Creativity and the Scientific Process: Implications for Science Learning and Teaching

Carol R. Aldous

Creativity and the Scientific Process: Implications for Science Learning and Teaching

In: Fostering Scientific Habits of Mind

Author:

Carol R. Aldous

Carol R. Aldous Flinders University Adelaide South Australia

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Type:: Chapter

Pages:: 353–369

DOI:: https://doi.org/10.1163/9789087909239_018

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Recent reports on science education have highlighted the need for educators to foster a sense of wonder, enthusiasm and interest in the natural world in order for students to engage confidently with scientific and technical matters. However, acknowledging an important role for an affective response to science, not merely its cognitive aspects, is something that tends to be overlooked in science curricula and teaching. Through an examination of the place of creativity in the development of innovative science and its role in the scientific process, this chapter examines the relationship between creativity, problem solving and learning, and discusses what this means for pedagogical knowledge and best practice. Evidence will be presented to show an important role for both cognitive and non-cognitive activity in successfully solving novel problems and a conceptual framework of creative problem solving will be developed. In particular, a case will be made for identifying and describing engaging pedagogies which will scaffold the content, process, context and affective connections in science that foster scientific habits of mind.

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Fostering Scientific Habits of Mind

Pedagogical Knowledge and Best Practices in Science Education

Series: Contemporary Approaches to Research in Learning Innovations, Volume: 3

Cover Fostering Scientific Habits of Mind

E-Book ISBN:: 9789087909239

Publisher:: Brill

Print Publication Date:: 01 Jan 2009

Subjects
- Education
  - Science Education

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Creativity and the Scientific Process: Implications for Science Learning and Teaching

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Fostering Scientific Habits of Mind

Pedagogical Knowledge and Best Practices in Science Education

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