Understanding Creativity in Primary English, Science, and History

Autor/inn/en	McLean, Natalie; Georgiou, Helen; Matruglio, Erika; Turney, Annette; Gardiner, Paul; Jones, Pauline; Groves, Christine Edwards
Titel	Understanding Creativity in Primary English, Science, and History
Quelle	In: Australian Educational Researcher, 50 (2023) 2, S.581-600 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Georgiou, Helen) ORCID (Matruglio, Erika) ORCID (Turney, Annette) ORCID (Gardiner, Paul) ORCID (Jones, Pauline) ORCID (Groves, Christine Edwards)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00501-4
Schlagwörter	Elementary School Teachers; Creativity; English Instruction; History Instruction; Science Instruction; Educational Practices; Teacher Attitudes; Creative Thinking; Thinking Skills; Skill Development; Evaluation; Social Cognition + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kreativität; English langauage lessons; Englischunterricht; History lessons; Geschichtsunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungspraxis; Lehrerverhalten; Kreatives Denken; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Evaluierung; Soziale Kognition
Abstract	Creativity is recognised as an essential twenty-first century skill. Despite the significant volume of research on creativity, there remains considerable ambiguity in the way it is conceptualised within education. This study uses a qualitative approach to explore primary educators' (n = 9) perceptions of creativity in English, science, and history. Key questions include how creativity is conceptualised, how it manifests in the classroom and if, or how, descriptions vary across discipline areas. The results show that whilst primary educators struggle to describe creativity in the abstract, they can provide clear descriptions within their disciplinary context. Considerable differences in terms of creative thinking skills were detected in each represented discipline. In line with the literature, we suggest ways in which future research can elaborate on these creative thinking skills to reconceptualise the way creativity is developed and assessed within education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01