RDST, n°29/2024

Considered as the result of a particular and integrative combination of factors characterizing the individual and the environment (past and present), creativity is a complex construct understood according to different approaches (cognitive, socio-psychological.etc) It is henceforth expected of teachers, including science teachers, to foster its development in their students. The five articles in the dossier address a topic of research almost absent from the francophone literature on science and technology education. One explores the representations of the creativity of the modeling scientist among science students. The others examine the learning of person engaged in different teaching devices. One device concerns the coding of a realistic fiction album by primary school students, another the writing of an experimental report in comic strip form by middle school students, another again the conduct of an interdisciplinary research project by ecology or anthropology master students, another finally the design of problem-solving situations in physics by high school teachers within the framework of collaborative research. The entry through creativity leads authors to analyze productions with a strong focus on the person, school devices being thought of in reference to "authentic" science practices (modelling, problem solving, experimentation). Different dimensions of creativity (cognitive or/and conative for instance) are envisaged according to the authors and articulated with different didactic or/and epistemological frameworks of analysis, some originals.