Obstacles to the Development of Creative Thinking among Pupils in Basic Education Schools in Côte d'Ivoire from the Point of View of Managers and Teachers

Abstract

The study aimed to identify the most important obstacles to the development of creative thinking among  pupils in basic education in Côte d'Ivoire from the point of view of teachers and managers. The study used the descriptive survey by questionnaire which included 45 items and classified into four dimensions: Obstacles related to the students themselves, the teachers, the curriculum and educational environment. The study sample consisted of (114), of which (18) managers, and (96) teachers. The study results showed that the most important obstacles to the development of creative thinking among  pupils in basic education in Côte d'Ivoire were reflected in the pupils’ loss of self-confidence in solving problems, the habit of memorizing concepts without thinking, and the teacher’s  tendency to use traditional teaching methods, such as the lecturing method. Also, the curriculum objectives concentrated on knowledge aspects only, and not on the cognitive and skill aspects,  nor  on the  pupils’ attitudes, needs and individual differences. The provision of environment conducive to learning was also absent in the curriculum, where pupils could practice some games, arts, entertainment, computers which could help them practice creative activities. 

Keywords: Creative thinking, Basic education, Côte d'Ivoire.