This document summarizes the objectives and content of a creative writing workshop for science students. The workshop aims to:
1) Familiarize students with recent articles on creativity in science and define the creative process and characteristics of creative people.
2) Introduce the Creativity Assessment Scale for evaluating creative works.
3) Motivate students to participate in a creative writing competition by having them select a prompt and write a creative text.
This document discusses creativity and innovation concepts including the relationship between creativity and intelligence, the human brain and thinking types, the creativity process, characteristics of creative work, creative thinking techniques, barriers to creativity and strategies for overcoming them, and an organization's role in enhancing creativity and innovation. The key topics covered include the two-hemisphere theory of brain functioning, linear and non-linear models of the creativity process, characteristics of creative work such as fluency, flexibility and originality, and techniques for creative thinking like mind mapping and SCAMPER.
This document discusses the field of human-computer interaction for development (HCI4D) and proposes a maturity model for evaluating approaches in this area. The model outlines 8 stages from isolation to transmutation, where the latter stage involves people from different cultures drawing on unique skills and backgrounds to solve problems in collaborative ways not possible within a single culture. The document advocates bringing diverse perspectives to problem solving and provides examples showing how mixed groups tend to be more creative and innovative. It argues that representations and ways of thinking become habitual, but exposing problems to varied representations from different cultures could lead to insights not found within one approach.
Psychology Of Creativity - London IA 30.03.10Claire Rowland
A basic and pragmatic introduction to the psychology of creativity, from empirical research. PDF with notes: full academic references included in the notes.
This document provides contact information for Hossin Farhad, an article writer and book reviewer, including their Skype, Facebook, LinkedIn, and Twitter accounts as well as a link to hire them on Fiverr.
1. creative writing workshop april 2014 finalavargas11
This document summarizes a creative writing workshop for science students. It introduces the objectives of familiarizing students with creative science writing prizes and prompts. It defines the creative process and discusses assessing creativity. It provides instructions for an exercise where students write short stories based on science fiction illustrations. The workshop aims to motivate students to participate in science writing competitions.
1. creative writing workshop april 2014 finalanthonyhr
This document summarizes a creative writing workshop for science students. It introduces the objectives of familiarizing students with creative science writing prizes and prompts. It defines the creative process and discusses assessing creativity. It provides instructions for an exercise where students write short stories based on science fiction illustrations. The goal is to motivate students to participate in science writing competitions.
Cognitive behaviour Introduction and History.pptxUmmEmanSyed
Cognitive psychology is the scientific study of mental processes such as perception, attention, learning, memory, language, problem solving, and decision making. It seeks to understand how the human mind works. The document provides a brief history of cognitive psychology from early Greek philosophers to modern experimental approaches. It also outlines some key concepts and methods in cognitive psychology such as introspection, structuralism versus functionalism, and examples of cognitive processes involved in everyday situations.
This document discusses creativity and innovation concepts including the relationship between creativity and intelligence, the human brain and thinking types, the creativity process, characteristics of creative work, creative thinking techniques, barriers to creativity and strategies for overcoming them, and an organization's role in enhancing creativity and innovation. The key topics covered include the two-hemisphere theory of brain functioning, linear and non-linear models of the creativity process, characteristics of creative work such as fluency, flexibility and originality, and techniques for creative thinking like mind mapping and SCAMPER.
This document discusses the field of human-computer interaction for development (HCI4D) and proposes a maturity model for evaluating approaches in this area. The model outlines 8 stages from isolation to transmutation, where the latter stage involves people from different cultures drawing on unique skills and backgrounds to solve problems in collaborative ways not possible within a single culture. The document advocates bringing diverse perspectives to problem solving and provides examples showing how mixed groups tend to be more creative and innovative. It argues that representations and ways of thinking become habitual, but exposing problems to varied representations from different cultures could lead to insights not found within one approach.
Psychology Of Creativity - London IA 30.03.10Claire Rowland
A basic and pragmatic introduction to the psychology of creativity, from empirical research. PDF with notes: full academic references included in the notes.
This document provides contact information for Hossin Farhad, an article writer and book reviewer, including their Skype, Facebook, LinkedIn, and Twitter accounts as well as a link to hire them on Fiverr.
1. creative writing workshop april 2014 finalavargas11
This document summarizes a creative writing workshop for science students. It introduces the objectives of familiarizing students with creative science writing prizes and prompts. It defines the creative process and discusses assessing creativity. It provides instructions for an exercise where students write short stories based on science fiction illustrations. The workshop aims to motivate students to participate in science writing competitions.
1. creative writing workshop april 2014 finalanthonyhr
This document summarizes a creative writing workshop for science students. It introduces the objectives of familiarizing students with creative science writing prizes and prompts. It defines the creative process and discusses assessing creativity. It provides instructions for an exercise where students write short stories based on science fiction illustrations. The goal is to motivate students to participate in science writing competitions.
Cognitive behaviour Introduction and History.pptxUmmEmanSyed
Cognitive psychology is the scientific study of mental processes such as perception, attention, learning, memory, language, problem solving, and decision making. It seeks to understand how the human mind works. The document provides a brief history of cognitive psychology from early Greek philosophers to modern experimental approaches. It also outlines some key concepts and methods in cognitive psychology such as introspection, structuralism versus functionalism, and examples of cognitive processes involved in everyday situations.
The document discusses creativity and creative thinking. It defines creativity, outlines Edward de Bono's six thinking hats approach, and discusses defining characteristics of creative thinking such as imagination, open-mindedness, and willingness to explore new ideas. The document also describes stages of the creative process, including vision, hope, diving in, excitement, suspicion, clarity, and obsession. It provides examples of creative thinking exercises and encourages sharing creativity with others.
This document discusses creativity in the workplace. It defines creativity as the ability to generate new ideas or associations between existing concepts. The creative process involves preparation, incubation, illumination, and verification. Creative thinking includes both divergent thinking, which involves generating many novel ideas, and convergent thinking, which involves evaluating ideas. Key aspects of creativity include the creative person, process, product, and environment. Fostering creativity requires an openness to new ideas and perspectives.
This document discusses creativity and the creative process. It defines creativity as thinking of something new and defines three main types: combinational, exploratory, and transformational. The creative process involves both conscious and unconscious thinking and can be stimulated individually and in groups. Several theories of the creative process are described, including incubation, convergent/divergent thinking, the "geneplore" model, conceptual blending, and the explicit-implicit interaction theory. Creativity in organizations can play a role in innovation through generating new ideas for technologies, products, processes, marketing strategies, and more. Creative people tend to be misfits, loners, non-conformists, original, sensitive, and adventurous. Factors
110_KenArnold_Wellcome Collection og Medicinsk Museion.pdfOrg-danskemuseer
This document discusses hybrid experiments at the Wellcome Collection that explore links between science, medicine, life and art. It describes several residents and projects at the Wellcome HUB that take transdisciplinary approaches, including exploring perceptions of dementia through art (Created Out of Mind) and disability through autism (Heart n Soul). It also discusses challenges of hybrid experimentation and approaches for curating topics at the intersection of different fields, including through dialogue and providing space and time for collaborative work.
This document provides information about creativity and creative thinking. It defines creativity as the ability to produce novel and useful ideas or work. It discusses different types of creativity and lists steps involved in creative thinking. It also outlines tests that are used to measure creativity, such as unusual uses tests and remote associates tests. Finally, it discusses obstacles to creativity such as perceptual, cultural and emotional blocks.
The document discusses the nature of creativity and how creative ideas emerge. It explores both small-scale "p-creativity" involving new ideas for an individual, as well as large-scale "h-creativity" that produces historically novel inventions. The text examines how people are influenced by existing concepts and categories when generating novel ideas. It also looks at social and environmental factors that can influence creativity, such as valuing it within a community, and how brainstorming groups do not necessarily lead to more creative outcomes than individuals working alone.
To explore how ideas fit within the opportunity identification process
To define and illustrate the sources of opportunity for entrepreneurs
To identify the four models of market opportunity: competition, innovation, alertness and social need
To examine the role of creativity and to review the major components of the creative process: knowledge accumulation, incubation process, idea evaluation and implementation
To present ways of developing personal creativity: recognise relationships, use lateral thinking, use your ‘brains’, think outside the box, identify arenas of creativity and work in creative climates
To introduce how innovation can inspire opportunity through invention, extension, duplication and synthesis
To review some of the major misconceptions associated with innovation and to define the 10 principles of innovation
To consider the challenges and changing dynamics of social and sustainability innovation
This document discusses the nature of scientific thought and the stages of scientific thinking. It argues that scientific thought involves metaphorical constructions rather than real representations. It describes three stages of scientific thought: the concrete stage, the concrete-abstract stage, and the abstract stage. It also discusses the task of the philosophy of science as psychoanalyzing interests to understand how the mind moves from the real to the artificial and representation to abstraction. Lastly, it emphasizes that concepts in science are arrived at through research and understanding sources, and that the most authentic research challenges pre-existing concepts through methodological critique and understanding of sources.
There IS life after the PhD - Careers talk by Dr. Rita Jorge at QMULRita Jorge
This document contains summaries of several passages on various topics related to science and careers. The first passage discusses how science is a way of thinking rather than just knowledge. The second passage uses a Chinese folk tale as an analogy for the difficulty of achieving success in research. The third passage argues that graduate students are motivated by gaining and applying knowledge rather than intrinsic interests. It then provides advice on skills gained from a PhD that are valuable for non-academic careers.
This document summarizes the key aspects of using idea notebooks for inquiry-based learning. It discusses inspecting notebooks from famous figures like scientists and authors to understand how to organize notes. Mentor texts that model notebook structures are analyzed, such as those by Marissa Moss. Authors' writing processes are studied through videos and articles. Students learn to examine writing styles, structure, and how authors develop topics. The document advocates developing an individual research process through reflection and repeating the process across different units, genres, and formats to strengthen writing skills.
What is Science?
For much of the last century, Science has held a pre-eminent place of authority to many people around the globe, a place once held by religious leaders. This is no accident. Many scientists claim that Science has replaced religion as the source of ultimate truth about our world.
Thus, it is worthwhile to examine this claim. What is science? How did it get here? What assumptions does it make? Is it worldview neutral as many claim? What is the nature of scientific proof? What kinds of proof exist and how do we determine which is the correct kind?
As a professional scientist and science educator, I have seen first hand that we do NOT teach this to our students, except in optional electives that are not advertised well. Therefore, we have generations of scientists growing up with unclear understandings of the philosophy and history of their own field, and it is affecting the quality of the scientific endeavor.
Lecture presented by Dr. Robb Wilson
This document provides guidance on how to conduct research effectively. It discusses important considerations when starting a research project such as defining a clear research question, gathering relevant information through reading, and formulating testable hypotheses. The document also outlines key steps in the scientific process including designing experiments, collecting and analyzing data, and drawing conclusions. Additionally, it offers advice on how to approach challenges in research such as exposing assumptions, investigating anomalies, and developing necessary tools to make progress on solving research problems.
This document provides an overview of philosophy of science. It discusses science as a body of knowledge obtained through observation and methods. Philosophers of science are concerned with determining the nature of the world, right ways of thinking, determining right from wrong, the best form of government, beauty, and knowledge. The document examines functional assumptions in philosophy of science, whether certain questions are scientific or philosophical, and critiques of philosophy of science as being normative or descriptive. It also discusses theories, scientific communities, social constructionism, Thomas Kuhn's work on paradigms and scientific revolutions, and Karl Popper's views on falsification in science.
The document summarizes Sheila Jones' presentation at the 2015 JEA National Convention on introducing creative learning processes to journalism. It discusses how creativity and journalism can coexist by using both divergent and convergent thinking. It debunks common myths about creativity and outlines three creative training processes - Creative Problem Solving, Design Thinking, and DeGraff's 5 Levels of Creativity - that can be applied to journalism. The goal is to help students generate original story ideas by alternating between generating many ideas and narrowing them down.
Doctor of Management in Philosophy presentationMrDampha
This document provides information about a philosophy of management course being taught by Dr. Naveed Anwer at LBS University in Fall 2022. It includes details about the instructor such as their qualifications and research interests. The document then discusses some fundamental questions around why humans ask questions and seek knowledge. It explores how questioning allowed humans to progress from basic survival instincts to more advanced problem solving and societal development. The document emphasizes that asking questions is integral to expanding human understanding.
This document discusses knowledge and truth. It presents different theories of truth, including correspondence theory, coherence theory, and pragmatic theory. It also distinguishes between knowledge and truth, asking if something can be known that is not true or true but not known. The document then discusses different ways of knowing, including reason, sense perception, intuition/imagination, language, emotion, testimony/authority, and imagination. It presents examples of applying different "tests of truthiness" like correspondence, coherence, and pragmatic to evaluate statements. Finally, it discusses using concepts from ways of knowing and tests of truth to apply to an issue like gun control in a blog response.
The main focus of education should not be purely vocational but rather in nurturing interests, skills, and knowledge across an array of topics that are personally meaningful and individualized to each student. The ultimate goal education should be to prepare students for life in all its complexities - creative learning is a key element in achieving this goal.
This document provides an overview of qualitative research. It defines research and inquiry as seeking knowledge through questioning. Qualitative research is described as careful study using words or pictures rather than numbers. It is concerned with context and meaning in natural settings using humans as the research instrument. The summary discusses that qualitative research has an emergent design that is not finalized at the start. It also covers research ethics around avoiding harm and maintaining privacy and confidentiality for participants.
Creativity is a discipline we need more than. But the right conditions are needed for it to thrive. Taking a look at academia, science and recent writing about ideas- this presentation uncovers the 11 conditions required for creativity to flourish.
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The document discusses the nature of creativity and how creative ideas emerge. It explores both small-scale "p-creativity" involving new ideas for an individual, as well as large-scale "h-creativity" that produces historically novel inventions. The text examines how people are influenced by existing concepts and categories when generating novel ideas. It also looks at social and environmental factors that can influence creativity, such as valuing it within a community, and how brainstorming groups do not necessarily lead to more creative outcomes than individuals working alone.
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To identify the four models of market opportunity: competition, innovation, alertness and social need
To examine the role of creativity and to review the major components of the creative process: knowledge accumulation, incubation process, idea evaluation and implementation
To present ways of developing personal creativity: recognise relationships, use lateral thinking, use your ‘brains’, think outside the box, identify arenas of creativity and work in creative climates
To introduce how innovation can inspire opportunity through invention, extension, duplication and synthesis
To review some of the major misconceptions associated with innovation and to define the 10 principles of innovation
To consider the challenges and changing dynamics of social and sustainability innovation
This document discusses the nature of scientific thought and the stages of scientific thinking. It argues that scientific thought involves metaphorical constructions rather than real representations. It describes three stages of scientific thought: the concrete stage, the concrete-abstract stage, and the abstract stage. It also discusses the task of the philosophy of science as psychoanalyzing interests to understand how the mind moves from the real to the artificial and representation to abstraction. Lastly, it emphasizes that concepts in science are arrived at through research and understanding sources, and that the most authentic research challenges pre-existing concepts through methodological critique and understanding of sources.
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For much of the last century, Science has held a pre-eminent place of authority to many people around the globe, a place once held by religious leaders. This is no accident. Many scientists claim that Science has replaced religion as the source of ultimate truth about our world.
Thus, it is worthwhile to examine this claim. What is science? How did it get here? What assumptions does it make? Is it worldview neutral as many claim? What is the nature of scientific proof? What kinds of proof exist and how do we determine which is the correct kind?
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2. Objectives of the Presentation
Become familiar with recent articles on creativity in
science.
Define the creative process and the characteristics
of a creative person
Become familiarized with the Creativity Assessment
Scale of Silvia et al.
Be motivated to participate in the RISE Creative
Writing Competition
Select a provocative prompt and write a creative
text
3. References
• How creativity powers science
• Some of the best ideas come not from poring over the facts but from a walk in the woods
• BY JENNIFER CUTRARO 2:17PM, MAY 24, 2012
• www.student.societyforscience.org/article/how-creativity-powers-science
• Scientists outshine arts students with experiments in creative
• Aifric Campbell Thursday 6 November 2014 11.30 GMT
• http://www.theguardian.com/books/booksblog/2014/nov/06/scientists-outshine-arts-students-
with-experiments-in-creative-writing
• Scientists Are More Creative Than You Might Imagine
• But original thinking could be declining among students because of the growing emphasis on test-
taking in schools.
• ALEXANDRA OSSOLA NOV 12 2014, 8:00 AM ET
• http://www.theatlantic.com/education/archive/2014/11/the-creative-scientist/382633/
• The Art of Creative Science Writing: A Conversation with Gerald N. Callahan
• Nov 21, 2013 by Samantha Tucker Iacovetto, Colorado Review Editorial Assistant
• http://coloradoreview.colostate.edu/the-art-of-creative-science-writing-a-conversation-with-
gerald-n-callahan/
4. Scientists outshine arts students
with experiments in creative
Aifric Campbell found:
• Stem students taking a creative writing course
1. welcomed the opportunity to develop their
potential and “resolve a certain tension
between their artistic and scientific interests”.
2. became more tolerant of uncertainty.
3. were willing to take more risks.
4. were more humble.
5. Scientists outshine arts students
with experiments in creative
Aifric Campbell found STEM students:
5. came up with more creative solutions to
engineering problems.
6. envisioned software programming and
creative writing as creative problem solving.
7. Discovered creative writing as a way to
engage the public in a dialogue about what’s
new in science
6. Scientists outshine arts students
with experiments in creative
• Campbell, English professor at Imperial College
London, states, “A year of reading and writing
fiction raises all sorts of ethical and moral
questions that inspire Stem students to apply
their talent for sceptical enquiry to an analysis of
human behaviour. And isn’t this precisely what
we would all wish for our scientists, engineers,
technologists and doctors – that the men and
women who build, design, code, fix and shape
our world are enriched by their exploration of our
human condition? (2013, parag. 13).
7. How creativity powers science
• Jennifer Cutraro interviews Robert DeHaan, a cell biologist
who studies the teaching of creative thinking.
• Dehaan indicates that science is not merely a body of
knowledge, but more importantly a process of learning.
(Others call it the journey or quest for knowledge).
• If we see science as a process, then, it is easier to
incorporate the teaching of creativity within the teaching of
science.
• Scientific researchers invent from the data they collect
possible explanations. “Creativity is about imagining
possibility and figuring out which one of these scenarios
could be possible…” (Cutraro, 2012, parag. 19)
8. How creativity powers science
• How does the creative process work?
• 1. brainstorming (distributed reasoning)
hearing different ideas helps you to make
unexpected connections
2. unfocus the mind – (associative thinking)
free the mind to make possible
connections between unrelated things
3. naïveté – a lack of experience, knowledge or
training
9. Scientists Are More Creative Than You
Might Imagine
• The author, Alexandra Ossola, quotes from Albert
Einstein, “The greatest scientists are artists as
well.”
• The 4 stages of creativity were described in 1926
by the social psychologist Graham Wallas in his
book “The Art of Thought”.
• Stages of creativity
– Preparation
– Incubation
– Illumination
– Verification
10. Scientists Are More Creative Than You
Might Imagine
• Rex Jung, a professor of neurosurgery explains:
“In incubation you rely on the neural connections
your brain uses for brainstorming-a system known
as the default-mode network. You use the region of
your brain involved in daydreaming and
imagination. It allows ideas to bounce around and
intersect in novel ways.
The cognitive control network takes control once
your brain wants to articulate and implement an
idea.”
11. Scientists Are More Creative Than You
Might Imagine
• Imaginability- the ability to play out ideas in
one’s mind. It is done in the default mode
while the conscious mind is busy doing
something else.
• Recess in school and breaks in academic work
are important to access the default mode.
12. How creativity powers science
• How does the creative process work?
unfocus the mind
– Use associative thinking. Associative thinking is a
process in which the mind is free to wander,
making possible connections between unrelated
ideas. So go for a hike in the woods and let your
mind wander.
– The exploration of other fields by scientists can
give them unimagined creative insights.
13. How creativity powers science
An example of exploring another field of study
• Herschbach, a chemist, learned of a technique in
physics called molecular beams.
• The technique made him think about the possibility of
crossing 2 beams (chorine and hydrogen). After several
years of collecting data, he and a collegue won the
Nobel Prize for discovering new insights into the
behavior of colliding molecules.
• Herschbach recalled that the idea seemed so simple
that it was naïveté.
14. Creative Science Writing Prompt:
Two Frogs in a Vat
By Bill Manhire
http://wewantedtobewriters.com/our-authors/bill-manhire/
Creative Science Writing Prompt-
“One evening two frogs fell into a vat of milk. One was
a scientist. The other was a poet.”
Creative Solution-
• Which of the two was able to survive ‘til morning and
why?
15. Royal Society of New Zealand
Manhire Prize for
Creative Science Writing
Anthology of winners 2007-2010
http://www.royalsociety.org.nz/programmes/competitions/manhire-prize/
16. Two Frogs in a Vat
Here is a story I once heard from a Dutch writer.
“One evening two frogs fell into a vat of milk. One was
a scientist. The other was a poet.
The scientist trod water for a while, then did a rapid calculation
involving the buoyancy of his frog-body in milk. It was clear that he
could not last. He gave a sigh and sank to the bottom, where he
drowned.
The poet tried to remember what he knew about
milk. ‘Something about the milk of paradise,’ came
to mind. There was something, too, about the milk
of human kindness.
17. Two Frogs in a Vat
Some lines for a new poem of his own also occurred to
him, though we will not quote them here. And all the
while he went on treading water – or, more accurately,
milk – occasionally wondering how long he could last.
In the morning, the farmer’s wife came into the dairy.
There in the vat was a large block of butter and … lying on
top … a small, exhausted frog.”
Bill Manhire
19. Definitions of Creativity
1. “Mental activity” providing an answer to a novel
situation.
2. A “process” resulting in one of a kind ideas.
3. A thought “experience” that demonstrates
uniqueness, divergent thinking, imagination, and
fearlessness.
4. The “generation” of the most unusual thoughts .
The Center for Excellence in Learning and Teaching at The Iowa State University
http://www.celt.iastate.edu/creativity/defining.html
20. Terms Used to Describe Creativity
• Fluency – number of ideas generated
• Originality and imagination – unusual, unique, and
novel ideas
• Elaboration – ability to explain ideas in detail
• Flexibility, curiosity, resistance to closure – ability to
generate multiple solutions
• Complexity – details and implications of ideas;
recognition of patterns, similarities and differences
• Risk taking – willingness to be wrong and to admit it
The Center for Excellence in Learning and Teaching at The Iowa State University
http://www.celt.iastate.edu/creativity/defining.html
21. Stages in the Creative Process
Dennett in Gaboras sees the creative process as a two stage cyclic process:
• The generative stage – you brainstorm
Preparation
This stage is characterized by obsessiveness. A period devoted to trying
to solve the problem and collecting data through traditional approaches.
Incubation
In this stage you unconsciously work on the problem.
• The evaluative stage – you focus
Illumination
Here you make an association between the problem and something
familiar. You discover a previously unknown or underlying order.
Verification
The idea is materialized, can be proven, and is diffused or communicated.
Gabora, L. (2002) Cognitive mechanisms underlying the creative process. In (T. Hewett and T. Kavanagh, Eds.) Proceedings of the Fourth International Conference on
Creativity and Cognition , October 13-16, Loughborough University, UK, 126-133
22. Variable Focus as the Key to Creativity
In sum, creativity is associated with conceptual
fluidity and focus or control.
The focus is variable:
• First you brainstorm an idea (generative stage)
• Then you focus attention on the creative idea
(evaluative stage).
Gabora, L. (2002) Cognitive mechanisms underlying the creative process. In (T. Hewett
and T. Kavanagh, Eds.) Proceedings of the Fourth International Conference on
Creativity and Cognition , October 13-16, Loughborough University, UK, 126-133
24. Narrative, Protagonist, and Triumph
• “The central task of science writing for a broad
audience is...how to make science human and
enjoyable without betraying nature. The best
writers achieve that end by two means. They
present the phenomena as a narrative...and they
treat the scientists as protagonists in a story that
contains...the mythic elements of challenge and
triumph."
Edward O. Wilson The Best American
Science and Nature Writing 2001
http://www.jacobberkowitz.com/science-writing/
25. How to Write Creatively about Science
• Don’t just summarize facts. Place the scientific
facts within a story or narrative of triumph.
• Instead of concentrating on the investigative
problem, concentrate on the investigative
triumph.
• Instead of keeping the scientist obscure, make
the scientist the protagonist in the narrative.
• Either that or write a narrative about the
consequences of the scientific triumph or
problem posed.
26. Narrative of the Consequences of a
Scientific Problem
2007 Royal Society of New Zealand Manhire Prize for
Creative Science Writing
Inspiration: Climate Change (Biology)
• Many scientists and social scientists believe that
climate change is a serious threat to human
civilisation. Regardless of climate change, we need
to find sustainable forms of agriculture,
manufacturing and energy. How will we respond?
How can we respond?
• Fiction winner: Bryan Walpert 16 Planets
• Non fiction winner: Alison Ballance Touchstones
27. Fiction winner: Bryan Walpert 16 Planets
• Read pages 6-14 of Shift: Anthology of
Winners
28. 2011 Manhire Award
Chemical World
Fiction biography
• http://www.royalsociety.org.nz/programmes/
competitions/manhire-prize/2011-
information/
29. • REPORT ON THE BIRS WORKSHOP
“CREATIVE WRITING IN MATHEMATICS AND
SCIENCE,”
BANFF, 2-6 MAY 2010
30. RISE Creative Writing Competition
• Writing about the RISE Seminars
• Tell a story about a seminar presentation in
which the scientist is the protagonist.
• Describe the triumphs and challenges of
his/her investigation.
32. Assessing Creativity
Referene:
Silvia, P., Winterstein, B., Wellsi, J. Barona, C., Cram, J., Hess, K., Martínez, J., & Richard, C.
(2008). Assessing creativity with divergent thinking tasks: Exploring the reliability and
validity of new subjective scoring methods. Psychology of Aesthetics, Creativity, and the
Arts 2(2), 68-85. DOI: 10.1037/1931-3896.2.2.68
33. Creativity Assessment Scores
• Score of 1 - Not at all creative
• Score of 2 - Somewhat creative
• Score of 3 - Creative
• Score of 4 – Very creative
• Score of 5 – Highly creative
34. Creativity Assessment Criteria
Uncommon
• “Any response that is given by a lot of people
is common, by definition.”
• “Unique responses will tend to be creative
responses, although a response given only
once need not be judged creative. For
example, a random or inappropriate response
would be uncommon but not creative.”
35. Creative Assessment Criteria
Remote
• “Creative ideas are remotely linked to everyday
objects and ideas. For example, creative uses for
a brick are “far from” common everyday uses for
a brick, and creative instances of things that are
round, are “far from” common round objects.
Responses that stray from obvious ideas will
tend to be creative, whereas responses close to
obvious ideas will tend to be uncreative.”
36. Creativity Assessment Criteria
Clever
• “Creative ideas are often clever: they strike
people as insightful, ironic, humorous, fitting,
smart. Responses that are clever will then to
be creative responses. Keep in mind that
cleverness can compensate for the other
facets. For example, a common use cleverly
expressed could receive a high score.”
37. Instructions for Judging Creativity
• Creativity can be viewed as having three facets
– uncommon, remote, and clever.
• Creative responses will generally be high on all
three criteria.
• A low score on one criteria will not eliminate
the possibility of a high rating.
40. Application Exercise
Writing Science Fiction
The Royal Society
• http://invigorate.royalsociety.org/ks2/creating-and-
discovering/science-fiction.aspx
• Instructions:
• Click on the doors. Click on the library. Click on one of the books.
• Search through the books until you find an illustration that inspires
you to write a creative story.
• Select one illustration and write a creative story about it.
• Use the prompt and guide questions for inspiration or just use your
own imagination.