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Some student teachers' conceptions of creativity in school science

Newton, D.P.; Newton, L.D.

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Abstract

Creativity is generally considered to be something to encourage in young children. It is, however, popularly associated more with the arts than with the sciences. This study used phenomenographic analysis to identify some primary school student teachers' conceptions of creativity in school science lessons (a class of 16 final year students on a degree course leading to qualified teacher status in the UK). Their conceptions were narrow, focused mainly on practical investigations of matters of fact, and included misconceptions. Teacher trainers are advised that student teachers' conceptions of creativity can be grossly inadequate in several ways and they may omit significant opportunities for creativity involving, for example, the imaginative processing of scientific information and the construction and testing of explanations. As conceptions may be shaped by creativity in the arts, it is suggested that science educators might loosen the connection by introducing students to the broader term of 'productive thought', i.e. a combination of creativity and critical thought which is particularly relevant in science.

Citation

Newton, D., & Newton, L. (2009). Some student teachers' conceptions of creativity in school science. Research in Science and Technological Education, 27(1), 45-60. https://doi.org/10.1080/02635140802658842

Journal Article Type Article
Publication Date Apr 1, 2009
Deposit Date Jun 3, 2011
Publicly Available Date Jun 15, 2011
Journal Research in Science and Technological Education
Print ISSN 0263-5143
Electronic ISSN 1470-1138
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 27
Issue 1
Pages 45-60
DOI https://doi.org/10.1080/02635140802658842
Keywords Creativity, Trainee teachers, Elementary science, Conceptions.

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