The Routledge International Handbook of Innovation Education
Edited by Larisa V. Shavinina
Routledge – 2013 – 634 pages
Routledge – 2013 – 634 pages
The Routledge International Handbook of Innovation Education is the international reference work on innovation education and potentially opens an entirely new direction in education. The overall goal of the handbook is to address the question of how to develop innovators in general and how to develop the innovative potential of today’s young people with exceptional talents in science, technology, engineering, and maths (STEM) disciplines in particular. Today many governments around the world are interested in the development of STEM innovators.
This handbook provides the first and most comprehensive account available of what should be done in order to develop innovators and how to do it successfully. It includes chapters by leading specialists from around the world responsible for much of the current research in the fields of innovation, gifted education, scientific talent, science education, and high ability studies. Based on the latest research findings and expert opinion, this book goes beyond mere anecdotes to consider what science can tell us about the development of innovators.
By enlisting chapters from innovation experts, educators, psychologists, policy makers, and researchers in the field of management The Routledge International Handbook of Innovation Education will allow all of these scholars to speak to each other about how to develop innovators via innovation education, including such issues as:
This ground-breaking and potentially field defining work will thus serve as the first authoritative resource on all aspects of theory, research, and practice of innovation education.
1. Innovation Education: The Emergence of a New Discipline; 2. Innovation Education: Defining the Phenomenon; 3. The Fundamentals of Innovation Education; 4. How Advances in Gifted Education Contribute to Innovation Education, and Vice Versa; 5. Innovation Education Meets Conceptual Change Research: Conceptual Analysis and Instructional Implications; 6. New Brain-Imaging Studies Indicate How Prototyping is Related to Entrepreneurial Giftedness and Innovation Education in Children; 7. How Can Scientific Innovators-Geniuses be Developed? The Case of Albert Einstein; 8. From Creativity Education to Innovation Education: What Will It Take?; 9. The Three-Ring Conception of Innovation and a Triad of Processes for Developing Creative Productivity in Young People;10. New Creative Education: When Creative Thinking, Entrepreneurial Education, and Innovative Education Come Together; 11. Torrance’s Innovator Meter and the Decline of Creativity in America; 12. Do Not Overlook Innovators! Discussing the "Silent" Issues of the Assessment of Innovative Abilities in Today’s Children—Tomorrow’s Innovators; 13. Innovation Education: Perspectives from Research and Practice in Gifted Education; 14. An Application of the Schoolwide Enrichment Model and High-End Learning Theory to Innovation Education; 15. Future Problem Solving as Education for Innovation; 16. The Trajectory of Early Development of Prominent Innovators: Entrepreneurial Giftedness in Childhood; 17. Educating Wizards: Developing Talent through Innovation Education; 18. Where Did All Great Innovators Come From? Lessons from Early Childhood and Adolescent Education of Nobel Laureates in Science; 19. Settings and Pedagogy in Innovation Education; 20. Exploring Innovative Schools with Preservice Teachers; 21. The Dynamic Curriculum: A Fresh View of Teaching Mathematics for Inspiring Innovation; 22. School Textbooks as a Medium for the Intellectual Development of Children during the Mathematics Teaching Process; 23. The Interfaces of Innovation in Mathematics and the Arts; 24. NASA Press Releases and Mission Statements: Exploring the Mathematics behind the Science; 25. Innovation in Science, Technology, Engineering, and Mathematics (STEM) Disciplines: Implications for Educational Practices; 26. The Importance of Informal Learning in Science for Innovation Education; 27. Designing an Innovative Approach to Engage Students in Learning Science: The Evolving Case of Hybridized Writing; 28. An Integrated Approach to the Study of Biology; 29. Socioscientific Innovation for the Common Good; 30. The Role and Place of Science and Technology Education in Developing Innovation Education; 31. Nurturing Innovation through Online Learning; 32. E-Learning as Educational Innovation in Universities: Two Case Studies; 33. Developing an Understanding of the Pedagogy of Using a Virtual Reality Learning Environment (VRLE) to Support Innovation Education; 34. Creating an Innovative and Entrepreneurial Collegiate Academic Program; 35. Educating the Innovation Managers of the Web 2.0 Age: A Problem-Based Learning Approach to User Innovation Training Programs; 36. What Can Innovation Education Learn from Innovators with Longstanding Records of Breakthrough Innovations?; 37. The Role of Entrepreneurs’ Career Solidarity toward Innovation: An Irreplaceable Relationship in Career Capital Pyramid; 38. Modeling the Firm—Constructing an Integrated Entrepreneurship Course for Undergraduate Engineers; 39. Igniting the Spark: Utilization of Positive Emotions in Developing Radical Innovators; 40. Introducing the Phenomenon of the "Abortion" of New Ideas and Describing the Impact of "Saved" Ideas and thus Implemented Innovations on the Economy in the Case of Distinguished Innovators; 41. Innovation Education through Science, Technology, Engineering, and Math (STEM) Subjects – The UK Experience; 42. Policy on Knowledge Exchange, Innovation and Entrepreneurship; 43. The Worldwide Interest in Developing Innovators: The Case of the Center for Talented Youth; 44. How Does Singapore Foster the Development of Innovators?; 45. Overall Perspectives on the Future Promise (and Forward Thrusts) of Innovation Education
Larisa V. Shavinina, PhD,is a Professor at the Université du Québec en Outaouais, Canada. She has been an innovation consultant to the governments of Canada, the USA, Dubai, Singapore, and other countries, and has acted as editor-in-chief of two other field-defining handbooks.