Scientific Creativity: The Missing Ingredient in Slovenian Science Education

Andrej Sorgo


APA 6th edition
Sorgo, A. (2012). Scientific Creativity: The Missing Ingredient in Slovenian Science Education. European Journal of Educational Research, 1(2), 127-141. doi:10.12973/eu-jer.1.2.127

Harvard
Sorgo A. 2012 'Scientific Creativity: The Missing Ingredient in Slovenian Science Education', European Journal of Educational Research , vol. 1, no. 2, pp. 127-141. Available from: http://dx.doi.org/10.12973/eu-jer.1.2.127

Chicago 16th edition
Sorgo, Andrej . "Scientific Creativity: The Missing Ingredient in Slovenian Science Education". (2012)European Journal of Educational Research 1, no. 2(2012): 127-141. doi:10.12973/eu-jer.1.2.127

Abstract

Creativity is regarded as one of the cornerstones for economic and social progress in every society. There are two possible ways to get creative people to work for an enterprise or community. The first is by attracting creative employees by good working conditions – a solution for those who can afford such an approach. For communities that are not so rich, the only solution is to foster creativity by education and by helping small and medium enterprises to create products based on creative ideas and innovations. In Slovenia, proposals for nourishing creativity and innovations emerge from the government thus forgetting that creativity does not start at University or on the first day of employment. To increase creativity, immediate action should be taken throughout the educational system, recognizing that society needs not only creative artists but scientists, economists and engineers as well. Through the analysis of the legislation, syllabi and textbooks, it can be recognized that they do not promote or even allow creativity in science education; even more, they can be regarded as creativity killers. In such a way key documents and teaching resources are placing creative science teachers in the position of guerrillas in a battle against prevailing teaching methods influenced by highstakes external exams or measurable outcomes. To improve science creativity, the legislation should be changed to give creativity appropriate value, and teachers must be educated to use methods that increase creativity in students, with the aim of producing open minds that will be able to work in a creative way.

Keywords: creativity, education, elementary education, secondary education, innovation, strategies