Abstract:
This paper reports a study that investigated secondary school biology teachers’
perceptions of classroom practices that inculcate scientific creativity among their
learners. A sample of 205 teachers was selected from a population of 347 in Kericho
and Kajiado Counties, Kenya using Stratified proportionate sampling technique.
Data was collected using Biology teachers’ questionnaire and an observation
schedule. The findings show that most teachers felt they included classroom activities
that would inculcate scientific creativity in learners. This, however, was inconsistent
with observations made in their lessons. It is recommended that science teacher
education programmes and policy makers put more emphasize on teachers’
acquisition of knowledge and skills that would enhance learners’ scientific creativity.
Keywords: Biology, Classroom practices, Scientific creativity, Teachers’
perceptions
