Description
This article argues that individuals with broader knowledge repertoires can be more creative, implying that, when they are dealing with typical school knowledge, educated adults are potentially more creative than children.
More from this issue
This article describes how the outcomes of the TAPS-NI project indicate that co-teaching can be an effective form of pedagogy at both pre- and in-...
Journal Article
The purpose of the author's research is to gain, from a sociocultural perspective, a greater understanding of science interests as part of...
Journal Article
Within an already crowded curriculum, can primary teachers raise the STEM career aspirations of their pupils?
Journal Article