Some student teachers’ conceptions of creativity in school science

Newton, Douglas P.; Newton, Lynn D.

doi:10.1080/02635140802658842

Cited by 78 publications

(68 citation statements)

References 38 publications

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“…The survey response rate was 93% (116 out of 125 questionnaires). I developed the first questionnaire by conferring to the questionnaires of Newton and Newton (2009) and Kitchen et al (2009). The final version of the questionnaire consisted of 29 items divided into four major sections including 2 items for asking to providing order of preference and 2 items for asking free wring style questions.…”

Section: Participantsmentioning

confidence: 99%

Korean Primary School Teachers' Conceptions of Foundations and Creativity in Mathematics

Park¹

2013

The Mathematical Education

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Section: Participantsmentioning

confidence: 99%

Korean Primary School Teachers' Conceptions of Foundations and Creativity in Mathematics

Park¹

2013

The Mathematical Education

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“…A demand for fostering creativity has become a universal discourse across different nations, reflecting globalization of economic activity (Craft, 2003;Newton & Newton, 2009). The function of education serves as a building block of human capital through equipping students with knowledge and creative capacities (Lin, 2011;NACCCE, 1999;Shaheen, 2010).…”

Section: Introductionmentioning

confidence: 99%

A Review of the Effectiveness of Creative Training on Adult Learners

Tsai¹

2013

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A demand for fostering creativity has become a universal discourse across different nations, reflecting globalization of economic activity. Teachers play a key role in promoting creative thinking through appropriate approaches in the classroom. Because a number of studies indicate that most creativity research focuses on children rather on adults, the purpose of this meta-analytic study is to investigate the effects of creativity training on adults. It is hoped that by providing evidence-based findings, adult educators could consider fostering creativity in adult classrooms. The results confirm the findings of previous meta-analysis indicating that creativity training is effective on adults. The magnitude of this finding indicates creativity training is promising for increasing adults' creative thinking.

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“…Russ et al (2009) found that, at the high-school level, students and teachers invariably evaluate the validity of ideas and explanations through consultation of textbooks, or other expert repositories, in the first instance. While consultation of published text has heuristic merit, excessive dependence on external verification of ideas can be counterproductive, leading to conceptualisation of scientific ability as focussed on recall of facts and technical/practical skill (Newton & Newton, 2009) rather than the ability to extend and reconfigure understanding when confronted with novel problems.…”

Section: The Reality Of Scientific Practicementioning

confidence: 99%

“…Transcripts of conversations between, and interviews with, teachers and students who have developed and applied peer-scaffolding approaches however, suggest that rather than encouraging individuals to develop their own understanding, the net effect often reduces to a validation-by-consensus mentality (Capraro, Kulm, & Capraro, 2005;Chin & Chia, 2004;Demirci, 2008;Gautier, Deutsch, & Rebich, 2006;Hamza & Wickman, 2008;Mills et al, 2008;Nehm & Reilly, 2007;Newton & Newton, 2009;Psycharis & Babaroutsis, 2005;Salierno, Edelson, & Sherin, 2005;Settlage, 2007;Smith & Abell, 2008;Stamp, 2007;Stamp & Armstrong, 2005;Wali Abdi, 2006). This does not mean that deployment of peer-scaffolded learning cannot deliver substantial learning gains for individuals.…”

Section: Limitations Of the Sociocultural Discoursementioning

confidence: 99%

“…The constructivist notion of the zone of proximal development, for example, requires learning environments structured to provide all students (regardless of their current level of ability) with the opportunity to extend their knowledge and conceptual understanding through interaction with others (DuVall, 2001;Hamza & Wickman, 2008Jakobsson, Akitalo, & Aljo, 2009;Newton & Newton, 2009;Sakai & Leggo, 1997). At face value, this would appear consistent with the idea of education as preparation for full and equal participation in civic life.…”

Section: Limitations Of the Sociocultural Discoursementioning

confidence: 99%

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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.

show abstract

Some student teachers’ conceptions of creativity in school science

Cited by 78 publications

References 38 publications

Korean Primary School Teachers' Conceptions of Foundations and Creativity in Mathematics

Korean Primary School Teachers' Conceptions of Foundations and Creativity in Mathematics

A Review of the Effectiveness of Creative Training on Adult Learners

Creativity in Science: Tensions between Perception and Practice

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