creativity in science tensions between perception and practice创造力在科学认知和实践之间的紧张关系.pdfVIP

Creative Education 2011. Vol.2, No.5, 435-445 Copyright © 2011 SciRes. DOI:10.4236/ce.2011.25063 Creativity in Science: Tensions between Perception and Practice Adele L. Schmidt1,2 1Science Education, School of Education and Professional Studies, Griffith University, Mount Gravatt Campus, Brisbane, Australia; 2Holland Park State High School, Holland Park, Brisbane, Australia. Email: aschm65@.au th th th Received September 29 , 2011; revised October 30 , 2011; accepted November 14 , 2011. 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 sci- ence 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 lim