Titlebook: Children’s Creative Inquiry in STEM; Karen Janette Murcia,Coral Campbell,Sinead Wilson Book 2022 The Editor(s) (if applicable) and The Aut

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From Slavery to Scientist: Dramatising a Historical Story to Creatively Engage Learners in Resolvingxed methods to collect the impact data. Data collected included field notes, informal discussions, interviews and questionnaires. Scrutiny of the data suggested that by participating in dramatised activities, learning became more meaningful for the children as they empathised with Carver’s situation

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Taking STEM to STEAM and Enhancing CreativityAustralia, 2017). This chapter discusses the benefits and challenges of STEAM approaches and examines some of the issues with implementing a whole-school approach to STEAM. It will consider key literature in relation to pedagogical approaches, teacher development and the influence of STEAM approache

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RNA-Protein Interaction Protocolsivity or inquiry. Barriers to creativity in education are identified, including a rhetoric-reality rift, and challenges in navigating the dynamic interplay between teacher creativity and child creativity, and between children’s creative thought and action. Finally, implications for future educationa

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RNA-Directed Recombination of RNA In Vitro,uestions. The analysis of the questions generated by the children during the different inquiry cycles suggests that the approach presented here has fostered not only the children’s general curiosity, but also their ability to formulate empirically answerable questions that can effectively drive inqu

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Inbuilt Errors Not Yet Corrected early years settings. In Paige-Smith A, Craft A (eds) Developing reflective practice in the early years (2). Open University Press, pp 93–107, (2011)) through inquiry activities that encouraged discursive, negotiated classrooms, resulting in learners being better able to govern their own thinking.

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Wenyi Gu,Lisa Putral,Nigel McMillanties, seeking to describe the children’s innate recourses used to think and work in creative ways and their ability to invent creative, or alternative ways to explain, express, communicate, and represent their understandings in STEM disciplines; while approaching challenges and problems creatively.