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Science educators
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Lee, L. K. W., Goh, N. K., Chia, L. S., Wan, Y. K., & Lee, C. E. (2006). Some difficulties encountered in fostering creativity in science education. In Y. J. Lee, A. L. Tan & B. T. Ho (Eds.), Proceedings of ISEC 2006 (pp. 491-500). Singapore: National Institute of Education.
Science is a method of inquiry, a way to ask intriguing and important questions and a procedure for
finding new and novel answers to these questions. Besides disseminating knowledge and imparting
skills, science education should also emphasize fostering creativity which is obviously important to
science and technology as we move forward in the direction of scientific understanding and invention.
In recognition of the importance of creativity, ten years ago Singapore government launched the
Thinking Schools and Learning Nation (TSLN) initiative with emphasis on teaching creativity in
schools. Since then fostering creativity is an area of concern for the Singapore Education System and
needs to be better understood. In view of the need for Singapore students to become better thinkers,
problem-solvers and learners, teachers have been sent for training in teaching creativity, encouraged
to teach creatively and to find ways to foster students’ creativity and thinking skills. Previous studies
done indicated that creativity could be nurtured through the use of creative teaching strategies.
However, what are the difficulties that can possibly be encountered if the creative teaching strategies
were to be implemented? This paper reports on the third part of the findings of the study through
interviewing ten school and university science educators to address the issue on some of the
difficulties associated with the teaching of creativity through science education.
This paper was presented at the International Science Education Conference (ISEC 2006), held in Singapore from 22 - 24 Nov 2006
Appears in Collections:Conference Papers

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