9
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Thinking about Creativity in Science Education

      , ,
      Creative Education
      Scientific Research Publishing, Inc,

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Related collections

          Most cited references24

          • Record: found
          • Abstract: not found
          • Article: not found

          What ?ideas-about-science? should be taught in school science? A Delphi study of the expert community

            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            The cognitive neuroscience of creativity.

            This article outlines a framework of creativity based on functional neuroanatomy. Recent advances in the field of cognitive neuroscience have identified distinct brain circuits that are involved in specific higher brain functions. To date, these findings have not been applied to research on creativity. It is proposed that there are four basic types of creative insights, each mediated by a distinctive neural circuit. By definition, creative insights occur in consciousness. Given the view that the working memory buffer of the prefrontal cortex holds the content of consciousness, each of the four distinctive neural loops terminates there. When creativity is the result of deliberate control, as opposed to spontaneous generation, the prefrontal cortex also instigates the creative process. Both processing modes, deliberate and spontaneous, can guide neural computation in structures that contribute emotional content and in structures that provide cognitive analysis, yielding the four basic types of creativity. Supportive evidence from psychological, cognitive, and neuroscientific studies is presented and integrated in this article. The new theoretical framework systematizes the interaction between knowledge and creative thinking, and how the nature of this relationship changes as a function of domain and age. Implications for the arts and sciences are briefly discussed.
              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry

                Bookmark

                Author and article information

                Journal
                Creative Education
                CE
                Scientific Research Publishing, Inc,
                2151-4755
                2151-4771
                2012
                2012
                : 03
                : 05
                : 603-611
                Article
                10.4236/ce.2012.35089
                63c4f42c-2c9c-45d1-b057-f11e0309dd3b
                © 2012

                http://creativecommons.org/licenses/by/4.0/

                History

                Comments

                Comment on this article