A Study on the Relationship Between Japanese School Teacher Attitudes Toward Inquiry-Based Learning and Their Creativity

Abstract

This study investigated perceptions of Inquiry-based Learning (IBL), the importance of IBL compared to traditional knowledge, and the relationship between confidence in teaching inquiry-based learning and creativity. The analysis results indicated that the group with high creativity had significantly higher “confidence in teaching” in creativity. On the other hand, there were no significant differences between groups in “perception of IBL” and “importance of IBL.” Furthermore, it was ascertained that elementary school teachers had a strong positive perception of IBL and its importance. Teachers with more experience and creativity in inquiry-based learning tended to have more positive perceptions of and confidence in inquiry-based learning. This suggests that the direction of teacher training to raise awareness toward inquiry-based learning differs depending on creativity and school type.