Background: Creativity across all disciplines is increasingly viewed as a fundamental educational capability. Science can play a potentially important role in the nurturing of creativity. Research also suggests that creative pedagogy, including interdisciplinary teaching with Science and the Arts, can engage students with science. Previous studies into teachers' attitudes to the relationship between science and creativity have been largely situated within national educational contexts.Purpose: This study, part of the large EU funded CREATIONs project, explores educators' perspectives on the relationship between Science and Creativity across national contexts drawn from Europe and beyond.Sample and Methods: 270 educators, broadly defined to include primary (age 4-11) and secondary (age 11-18) teachers and trainee teachers, informal educators and teacher educators, responded to a survey designed to explore perceptions of the relationship between science and creativity. Respondents were a convenience sample recruited by project partners and through online media. The elements of the survey reported here included Likert-scale questions, open response questions, and ranking questions in the form of an electronic self-administered questionnaire. Exploratory factor analysis was used to develop a combined attitude scale labelled 'science is creative', with results compared across nationalities and phases of education. Open question responses were analysed thematically to allow more nuanced interpretation of the descriptive statistical findings. Results:The findings show broad agreement internationally and across phases that science is a creative endeavour, with a small number of educators disagreeing about the 3 relationship between science and creativity in the context of school science. Those who disagreed were usually secondary science teachers, from England, Malta or outside Europe (primarily from the United States). The role of scientific knowledge within creativity in science education was found to be contentious. Conclusions:That educators broadly see science as creative is unsurprising, but initial exploration of educators' perspectives internationally shows some areas of difference.These were especially apparent for educators working in formal education, particularly relating to the role of knowledge with respect to creativity in science. With current interest in STEAM education, further investigation to understand potential mediating factors of national educational contexts on teachers' perspectives with respect to the role of disciplinary knowledge(s) in creativity and their interaction in interdisciplinary teaching and learning, is recommended.

Research into creativity and dance education is increasingly in the spotlight as the community of dance education researchers is growing internationally. In the last fifteen years, the field has blossomed to include new cultural perspectives, voices and styles, and a consistently expanding range of definitions, epistemologies, and methodologies for researching the inter-relationship between “dance,” “education,” and “creativity.” Existing scholarship can be built on by exploring the historical perspective, moving to critically and thematically consider recent developments, and then looking ahead. In so doing, a range of definitions of creativity emerge which focus on cognition through to sociocultural perspectives and the post-human turn. Research into the facilitation of creativity is also pertinent and developing, including performativity and creativity pedagogic tensions, incorporation of technology and inclusion within teacher training, as well as a shift toward articulating creative and cultural dance practices themselves as key to understanding and developing creative pedagogy in dance. Also of interest is the range of methodologies that has been employed to research creativity in dance education and future possibilities in this area. Next steps in research include a focus on future influences from the ever-developing field of dance studies and its articulations of choreography and practice; from research into cultural and indigenous dance and emerging new multicultural ideas about creativity; from applications of advances in psychology and technological methods within dance science; and from the post-human turn in educational research shifting us toward more emergent re-organizations of how we think about and practice creativity in dance education.

The Schwirian Science Support Scale has been utilized to study the attitude toward science and its interrelationship to society of a broad cross section of nonscience students. In spite of the development of a counterculture antagonistic toward science, this study indicates that these students appear to accept those societal values important for the support of science.

In January 1969, Kansas State University joined with six non-Ph.D. granting institutions to form the Consortium for the Advancement of Physics Education (CAPE). CAPE has conducted a number of programs, supported mainly by an NSF COSIP-B grant. These programs include junior-senior student symposia, senior honors research projects, junior-senior summer research assistantships, faculty summer research fellowships, and a faculty symposium on physical science teaching. In this paper we criticize the various programs on the basis of our three years of experience with CAPE, indicating the activities that appear to have been successful and to he worthy of trial in other regions, and also indicating certain activities that were less successful than we had originally hoped. We attempt to give reasons for the latter disappointments.

In January 1969 Kansas State University joined with six non-Ph.D. granting institutions to form the Consortium for the Advancement of Physics Education (CAPE). CAPE is an experiment to determine what services can be provided for the physics departments of colleges by a university and what benefits can be derived by the university through increased interaction with colleges. Diverse programs, supported mainly by a grant from the National Science Foundation, have been initiated. These programs attempt to capitalize on the strengths and combat the weaknesses of each type of institution. In this article the programs will be described, with special attention given to the CAPE Undergraduate Symposium on Low-Energy Accelerator Physics.