Using Project- and Theme-Based Learning to Encourage Creativity in Science

In this article, we describe a project that was developed for an introductory-level physics course. The aim of the project was to encourage the creative process in science, as science is seldom mentioned in discussions about creativity. We sought to engage students in the creative process by posing a collective challenge to the class. The challenge involved designing a sustainable means by which to produce short films on the theme of sustainability. Through the project, students experienced project-based learning, openended questions, and independent research. The overall project went beyond the physics classroom, however; it linked physics to visual arts, music, theater, and English. In this article, we present the physics project and provide the context of the overarching project. We describe the motivation for the project and the implementation and outcomes of the project, report on impact on students, and suggest ways in which creativity can be encouraged in all science classes.