What teachers see as creative incidents in elementary science lessons

Journal article | Zeitschriftenartikel

Teachers are often urged to nurture creativity but their conceptions of creativity in specific school subjects may have limitations which weaken their attempts to do so. Primary school teachers in England were asked to rate lesson activities according to the opportunity they offered children for creative thought in science. The teachers could, overall, distinguish between creative and reproductive activities but there was evidence of narrow conceptions of school science creativity, biased towards fact finding, practical activity and technological design. Some teachers saw creativity in essentially reproductive activities and in what simply stimulated interest and on-task talk. Some implications and recommendations for teacher training and professional development are discussed.

Object Details

• Extent: Seite(n): 35
• Language: Englisch
• Notes: Status: Postprint; begutachtet (peer reviewed)

References and Relationships

• Bibliographic citation: International Journal of Science Education, 32(15)

Classification and Topics

• Subject: Bildung und Erziehung ; Lehrende, Erziehende, Lernende ; Lehre und Studium, Professionalisierung und Ethik, Organisationen und Verbände der Erziehungswissenschaft

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Newton, Lynn D ; Newton, Douglas P.
• Event: Veröffentlichung
• (where): Vereinigtes Königreich
• (when): 2009

Further information

• DOI: https://doi.org/10.1080/09500690903233249
• URN: urn:nbn:de:0168-ssoar-198315
• Rights: GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
• Last update: 21.06.2024, 4:27 PM CEST