# data[].attributes.body
Students should be able to identify and measure/calculate length, mass, time, temperature, area, volume, density, speed, acceleration, force, potential difference, current, resistance, electrical power.

# data[].attributes.body
NoS 1, 2, 3
CW 1
PW 1, 3

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Being numerate (BN)
Being literate (BL)
Managing information and thinking (MI&T)
Being creative (BC)
Communication (C)
Working with others (WWO)
Managing myself (MM)

Links to these key skills are in the Measurement and Density section of the Unit of Learning

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Reversing the Flight from Science

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Journal of Science Education and Technology

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References

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2. Brun A (2006) Teaching the producers: preparing students for user-led content production. ATOM Conference, Brisbane, 8 October

3. Claxton G (2006) Creative glide space. In: C Bannerman (ed) Navigating the unknown: the creative process in contemporary performing arts, Middlesex University Press, Middlesex

4. Council on Undergraduate Research (CUR) (2007) Developing & sustaining a research-supportive curriculum: a compendium of successful practices. Washington, DC

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6. European University Association (2007) Creativity in higher education: report on the EUA creativity project 2006-2007. The European University Association, Brussels

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8. Gross PR, Levitt N, Lewis MW (1996) The flight from science and reason. Ann NY Acad Sci 775

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11. Kaufman JC, Sternberg RJ (2007) Creativity. Change, July/Aug pp 55-58

12. Macintyre B (2007) How Labour's Philistines grabbed gold. The Times, 13 April, p 17

13. National Academy of Sciences USA (2006) Rising above the gathering storm: energizing and employing America for a brighter economic future. National Academies Press, Washington, DC

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15. National Research Council (2002) BIO2010: transforming undergraduate education for future research biologists, committee on undergraduate biology education to prepare research scientists for the 21st century. Board on Life Sciences, National Academy Press, Washington, DC

16. Prensky M (2005) Engage me or enrage me: what today's learners demand. Change Sept/October pp 60-64

17. Reynolds C (1987) Flocks, herds and schools--a distributed behaviour mode. Computer graphics, pp 25-34

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19. Weiman C (2007) Why not try a scientific approach to science education? Change Sept/October pp 9-15

20. Yorke M (2006) Employability in higher education: what it is--what it is not. In: M Yorke (ed) Learning and employability series one. The higher education academy--employability@heacademy.ac.uk

21. Zull JE (2004) The art of changing the brain. Educational leadership. September, pp 68-72

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Acknowledgements

EW and PP are Associate Fellows of the Carrick Institute for Learning and Teaching in Higher Education. We would like to thank Professor Michael McManus for advice and helpful discussions.

Author information

Affiliations

1. Faculty of Education, Queensland University of Technology, Kelvin Grove, QLD, 4059, Australia

Erica McWilliam

& Peter G. Taylor

2. Education Research Unit, School of Biomedical Sciences, The University of Queensland, Brisbane, QLD, 4072, Australia

Corresponding author

Correspondence to Erica McWilliam.

About this article

Cite this article

McWilliam, E., Poronnik, P. & Taylor, P.G. Re-designing Science Pedagogy: Reversing the Flight from Science. J Sci Educ Technol 17, 226-235 (2008). https://doi.org/10.1007/s10956-008-9092-8
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Keywords

# data[].attributes.attachment_link.title
Re-designing Science Pedagogy: Reversing the Flight from Science

# data[].attributes.attachment_link.description
This article takes as its starting point the ongoing downturn in student interest in, and engagement with, the enabling sciences. We make a case that embedding of creative pedagogies in science education has significant potential to arrest the flight from modern science.

# data[].attributes.body
An Exploration

of the Pedagogy of Ingenuity in Science Classrooms

# data[].attributes.attachment_link.readable_text
Research Paper-Science Education

First published:

Abstract

Concerns with the ability of U.S. classrooms to develop learners who will become the next generation of innovators, particularly given the present climate of standardized testing, warrants a closer look at creativity in science classrooms. The present study explored these concerns associated with teachers' classroom practice by addressing the following research question: What pedagogical factors, and related teacher conceptions, are potentially related to the demonstration of creativity among science students? Seventeen middle‐level, high school, and introductory‐level college science teachers from a variety of school contexts participated in the study. A questionnaire developed for this study, interviews, and classroom observations were used in order to explore potential areas of relatedness between pedagogical factors and manifestations of student creativity in science. Five categories ultimately emerged and described potential areas in which teachers would have to explicitly plan for creativity. These areas could inform the pedagogical considerations that teachers would have to make within their lesson plans and activities in order to support its manifestation among students. These provide a starting point for science teachers and science teacher educators to consider how to develop supportive environments for student creative thinking.

# data[].attributes.attachment_link.title
Inventing Creativity: An Exploration of the Pedagogy of Ingenuity in Science Classrooms

# data[].attributes.attachment_link.description
Research Paper-Science Education First published: Concerns with the ability of U.S. classrooms to develop learners who will become the next generation of innovators, particularly given the present climate of standardized testing, warrants a closer look at creativity in science classrooms. The present study explored these concerns associated with teachers' classroom practice by addressing the following research question: What pedagogical factors, and related teacher conceptions, are potentially related to the demonstration of creativity among science students?

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Explanation of the use of these Peer Reviewed Papers

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Explanation of the use of these Peer Reviewed Papers

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http://www.jct.ie/science/planning_documents

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http://www.jct.ie/science/planning_documents

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NASA Once Lost a $193M Spacecraft Due to a Simple Math Mistake

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An Inquiry Based Approch

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Units of Measure: Scientific Measurements & SI System

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Unit Conversion & Significant Figures: Crash Course Chemistry #2

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Reflection on the development of my thinking

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Reflection on the development of my thinking