Implementing Creative Strategies into Science Teaching (CREAT-IT)

CREAT-IT proposes the following working definition for creativity in science education : Generating ideas and strategies as an individual or community, reasoning critically between these and producing plausible explanations and strategies consistent with the available evidence. Such scientific creativity is fuelled by ‘little c’ creativity, i.e. purposive and imaginative activity generating outcomes that are original and valuable in relation to the learner.

Integration of CREAT-IT pedagogical principles with theoretical framework -by University of Exeter team

WP3: Training Materials Strengthening/Supporting Creative Activities in an Inquiry-Based Science Education Model (Discover the Cosmos, EU) Phase 1 - Questions Eliciting Curiosity Phase 2 - Active Investigation: Propose preliminary explanations or hypotheses Phase 3 - Creation: Gather evidence from observation Phase 4 - Discussion: Explanation based on evidence Phase 5 - Reflection: Communicate explanation

“The arts of science, of politics, of history, and of painting and poetry all have finally the same material; that which is constituted by the interaction of the live creature with its surroundings. They differ in the media by which they convey and express this material, not in the material itself….” -John Dewey, in “Art as Experience”, chapter 13 “The arts of science, of politics, of history, and of painting and poetry all have finally the same material; that which is constituted by the interaction of the live creature with its surroundings. They differ in the media by which they convey and express this material, not in the material itself….” -John Dewey, in “Art as Experience”, chapter 13

Pedagogical Principles See separate list….

WP Graphical Structure – CREAT-IT

Analysis by Prof. Marianne Ødegaard, Forskningsleder, Naturfagsenteret, UiO (2)