27 SES 04 A, CREATIONS: Engendering Creative Science Classrooms
One initiative implemented by CREATIONS is the Global Science Opera (GSO) which was planned and developed to realize the intersection of science and art in education. During the process of each annual GSO production, a global community of stake-holders in 30 countries collaborate to provide students with an inter-disciplinary arena for creative exploration. GSO brings research institutes (such as CERN and European Space Agency) into the classroom through virtual visits and arts-infused inquiry and public outreach. This enables the CREATIONS approach to community building on a global scale, thus resonating with European goals for Responsible Research and Innovation (RRI) by enabling open access to science education in a framework which facilitates engagement of all societal actors. This approach to creativity thereby occurs in a flat-hierarchy environment, and across cultural and national boundaries. The impact which this approach has on school students’ sense of engagement in science education is of importance. To explore this, we conducted interviews with 15 adult GSO educators from both science and the arts, as well as GSO organizers. We furthermore conducted scene-by-scene analyses of two GSO productions. We used a grounded theory approach to allow codes to emerge in an objective way. Results point at GSO students’ increased interest and engagement in scientific concepts. Students gained target scientific content knowledge, history of the development of the scientific concept, artistic content knowledge, collaboration and communication skills, as well as an understanding of learning through a variety of media. Based on these results, an ensuing discussion will elaborate upon the kind of creativity which GSO enables. To this end, students’ shared identity during co-creation of the inter-disciplinary inquiry process will be used as a point of departure.
Banaji, S., Burn, A. and Buckingham, D. (2010) The rhetoric’s of creativity. 2nd edn. London: Arts Council England. Pugh, K.J., & Girod, M. (2007). Science, art, and experience: Constructing a science pedagogy from Dewey's aesthetics. Journal of Science Teacher Education, 18: 9-27 Friesen, S., & Scott, D. (2013). Inquiry-based learning: A review of the research literature. Alberta Ministry of Education. Creswell, J. W. (2007). Qualitative inquiry and research design. Choosing among five approaches, (2nd ed.). Thousand Oaks, CA: Sage publications.
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