Comprehension

1. In the classroom, expanding your thought process can involve focusing on something known as problem-based learning. This method involves the teacher posing a problem or question that doesn’t have an obvious or clear solution, and students are encouraged to think creatively and explore different ways to solve it.

2. Wallace believes that problem-based learning helps students think in a scientific way. He recalls an example from his own classroom where he had students read about fruit flies that were missing an enzyme – a molecule that speeds up chemical reactions – needed to break down alcohol. “I had seven groups of students, and each came up with a different method to measure it,” he explains. “That’s what I call creativity in a science class.”

3. “Being creative means taking risks and not fearing mistakes,” Andrews says. Many educators agree with her, suggesting that unexpected results provide valuable learning experiences. A good scientist, Andrews says, would ask questions like “Why did this happen?” and “What’s going on here?”

4. Engaging in discussions with others and working in teams also promote associative thinking, a process where thoughts can flow freely from one idea to another, which DeHaan explains is vital for creativity. Teamwork introduces a concept called distributed reasoning, often referred to as brainstorming, where reasoning is shared among a group of people.

5. “Creativity in science isn’t about drawing something nice to explain an idea,” Andrews emphasizes. “It’s about asking what we can imagine together, what’s possible, and how we could figure it out. That’s exactly what scientists do.”

6. While arts and crafts can sometimes be helpful in presenting ideas, Smith points out that this isn’t the same as recognizing the creativity that’s an inherent part of science. “We often overlook the fact that science itself is a creative process,” she says.

7. Smith continues by explaining, “The creativity in science lies in ideas, representations, and discoveries. It’s different from creating something like a papier-mâché globe and painting it to represent the Earth.”

8. At the end of the day, educators and scientists agree that anyone can learn to think like a scientist. “In schools, students often get the impression that science is only for a highly gifted group of people,” says Herschbach. But he strongly believes that this is not the case.

9. “Scientists don’t have to be exceptionally intelligent,” Herschbach adds. “If you put in the effort, the knowledge is there waiting for you. By working hard, you’ll have a great opportunity to contribute to our species’ collective adventure of discovering more about the world.”