Creativity in science and mathematics in the early years

Presentation based on D2.2 Conceptual Framework http://www.creative-little-scientists.eu

Coordinator Ellinogermaniki Agogi, Greece: Dr. Fani Stylianidou

Lead partners for this deliverableOpen University, UK: Prof. Anna Craft, Prof. Teresa Cremin, Dr Jim Clack;

Bishop Grosseteste University College Lincoln, UK: Dr. Ashley Compton, Jane Johnston, Alison Riley

Contributing partnerInstitute of Education, University of London, UK: Dr. Esme Glauert, Dr. Andrew Manches

The project seeks to provide • A clear picture of existing and possible practices in science

and mathematics education in the early years• Implications for development of children’s creativity and the

emergence of appropriate learning outcomes, including children’s attitudes to science and mathematics

• Policy guidelines, as well as curricula and exemplary materials for teacher education

Project Partners

Focus on potential for creativity in early years mathematics and science

CLS Work Packages TimescaleWP1 Management Framework Completed WP2 Conceptual framework CompletedWP3 Desk study of policy documentation and teacher survey

Leading to Comparative ReportIn progress October 2012

WP4 In depth fieldwork in schools January to April 2013

WP5 Development of teacher training materials In progressEnds October2013

WP6 Dissemination of materials and activities ongoing

Presentation based on D2.2 Conceptual FrameworkFocus on synergies and differences

between IBSE and CA

2.2 Science and Mathematics Education

IoE UK D2.2 Conceptual Framework

OU and BG UK

2.4 Teacher EducationAUC Belgium

2.4 Comparative Education

UEF Finland

2.3 Creativity in Education

OU UK

Synergies and differences between IBSE and CA

Overarching concerns• Aims and values• Bridging perspectives• Beyond the rhetoric of creativity

Comparing IBSE and CA

Inquiry-based science education• Widespread promotion of IBSE• Varied definitions – what

scientists do, how students learn, pedagogical approach

• Features include: questioning, giving priority to evidence, formulating explanations & connecting to scientific knowledge, communicating and justifying explanations

( for example Minner et al 2010)

Creative approaches• Problem finding & problem

solving, playful exploration, individual, collaborative and communal engagement

• Roles of innovation, originality, ownership and control, connection making

• Involves risk taking, independent judgment, resilience

• Importance of intrinsic motivation, curiosity

(for example Chappell et al 2008)

Synergies and differences

1. Play and exploration2. Motivation and affect3. Dialogue and communication4. Problem solving and agency5. Questioning and curiosity6. Reflection and reasoning

7. Teacher scaffolding and involvement8. Assessment for learning

1 Play and exploration• Role of play and exploration in learning from earliest years

solving tasks, making causal inferences, social experimentation

• Importance of context to foster interest, engagementrich physical environment, relevance, links to everyday life

• Need for sufficient time and space • Importance of varied ways of representing & expressing ideas • Key role of the adult in scaffolding inquiry and creativity

2 Motivation and affect• Importance of links to prior knowledge and everyday

experience• Practical exploration of immediate surroundings• Affective dimension – integral part of learning – not just a

catalyst• Role of aesthetic experience• Power of narrative and dramatic story making

3 Dialogue and collaboration• Communication to externalise, share and develop thinking• Developing metacognitive awareness• Considering alternative strategies and explanations • Support of the adult, sensitive to children’s capabilities

– Fostering a supportive environment, ground rules for collaboration– Listening to children’s ideas– Open dialogue– Positioning and interventions vary over time

4 Problem solving & agency(Barrow 2010)

Question provided by

teacherLearner poses a

question

Beyond simple dichotomies (Kind and Kind 2007)

)

5 Questioning and curiosity• Time and experience needed to foster children’s own

questions• Recognising questions implicit in children’s actions• Need for teacher modelling of curiosity and self reflection• Varied forms of teacher questioning for different purposes

– Responsive to children’s interests– Fostering understanding and metacognition– How far do children understand open questions?

6 Reflection and reasoning• Greater focus in IBSE than in CA• Challenges in coordinating and differentiating theories and

evidence • Influence of children’s pre-conceptions• However growing awareness of children’s capabilities• Key roles of the teacher

– Developing metacognitive awareness– Building on varied forms of expression as starting points– Fostering appreciation of scientific argumentation and explanation

7 Teacher scaffolding and involvement• Scaffolding to foster independent inquirers, problem solvers, creative

thinkers• Dynamic nature - fostering independence over time• Role of standing back

– Acting as fellow collaborator, provocateur– Challenge to traditional power relations

• Complexities of the issues involved– ‘two edged sword of pedagogy’ (Bonawitz et al 2011)

– ‘efficiency and innovation’ (Schwarz et al 2005)

• Issues in transition from pre-school to primary education

8 Assessment for learning• Vital to inform sensitive and responsive approach to early

years teaching• Importance of holistic, multimodal approaches, digital

technologies• Assessment in context• Role of child in self and peer assessment - evaluating ideas,

metacognition, reflecting on learning within a community

Identifying factors associated with creativity in early years science and mathematics education• Aims, purposes, priorities – cognitive, social and affective

dimensions – links to creative dispositions• Pedagogy – nature of learning activities, teacher role,

assessment approaches• Contextual factors – curriculum content, location, materials

and resources, time, groupings• Teacher- related factors – attitudes, beliefs

Research questions

1. How are the teaching, learning and assessment of science and mathematics in Early Years in the partner countries conceptualised by teachers and what role if any does creativity play in these?

2. What approaches are used in the teaching, learning and assessment of science and mathematics in Early Years in the partner countries and what role if any does creativity play in these?

3. In what ways do these approaches seek to foster young children’s learning and motivation in science and mathematics, and how do teachers perceive their role in doing so?

4. How can findings emerging from analysis in relation to questions 1-3 inform the development of practice in the classroom and in teacher education (ITE and CPD)?

How you can be involved

• Express interest via the website www.creative-little-scientists.eu click on Participate (main menu at the top of the page)

• Encourage teachers to participate in the survey– https://www.surveymonkey.com/s/CreativeLittleScientists-EN– https://www.surveymonkey.com/s/CreativeLittleScientists-SCOT– https://www.surveymonkey.com/s/CreativeLittleScientists-NI – https://www.surveymonkey.com/s/CreativeLittleScientists-WALES

• Suggest schools that might be interested in the in depth research• Participate in focus groups linked to development of teacher

education materials• Participate in dissemination events

AcknowledgementsPresentation based on D2.2 Conceptual Framework http://www.creative-little-scientists.eu

Coordinator Ellinogermaniki Agogi, Greece: Dr. Fani Stylianidou

Lead partners for this deliverableOpen University, UK: Prof. Anna Craft, Prof. Teresa Cremin, Dr Jim Clack; Bishop Grosseteste University College Lincoln, UK: Dr. Ashley Compton, Jane Johnston, Alison Riley

Contributing partnerInstitute of Education, University of London, UK: Dr. Esme Glauert, Dr. Andrew Manches

This publication/presentation reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.