Abstract
The STEM education community is in the midst of a paradigm shift. The foundations of traditional instructional context, curriculum, place and pace of learning and methods of learning have been challenged fundamentally. A combination of scholarly efforts and educational initiatives outside of formal education institutions, by entrepreneurs, have disrupted the fundamental assumptions of schooling. These efforts have led to an intentional focus on providing rich opportunities for students to create, collaborate and innovate. In this chapter, we first introduce a discussion related to the concept of creativity. Then, we discuss factors that contribute to individual and group creativity. Next, we introduce one exemplary program from the ‘Fab Lab’ initiatives. We then elaborate on the design features of these models and discuss how these features empower students to be creative and innovative. Finally, we will discuss the implications for teacher educators, researchers and practitioners, and opportunities for teachers to develop the pedagogical capacity needed for promoting creativity and innovation in their curricula.
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Further Readings
Bemiss, A. (2019). Inspiring innovation and creativity in young learners transforming STEAM education for pre-K-grade 3. Routledge. https://doi.org/10.4324/9781003235811
Dorst, K., & Cross, N. (2001). Creativity in the design process: Co-evolution of problem–solution. Design Studies, 22(5), 425–437.
Stretch, E., & Roehrig, G. H. (2021). Framing failure: Leveraging uncertainty to launch creativity in STEM education. International Journal of Learning and Teaching, 7(2), 123–132.
Lin, Y. (2011). Fostering creativity through education--a conceptual framework of creative pedagogy. Creative Education, 2(3), 149–155.
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Aydeniz, M., Stone, M. (2023). Creativity and Innovation in Science and Technology Education. In: Akpan, B., Cavas, B., Kennedy, T. (eds) Contemporary Issues in Science and Technology Education. Contemporary Trends and Issues in Science Education, vol 56. Springer, Cham. https://doi.org/10.1007/978-3-031-24259-5_19
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DOI: https://doi.org/10.1007/978-3-031-24259-5_19
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