Science

Science

Science is the study of phenomena and events through systematic observation and experimentation. As such, the teaching of science must be influenced by the various values that will facilitate retention and understanding. Science education provides an opportunity for learners to develop understanding and appreciation of the ideas that have been developed by scientists towards enhancing the quality of their lives either through knowledge or practical application. The pedagogy involved in science education is hugely influenced by the need for creativity in improving the outcomes of the teaching and learning processes. Creativity plays a central role in facilitating the teaching of science at different levels.

The link between creativity and science is established through an understanding of the nature of science. According to Hadzigeorgiou et al. (2012), science is a creative process that considers the influence of new ideas and their usefulness. The argument extends that science requires novelty and usefulness ass the key determiners of the usefulness of creativity in the teaching of science education (Hadzigeorgiou et al. 2012). There is a close relationship that emerges between science and creativity in terms of the newness of ideas as well as the value that these ideas bring to the learning process. Creativity, therefore, plays a crucial role in defining the significant elements of science, especially in regards to the growth of the subjects.

Additionally, creativity implies the ability to come up with new ideas and values. A key component is the need to establish the relevance of these new ideas (Hadzigeorgiou et al. 2012). For example, anew theory should form a new way of thinking that either supports or rejects previous thoughts on a subject. Hadzigeorgiou et al. (2012) note that the ability to come up with new ideas either historically or personally is an essential value that defines the outcomes of science education. Creativity is, therefore, a fundamental concept that either promotes the understanding and generation of new content or facilitates the appreciation of science from a different realm (Longshaw 2009). Reliance on creativity in science provides the learners with the mental capacity to analyses and interrogate the existing elements with the intention of developing a different perspective.

The integration of creativity remains embedded in the environment that is created in and outside the classroom. There is a need to create an enabling environment that will promote the significance of creativity in the teaching of science education (Longshaw 2009). The link between creativity and science is established in the development of new ideas and finding solutions to these new ideas and problems (Hadzigeorgiou et al. 2012). As such, there is a need to understand the centrality of creativity in science, especially in terms of defining the perspectives of the leaners. The teachers must also exercise creativity in their ways of thinking as these will influence their appreciation of the standpoints of the creative learners.

Creativity provides the space and capacity to interpret the practical elements of science. Longshaw (2009) discusses that creativity is an essential element in the classroom as it will determine the level of interaction between the learner and the content of the learning. The learners must approach science with an objective mindset that is both open and honest. The interrogation of scientific relies on inspiration and imaginative engagement of the content towards addressing the emerging issues or developing new challenges and their solutions (Longshaw 2009). Scientific creativity, therefore, will provide the learners with an in-depth understanding of their environment in the learning context (Hadzigeorgiou et al. 2012). The ability to question ideas generate problems and their solutions is a scientific, creative process that is both personal and contextualized. For instance, Hadzigeorgiou et al. 2012) note that the creation of scientific theories is a creative process that is entrenched in careful observation that is eventually with empirical testing.

The discussion scientific creativity must consider the difference between scientific and artistic creativity. The impact of each type of creativity is an important consideration that differentiates the two forms of creativity. However, scientific creativity is a key process that promotes the development, interrogation and solution of new ideas that address different element in the scientific world. The scientific process rely on scientific creativity as a means of developing new perspectives that help explain scientific relationships and phenomena. Creativity hence facilitates the development of backgrounds and rationale for designing the scientific activities. Creativity is a central feature of science education and its influence is tied to the understanding of the elements of science and their usefulness.