Abstract
Tensions between the perception and reality of scientific practice have produced significant problems, including the fact that high proportions of students do not view science as a creative endeavor. The resultant, systemic devaluation of science has significant implications for scientific research, and science education.
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Schmidt, A.L. (2016). Quantifying the Effects of Personalized Asessment Tasks in Secondary Science Teaching. In: Demetrikopoulos, M.K., Pecore, J.L. (eds) Interplay of Creativity and Giftedness in Science. Advances in Creativity and Giftedness. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-163-2_9
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