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dc.contributor.authorSchmidt, Adele
dc.date.accessioned2017-05-03T14:07:34Z
dc.date.available2017-05-03T14:07:34Z
dc.date.issued2011
dc.date.modified2013-06-10T23:34:41Z
dc.identifier.issn21514771
dc.identifier.doi10.4236/ce.2011.25063
dc.identifier.urihttp://hdl.handle.net/10072/48217
dc.description.abstractMany 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent203803 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherScientific Research Publishing, Inc.
dc.publisher.placeUnited States
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom435
dc.relation.ispartofpageto445
dc.relation.ispartofissue5
dc.relation.ispartofjournalCreative Education
dc.relation.ispartofvolume2
dc.rights.retentionY
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogy
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode130212
dc.subject.fieldofresearchcode13
dc.titleCreativity in Science: Tensions between Perception and Practice
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2012 Scientific Research Publishing. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorSchmidt, Adele L.


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