Think Like A Scientist

Authors Bo Bronson and Ashley Merryman in the July 19th, 2010 issue of Newsweek provide the populous with alarming statistics based on extensive research that has found thatcreativity in America is on the decline. Kyung Hee Kim of the College of William & Mary has analyzed almost 300,000 Torrance scores of children and adults. Kim found creativity scores had been steadily rising until 1990, since then there has been a steady decline in creativity scores. “It’s very clear, and the decrease is significant,” Kim says. The decrease is most significant in younger children in America from k-6th grade.

Bronson and Merrymanelude to several factors that may be responsible for why U.S. creativity scores are declining . They believe that one likely factor is the number of hours kids now spend in front of the TV and playing videogamesrather than engaging in creative activities. Remember the “old days” of constructing with mismatched pieces of LEGO’sand Lincoln Logs versus building from kits. How about building somewhat architecturally and engineered backyard forts with materials gathered from here and there. Those scenarios are infrequent in many U.S. homes now.

Additionally, the authors discuss the frustrations American teachers are facing with curriculum standards. How the brain processes information, convergent and divergent thinking, creative training practices, and  what’s happening in some U.S. classrooms including project-based learning and creative problem solving.

There are many theories out there as to what factors may be contributing to the steady decline in creativity scores in younger children in America, I have my own theory, and I’ll share it with you. Many American teachers are already overwhelmed just trying to stay on track to cover required curriculum standards within certain time frames to then have their students take regional and national tests to obtain statistical information to assess what the students have actually learned. During my teacher training workshops teachers take an active role in the learning process. They are exploring, discovering, discussing their observations and ideas with their peers. I often integrate explorations that involve systemic thinking. For example, I may have a variety of items on a table that come from nature or are man-made. I will ask the teachers to select one item to observe and study, and then write down as many things they can about the item. I emphasize that I want the teachers to try and not look at the object in isolation instead, see how that object is connected to all science disciplines, mathematical , engineering, history, and art. A common item I have the teachers analyze is a bird feather. What alarms me the most, is on several occasions I’ve heard teachers say “we don’t have time to have students analyze a bird feather, etc..” Unfortunately, those individuals have missed the boat. The reasoning behind this exploration which is an integral aspect of all my teacher training workshops is to develop and reinforce critical thinking skills which are directly related to creative ability. Unfortunately, many teachers are uncomfortable with stepping outside of the steadfast suggested curriculum guideline “activities.” For the past decade the teaching of science via an inquiry-based approach has been promoted within most U.S. educational institutions. Inquiry-based science does facilitate critical thinking skills and creativity. As opposed to the traditional “cookbook lab” approach to teaching science, where the student is given detailed procedures to follow, resulting in a lack of critical thinking and creativity required. So, can we teach someone to be creative? Yes, we can! The first step is for all educators and parents is to provide a stimulating learning environments for those they are responsible foreducating. This does not require a lot of money nor technology. Start with a bird feather, a broken watch, scratched CD, etc.. have your student or child study and analyze the object. If you are a teacher, guide the student to make as many connections to the specific area of science or concept you are studying at the moment, as well as asking them to make connections across the science disciplines. After giving them sufficient time to explore the object allow them to share their observationsof the object. In conclusion, if we want our young children to become more creative thinkers, we must provide them with stimulating and meaningful learning opportunities, as well as provide restrictions as to their overuse and dependence on technology versus using their own minds.