Teaching creative thinking skills: Promoting more visible creativity in undergraduate students of biology education

As the society construes the current era as a destructive century, the adaptability, flexibility and innovation are widely deliberated becoming the key points to survive from life challenges. Creativity is one of four core skills that is conceived be able to foster those three features. Variety strategies and approaches have been developed to prompt this skill in the classroom context. This qualitative study analyses the reflection of pre-service biology teachers on their own creativity and their foresight as a future teacher to promote creativity in their classroom further. To examine those two perceptions, we employed the modelling strategy using teaching visible thinking approach integrated with the biology context. Afterwards, the students reflected their experience about bearing with creativity’s four indicators – fluency, flexibility, elaboration and originality- and the way to promote them on their reflective essay. They were 25 students participated in this study within three learning cycles setting. The majority of participants showed the positive sentiment about the strategy. The other interesting findings conveyed that the students found themselves having difficulties in articulating the fluency and elaboration. Furthermore, they also showed the eagerness to learn more about the teaching strategy to be implemented in their future classroom setting.