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Transcript of CREATIVITY
Creativity will allow students the opportunity to produce solutions that deviate from the expected
Creativity in science will lead to thinking outside the box
Creativity leads to higher-order cognitive skills
Creative insight comes in two forms: associative and analytical
Limits To Creativity In Education:
Challenges of Practice
By: Marwa, Vito, Fouad and Mustapha
-if students are given the chance to think of alternate solutions they are more likely to grasp the different concepts
-science is more than a well-structured problem with only one solution, teaching creatively will allow students to gain innovative thinking skills
-cognitive skills from creative learning help in teaching problem-solving and abstraction which in turn helps with scientific reasoning
-when these forms are applied to science it can help with recognition and appreciation of unknown concepts which in turn will allow students the ability to work through problems
increases the probability of accessing weakly associated ideas
the capacity to analyze, synthesize, and focus
to Creativity In Education
1- What does it mean?
2- Conflicts in policy and practice.
3- Limitations in curriculum organisation.
4- Limitations stemming from centrally-controlled pedagogy.
Excelled in creativity and motivation
identify current issues and used them to initiate “doing” science.
expected to ask thought promoting questions as a starting point for all science.
Considered science as important in dealing with their daily lives, personal and societal problems.
Students applied in their lives what they have learnt
Used a variety of sources of information for studying across the curriculum.
Used arguments and debates
Not confined to science classrooms.
They see their teachers as active learners and enjoy the actual “doing” of science.
1- The curriculum
2- Professional artistry within a centralized pedagogy
3- distinctions and potential tensions between teaching for creativity, creative teaching, and creative learning.
STS and Creativity
Yager and collegues (2012) Explored The role of student teacher creativty in STS reforms.
Individualized, respecting diversity
Use of a variety of resources
Cooperative work on problems
Students are active contributors
Teachers build on student experiences, assuming that students learn best from their own experiences
Teachers and students plan instruction around problems and current issues.
Teachers and students are involved with structuring goals and associated assessment strategies.
Creativity in Science Education (Technology)
Group instruction geared for the average student
Directed by the chapters in a textbook
Group work (lab) with directions
Students seen as recipients on instructions
Teachers do not build on individual student experiences; it is assumed that students learn more efficiently by being presented with organized, easy-to-grasp information
Teachers plan their instruction using prescribed curriculum guides and textbooks
Goal are not discussed nor used to assess learning
This case study follows a focal group of students in a sixth-grade science classroom at a middle school in Holyoke, Massachusetts, as they solved a light-sensor-enabled robotics problem.
The findings suggest that play is an important mode of inquiry if creativity is the learning goal.
Researchers have identified local classroom practices that bear on collaborative creativity.