Creativity in Science Education: Perspectives and Challenges for Developing School Science

Kind, Vanessa

doi:10.1080/03057260708560225

Cited by 178 publications

(142 citation statements)

References 88 publications

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“…Creativity development aims to prepare students in facing the challenges of the working world (Kind & Kind, 2007). In fact, student's creativity development in schools is still not optimal.…”

Section: Introductionmentioning

confidence: 99%

Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student’s Thinking Skills?

Anazifa

Djukri

2017

JPII

227

143

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The study aims at finding (1) the effect of project-based learning and problem-based learning on student's creativity and critical thinking and (2) the difference effect of project-based learning and problem-based learning on student's creativity and critical thinking. This study is quasi experiment using non-equivalent control-group design. Research population of this study was all classes in eleventh grade of mathematics and natural science program of SMA N 1 Temanggung. The participants were 102 students. This study used three classes as research sample which implemented three different kinds of learning models in respiratory system. XI MIPA 3 was as an experimental group implementing project-based learning and XI MIPA 5 was as an experimental group implementing problem-based learning, while XI MIPA 1 was as control group. Data was collected using two instruments to measure student's creativity and student's critical thinking. Data was analysed using t-test, multivariate analysis, and univariate analysis. The results reveal that (1) project-based learning and problem-based learning affect student's creativity and critical thinking; (2) there is a difference effect of project-based learning and problem-based learning on student's creativity; and (3) there is no difference effect of project-based learning and problem-based learning on student's critical thinking.

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Section: Introductionmentioning

confidence: 99%

Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student’s Thinking Skills?

Anazifa

Djukri

2017

JPII

227

143

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“…A recent review of perspectives and challenges in science education indicates that a belief that there is, and can only ever be, one valid, scientific "way of knowing" is widespread; and that the root cause is a lack of alignment between science education/educators and scientific practice (Kind & Kind, 2007). It is however, naive to assume that practitioners of research are any less dogmatic than students and teachers.…”

Section: The Reality Of Scientific Practicementioning

confidence: 98%

Creativity in Science: Tensions between Perception and Practice

Schmidt¹

2011

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Many countries are reviewing science education programmes and implementing new pedagogical paradigms aimed at reversing a trend of declining enrolments. A key factor in this decline is a public perception that science is not a creative endeavour. Attempts to reframe public perception tend to focus on primary and secondary schooling, but do little to address ongoing declines in quality and originality of intellectual output beyond the high-school environment. To overcome systemic devaluation of science requires appreciation of the complex, dynamic, and often stochastic, interplay of sociocultural, psychological and cognitive factors that drive human creativity. Viewing creativity from this perspective reveals tensions between perception and practice that limit opportunities for students, science educators and scientists. Resolving the tension requires integration of developmental, psychometric and sociocultural discourses of creativity in ways that generate opportunities for individuals at all levels of education and practice to: 1) acquire a high level of domain-specific knowledge; 2) practise application of that knowledge in developing solutions to problems across a gradient of difficulty and; 3) be challenged to integrate their knowledge of science with their knowledge of other fields to pursue and solve problems with personal relevance.

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“…Undervisning om naturvetenskaplig kreativitet innehåller arbete om undersökande arbete och naturvetenskapens karaktär (Kind & Kind, 2007). Ett undersökande arbete, gärna experimentellt och med öppna frågor, genomförs i skolan för att härma naturvetenskaplig verksamhet.…”

Section: Hur Arbetar Lärare Med Kreativitet Inom Det Naturvetenskapliunclassified

Utvikling av naturvitenskapelig talent og kreativitet - et nordisk perspektiv

Daugbjerg

Lindfors²,

Dal³

et al. 2011

TemaNord

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Creativity in Science Education: Perspectives and Challenges for Developing School Science

Cited by 178 publications

References 88 publications

Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student’s Thinking Skills?

Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student’s Thinking Skills?

Creativity in Science: Tensions between Perception and Practice

Utvikling av naturvitenskapelig talent og kreativitet - et nordisk perspektiv

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