Reflections of creative teaching practices to the classroom in terms of person, process and press dimensions: Teachers' - students's opinions

In this study, it is aimed to determine teachers' and students' opinions on applying creative thinking skill-based education in Math classes of 6th graders. Participants consist of 370 6th graders from secondary schools of Nigde city center and 20 teachers of 6th grades' Math classes. Case study has been used in this research. A questionnaire developed by the researcher has been applied to students for quantitative data whereas personal interviews have been done with teachers for qualitative data. In data collection process, while receiving teachers' opinions on teacher roles, classroom environment, classroom activities and problems encountered during activities, applied methods-techniques which are necessary to develop students' creative thinking skills; students' opinions on teacher roles have been received. When evidence is analyzed; while teachers state teacher roles -must-have to develop their creative thinking- as guiding, leading, being open to differences and opinions, they consider rich classes in material and Math classes necessary. They also think activities should be organized as adapted to daily life, visual and provided with learning through experience. It has been found the most significant problems teachers encounter are topic raising anxiety and lack of time, and their preferences are research and investigation strategy and question-answer method as priority. Although, according to teachers' self-evaluations, they consider themselves inefficient on teaching through creative thinking skills; students report negative opinions regarding teacher roles in only 5 items from 38 in questionnaire. It is also observed the items related to teacher roles towards developing creative thinking, differ according to demographic features.