Epistemic Insights: Contemplating Tensions between Policy Influences and Creativity in School Science

Autor/inn/en	McGregor, Debra; Frodsham, Sarah
Titel	Epistemic Insights: Contemplating Tensions between Policy Influences and Creativity in School Science
Quelle	In: British Educational Research Journal, 45 (2019) 4, S.770-790 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGregor, Debra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3525
Schlagwörter	Epistemology; Creativity; Educational Policy; Policy Formation; 21st Century Skills; Innovation; Problem Solving; Teaching Methods; Tests; International Assessment; Science Education; Science Instruction + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Kreativität; Politics of education; Bildungspolitik; Politische Betätigung; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Examination; Prüfung; Examen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Creativity and the way it could be supported in schools is understood differently by policy makers, practitioners and scientists. This article reviews, with a chronological lens, the development of policies that include teaching creativity and teaching for creativity. The epistemic tensions between the intentions of government and the nature of creativity as it emerges in learning or scientific work is introduced and reflected upon. There have been more than nine key educational policies that have been introduced over the last 50 years. Each of these are considered in this article and related to the ways that creativity is understood and expected to be taught, supported or enacted in schools by policy makers. In light of the need to support creativity as a key twenty-first-century skill, to ultimately enable current students (who will become the next generation of scientists) to develop the capabilities to address global concerns, this article highlights issues related to this issue. Epistemic insights are offered that relate to the development of aspects of creativity, including questioning, developing alternate ideas, 'seeing' things differently, innovation, curiosity, problem solving and evaluating. The ways that policy related to creativity in science appears not to recognise how creativity can be reified in these ways in schools suggests the need for rapid review, especially in light of the upcoming international creativity tests in 2021. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01