The most recent issue of The Science Teacher was entitled Science and Creativity, and according to the editor of the journal, “to develop 21st-century skills, we must create classrooms that foster creativity and encourage divergent thinking—through student inquiry, complex problem solving, and open-ended research.” Creativity in science teaching has been a theme—or a goal if you wish—of science teachers for generations. Encouraging teachers to focus on creativity did not begin in the 21st century—indeed, it began centuries ago, but perhaps was most poignantly established by the works and writings of John Dewey. As early as the late 1890s, Dewey had established the University of Chicago Laboratory Schools which among other things sought to encourage teachers to “experiment” with various approaches to teaching, and to encourage a democratic approach to learning and teaching. In his advocacy for a progressive approach to education, Dewey:
considered two fundamental elements—schools and civil society—as being major topics needing attention and reconstruction to encourage experimental intelligence and plurality. Dewey asserted that complete democracy was to be obtained not just by extending voting rights but also by ensuring that there exists a fully-formed public opinion, accomplished by effective communication among citizens, experts, and politicians, with the latter being accountable for the policies they adopt.
We know that students, when they enter school, come to the classroom full of curiosity, and a willingness to explore and experiment with the environment. As teachers, we lament that students do not carry this attitude throughout their school career. Yet, creative teachers establish an environment of learning that clears the way for inventiveness, discovery, and curiosity. Here is a short movie using images to evoke curiosity. What do these images evoke in you? How do these images instill curiosity?
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