Fostering Creativity or Teaching to the Test? Implications of State Testing on the Delivery of Science Instruction.

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  • Author(s): Longo, Christopher (AUTHOR)
  • Source:
    Clearing House. Jan2010, Vol. 83 Issue 2, p54-57. 4p.
  • Additional Information
    • Subject Terms:
      CREATIVE ability; TALENT development; CREATIVE thinking; CURRICULUM; INTEREST (Psychology); EDUCATIONAL psychology; EDUCATIONAL accountability; RESPONSIBILITY; LEARNING
    • Abstract:
      High-stakes testing has driven the way that educators deliver instruction. Historically, standardized testing has been in existence since the 1800s, but the impact of accountability was not recognized until the late 1970s. Science educators are trying to balance the requirements of state assessments with creative and meaningful curricula. Inquiry-based science instruction has led the way in assisting students in the process of discovering knowledge for themselves instead of simply being asked to recall information. Inquiry learning promotes creativity by increasing motivation, wonderment, and curiosity. The author proposes that inquiry is the key to enhancing creativity, while still meeting the demands of standardized testing. [ABSTRACT FROM AUTHOR]
    • Abstract:
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