MODULE SPECIFICATION PROFORMA
MODULE SPECIFICATION FORM
Module Title:
Creativity, Technology and Scientific
Thinking
Module
code:EDC415
Existing/New:
Semester(s) in which to
be offered:
New
Originating Subject:
Module duration
(contact hours/
directed/directed
private study:
Level:
1/2
4
Credit Value:
With effect
from:
20
Sept,
2010
Title of module being
replaced (if any):
Education and Childhood
Studies
(60 contact)
(60 directed)
(80 private)
Module
Leader:
Status:
core/option/elective
(identify programme
where appropriate):
Percentage taught by Subjects other than
originating Subject (please name other
Subjects):
Option
N/A
Programme(s) in which to be
offered:
Pre-requisites per
programme (between levels):
Co-requisites per programme
(within a level):
BA (Hons) Education and
Childhood Studies
BA (Hons) Families and
Childhood Studies
None
None
Module Aims:
Raise students’ awareness and understanding of creativity, technology and scientific thinking
when working with children, young people and families.
Expected Learning Outcomes
At the end of this module, students should be able to:
Knowledge and Understanding:
1. Explain the nature of creativity, technology and scientific thinking and the attitudes
and dispositions involved in developing these processes;
Examine and reflect upon their preconceived ideas/notions of what creativity,
technological and scientific thinking might be;
Describe the circumstances which foster creativity, technological and scientific
thinking;
Discuss the role of the practitioner in developing creativity, technological and scientific
thinking when working with children, young people and families;
Identify how creativity, technological and scientific thinking are embraced across a
range of curricular frameworks.
2.
3.
4.
5.
Transferable/Key Skills and other attributes:
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Present information verbally and in writing;
Share ideas with others;
Management of own learning;
Evaluation and reflection;
Listening;
Improving own learning and performance;
Analytical and problem solving skills;
Working with others.
Assessment: please indicate the type(s) of assessment (eg examination, oral, coursework,
project) and the weighting of each (%). Details of indicative assessment tasks must be
included.
Portfolio/scrapbook comprising of plans, activities, theoretical underpinning and reflection of
the practitioner’s role in the development of creativity, technological and scientific thinking.
Assessment
1
Learning
Outcomes
to be met
All
Type of assessment
Portfolio/scrapbook
Weighting
100%
Word count or
equivalent if
appropriate
c4,000
Learning and Teaching Strategies:
Lecture/seminar/workshop/discussions/guest speakers/off-campus learning with creative
learning/teaching approaches using VLE where relevant and directed private and group
study. Students will be required to participate actively. Students will be encouraged to extend
college study by relating it to modern consumer society.
Syllabus outline:
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Definitions of creativity, technological and scientific thinking
Whether creativity can be taught or not
What kind of culture / environment is needed to foster creativity technological and
scientific thinking
Thinking skills and creative thinking
Circumstances which foster creativity, technological and scientific thinking
Creativity, technological and scientific thinking in: art, architecture, sculpture,
engineering, dance, drama, music, poetry, English, design, maths
Defining science and scientists
Looking at the scientific process and the skills of science
Use of puppetry, drama, role play, display, concept cartoons, games, stories in
teaching, learning and assessing science
The role of modern technology in science
Science and the consumer
Creative approaches to communicating, investigating and recording science
Reflect upon their preconceived ideas/notions of what creativity, technological and
scientific thinking might be
The role of the practitioner in developing creativity, technological and scientific
thinking
Relevant curricular frameworks/legislation that promote creative, technological and
scientific thinking (e.g. Foundation Phase/Stage; National Curriculum)
Bibliography
Essential reading:
Cross, A. and Bowden, A. (2009), Essential Primary Science. Maidenhead: Open University
Press (McGraw Hill).
Teaching Thinking and Creativity (undated). http://www.teachingtimes.com (journal).
Wilson, A. (ed.) (2005), Creativity in Primary Education. Exeter: Learning Matters.
Other indicative reading:
Asoko, A. and de Bóo, M. (2008), Representing Ideas in Science. Revised Edition.
Association for Science Education.
Association for Science Education with Rosen, R. (2000), Science Technology and Reading.
Hatfield: Association for Science Education.
Bleedorn, B. (2003), An Education Track for Creativity and Other Quality Thinking Processes.
Lanham, MD: Rowman and Littlefield Education.
De Bono, E. (1990), Lateral Thinking: Creativity Step by Step. Reissue edition.
HarperPerennial:
Feasey, R. (Ed.), (2001), Science is Like a Tub of Ice Cream – Cool and Fun!, Hatfield:
Association for Science Education.
Feasey, R. (2009), Jump Start Science. London: David Fulton Publishers.
Goldsworthy, A. with Ponchaud, B. (2010), Science Enquiry Games. Sandbach: Millgate
House Education Ltd.
Johnston, J. (2005), Early Explorations in Science (Exploring Primary Science & Technology
Education). Second Edition. Maidenhead: Open University Press (McGraw Hill).
Keogh, B. and Naylor, S. (2007), Spellbound Science. Sandbach: Millgate House Education
Ltd.
Kinney, L. and Whar, P. (2008), An Encounter with Reggio Emilia: A children’s Early Learning
made Visible. London: Routledge.
McGregor, D. (2007), Developing Thinking, Developing Learning: A Guide to Thinking Skills
in Education. Maidenhead: Open University Press/McGraw-Hill.
Naylor, S. and Keogh, B (2000), Concept Cartoons in Science Education. Sandbach: Millgate
House Education Ltd.
Naylor, S., Keogh, B. with Goldsworthy, A. (2004), Active Assessment – Thinking, Learning
and Assessment in Science. London: David Fulton publishers Ltd.
Robson, S. (2006). Developing Thinking and Understanding in Young Children: An
Introduction for Students. Abingdon: Routledge.
Robinson, K. (2001), Out of Our Minds. Learning to be Creative. Oxford: Capstone Publishing
Limited.
Simister, C.J. (2007), How to Teach Thinking and Learning Skills: A Practical Programme for
the Whole School. London: Paul Chapman Publishing.
Tovey, H (2007), Playing Outdoors. Spaces and Places, Risk and Challenge. Maidenhead:
Open University Press.
Welsh Assembly Government (2007), Why Develop Thinking and Assessment for Learning in
the Classroom?
http://wales.gov.uk/topics/educationandskills/curriculumassessment/thinkingandassessmentf
orlearning/?lang=en .
Wood, E. (2009), ‘Developing a pedagogy of play’, in Anning, A., Cullen, J. and Fleer, M.
(eds), Early Childhood Education, pp.27 – 38. Second Edition. London: Sage Publications.
Web-sites:
http://www.hmie.gov.uk/documents/publication/hmiepcie.html
http://www.ltscotland.org.uk/creativity/index.asp