Creativity in science
A dilemma for informal and formal education
Bibliographic Data
| ID | 21392711 |
|---|---|
| Authors | Diogo Martins Gomes (0000-0002-7301-4572, School of Clinical Medicine, University of Cambridge Addenbrooke's Hospital Cambridge United Kingdom of Great Britain and Northern Ireland, corresponding author), Veronica McCauley (0000-0002-9754-3399, School of Education, College of Arts, Social Sciences, & Celtic Studies National University of Ireland Galway Republic of Ireland) |
| Year | 2021 |
| Volume | 105 |
| Issue | 3 |
| Pages | 498-520 |
| Publication date | 2021-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21614 |
| OpenAlex | W3125409316 |
| Language | EN |
| Citations received | 4 |
| References cited | 52 |
Inquiry learning pedagogies have not only been proposed as a successful teaching methodology to draw students into science, they are also rich with possibilities for creativity. The particular focus on investigations and problem‐solving provides opportunity for educators to embrace this. The primary curriculum explicitly values creativity in this regard, linking with inquiry, and problem‐solving. In recent years, science outreach carried out by universities in the Republic of Ireland has played a significant role in the formal classroom as a support to primary science (KS1). This article explores the perceptions of these two educators in the primary classroom, teachers ( N = 31), and science outreach practitioners ( N = 30), with respect to their theoretical stance on the construct of creativity and secondly their application of creativity in practice. The interview method used engaged research participants in a dialectical analysis of conceptual and pedagogical dilemmas. This unique, primarily qualitative methodology, provides evidence to differentiate perspectives of these two groups. Results indicate that participants generate new understandings by engaging in dialectical reflection and critical analysis of the two binaries. They also reveal that although outreach practitioners and teachers align in their perception of the theoretical model, that outreach practitioners are more favourable towards promoting a more creative environment for science in practice
Construct (python library) · Creativity · Curriculum · Dialectic · Dilemma · Epistemology · Mathematics education · Outreach · Pedagogy · Perception · Political science · Qualitative research · Science education · Social science · Sociology · Computer Science · Creativity in Education and Neuroscience · Outdoor and Experiential Education · Psychology · Science Education and Pedagogy · Social Psychology
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Research Methods in Education
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Framing Constructivism in Practice as the Negotiation of Dilemmas
The roles of the formal and informal sectors in the provision of effective science education
Process analytic models of creative capacities
Teachers’ Beliefs and Educational Research
Stories and Statistics
Broadening Views of Learning
A Typology of Mixed Methods Sampling Designs in Social Science Research
Teachers' Beliefs about Teaching and Learning
Retracted Article
The work of science museum educators
Creativity
Knowledge and Teaching
| Unique citing works | 4 |
|---|---|
| Citations per year | 0.8 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |