ABSTRACT
This book has focused on ways that primary teachers can make science more engaging and stimulating for children, by recognising and unlocking our own creativity as educators and having the confidence to try something a little different. It has included examples of practice from the UK and New Zealand with a creative spark, which have either provoked wonder in children, engaged them aesthetically in the broadest sense of the word, or have provided elements of a ‘creative ecosystem’ (Harrington 1990) to foster children’s own ideas. Even the most creative teacher can run out of energy to develop learning innovations, so we need continual professional refreshment to support our creativity through involvement with wider networks and new initiatives. This chapter will introduce some of the agencies, professional development opportunities and links that can help to sustain and extend creativity in primary science education. There is also a role for creative teachers’ support for colleagues’ creativity in science, whether this is informally or through appointment as the school science co-ordinator or subject leader (supporting others’ professional development is recognised within the Primary Science Quality Mark award, discussed later). It is therefore necessary to consider the science subject leader’s role in relation to promoting creativity across the school, through staff development, whole-school projects and science fairs. Finally, there is the vexed issue of public engagement with science. Should we, as informed lay-people, have a say in the direction of science policy and practice in our democracy? As professional communicators do we have a wider role in society to promote and de-mystify science? These are questions we will consider as the book draws towards its conclusion.
