Description
This article argues that individuals with broader knowledge repertoires can be more creative, implying that, when they are dealing with typical school knowledge, educated adults are potentially more creative than children.
More from this issue
This article explores the experiences of classroom teachers, a science subject leader and a Principal taking part in a project on co-teaching...
Journal Article
This article considers the place of science demonstrations for science communicators and teachers who wish to create effective primary science...
Journal Article
This article identifies key components of the SSERC Primary Cluster Programme in Science and Technology responsible for its effectiveness and...
Journal Article