- Volume 29 Issue 2
This study was conducted among elementary pre-service teachers who participated in creative story writing exercises related to science. It aimed at analyzing their perceptions, based on their own experiences in the story writing exercises, about story writing as a pedagogic method, to discover the implications on science education. First, creative story writing exercises were carried out over a period of eight weeks by 114 elementary pre-service teachers at a college of education, all of whom were non-science majors taking a course on earth science as a liberal arts elective. Afterward, an open-ended survey was conducted among them to discover their attitudes and opinions, both as students and as teachers-to-be. The majority of the subjects expressed a positive opinion about creative story writing as a pedagogic tool, stating that they would apply it in their future teaching by telling stories they wrote or having students write their own compositions. Pre-service teachers conclude a creative writing improves students' studying, leads interest and motivation. In addition, it linked with daily life and other school subjects. Creative story writing, when used at colleges of education, has didactic value as an empirical exercise for pre-service teachers who are not majoring in science.