers and examine the correlation between these variables.

Methods: In the study, correlational survey, one of the quantitative research methods, was used. The sample of the study was composed of 201 prospective science teachers studying at the 1st, 2nd, 3rd, and 4th years in a public university in Eastern Anatolia Region within the academic year 2019/2020. “Lifelong Learning Scale” and “Scientific Creativity Test” were used as data collection tools in the study. Independent samples t-test was used to compare the scale scores of the participants in terms of gender and age and ANOVA was used to compare them in terms of class level. In addition, Pearson’s Product-Moment Correlation Coefficient (r) analysis technique was used in order to examine whether or not there was a significant correlation between lifelong learning tendencies and scientific creativity levels of prospective science teachers.

Results: The results of the study indicated that the prospective science teachers had high lifelong learning tendencies. No statistically significant difference was found between the Lifelong Learning Scale (LLS) total scores of female and male prospective science teachers. However, a statistically significant difference was found between the Scientific Creativity Test (SCT) total scores of male and female prospective science teachers and this difference was observed in favor of male teachers. Additionally, there was a positive and moderate correlation between the lifelong learning tendencies and scientific creative levels of the participants.

Discussion: As a result of the study, it was observed that there was a moderate and positive correlation between lifelong learning tendencies and scientific creativity levels of the participants. High levels of lifelong learning were correlated with high levels of scientific creativity. Lifelong learning requires individuals to have some atypical knowledge, skills and competencies to cope with current life problems. In addition, it is recommended in the literature that individuals should have some competencies, such as searching information, accessing information and knowing the ways of reaching information in order to have lifelong learning skills. Therefore, it can be interpreted that scientific creativity skills of individuals, who integrate learning processes throughout their lives and have the mentioned competences, will also improve.

Limitations: The limitations of the study are that the study included 201 prospective science teachers studying in a public university located in Eastern Anatolia Region and the number of male participants was less than the number of female participants.

Conclusions: It is important for prospective teachers to do practices, which will improve their lifelong learning skills during their undergraduate education, in terms of scientific creativities. This is because scientific creativity and lifelong learning skills should be included in the science course in order for students to acquire sense of task, scientific perspective, and skills for controlling and regulating their learning.