Creative thinking in university physics education /
Douglas P. Newton, Sam Nolan and Simon Rees.
- 1 online resource (various pagings) : illustrations (some color).
- [IOP release $release] IOP series in physics education IOP ebooks. [2022 collection] .
- IOP (Series). Release 22. IOP series in physics education. IOP ebooks. 2022 collection. .
"Version: 20221201"--Title page verso.
Includes bibliographical references.
1. Creative thinking in physics -- 1.1. The relevance of creative thinking -- 1.2. Physics : cold comfort farm or possibility place? -- 1.3. Creative students? -- 1.4. Creative thinking doesn't come with a guarantee -- 1.5. Variety, the spice of physics teaching -- 1.6. Does it matter? -- 1.7. Something to reflect on 2. The creative learner in physics -- 2.1. Learning physics and learning what counts in physics -- 2.2. Noticing and making sense of problems -- 2.3. Constructing understandings to enable explanation -- 2.4. Testing a tentative explanation or idea -- 2.5. Application -- 2.6. Creative thinking is not a mechanical process -- 2.7. Something to reflect on 3. Creative thinking in practice : problems -- 3.1. Fertile problems -- 3.2. Curiosity and questions -- 3.3. Noticing, finding, and posing problems -- 3.4. The problem of eliciting students' questions -- 3.5. Fostering students' thinking about problems -- 3.6. The tutor's contributions -- 3.7. There is no end to questions -- 3.8. Something to reflect on 4. Creative thinking in practice : ideas -- 4.1. Introduction -- 4.2. Astronomer Copernicus -- 4.3. Divergent thinking -- 4.4. Convergent thinking -- 4.5. Associative thinking -- 4.6. Effective ideas generation -- 4.7. Lateral thinking -- 4.8. Sticky creativity -- 4.9. Conclusion -- 4.10. Something to reflect on 5. Creative thinking in practice : experiments -- 5.1. Introduction -- 5.2. The affective domain -- 5.3. Gender equity -- 5.4. Experimental demonstrations -- 5.5. Objects as analogies and metaphors -- 5.6. Thought experiments -- 5.7. Inquiry based learning -- 5.8. Something to reflect on 6. Creative thinking in practice : applications -- 6.1. Introduction -- 6.2. Frameworks for creativity in learning -- 6.3. Designing a creative learning activity -- 6.4. Case studies -- 6.5. Discussion -- 6.6. Conclusions -- 6.7. Something to reflect on 7. Recognising creative thinking in physics -- 7.1. Uncertainty and assessing thinking competences -- 7.2. Assessing the product of creative thought -- 7.3. Assessing the process of creative thought -- 7.4. Working in groups on practical and other tasks -- 7.5. Risk taking and some caveats -- 7.6. Providing feedback -- 7.7. Recognition and measurement -- 7.8. Something to reflect on 8. The creative tutor -- 8.1. The value of creative teaching -- 8.2. Ten questions and answers -- 8.3. Why teach creatively? -- 8.4. Creative teaching to support students' learning -- 8.5. Creative uses of technology -- 8.6. The place of critical/evaluative thinking -- 8.7. Change and challenges -- 8.8. Some things to reflect on 9. Creative approaches to teaching physics in the twenty-first century -- 9.1. Laboratory learning -- 9.2. Simulation based learning -- 9.3. The use of virtual and augmented reality in physics teaching -- 9.4. Enhancing peer learning in lectures with technology -- 9.5. Judging support tools -- 9.6. The future -- 9.7. Something to reflect on 10. Creating change -- 10.1. Taking the wider view -- 10.2. Some roles -- 10.3. Some hurdles -- 10.4. Health, safety, and risk assessment -- 10.5. Physics as a dynamic discipline -- 10.6. Creative physics and the cultivated imagination.
For physics researchers, creative thinking is used daily to solve challenges at the forefront of what is known about the Universe. In this book, the authors introduce concepts and ideas around creative thinking and provide practical advice and guidance for those who teach physics in universities to help them embed opportunities for creativity in their teaching and in their students' learning.
All teachers/tutors of physics in higher education. The themes and examples apply to all physics courses.
Mode of access: World Wide Web. System requirements: Adobe Acrobat Reader, EPUB reader, or Kindle reader.
Professor Douglas Newton specialises in science education at Durham University. He has authored or co-authored many papers and some 50 books, and has several active research projects on creativity in the sciences.