| CODE | IOT5027 | |||||||||
| TITLE | Creativity and Innovation in Education, Science and Technology | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | Not Applicable | |||||||||
| ECTS CREDITS | 4 | |||||||||
| DEPARTMENT | The Edward de Bono Institute for the Design and Development of Thinking | |||||||||
| DESCRIPTION | Learning Objectives: Students will be expected to: - explore different theories about creativity in education - learn about the characteristics of creative learners/individuals - explore barriers to creativity in education - discover the evolution of theories about the creative process and their relevance to the development of creativity in education - appreciate that science and technology advancement is the outcome of creativity and innovation - understand that science and technology is a human enterprise and consequently can be fallible - realise that the uncertainties within science and technology allow for advancement through creativity - appreciate that scientists are humans with their personal interests as well as their different creative input to their work - be aware of the major role that creativity plays in innovative solutions to scientific and technological problems. On completion of this study unit students will have learnt about the role of creativity in education, science and technology and about different strategies for implementing creativity within a curriculum, in particular one that helps to instil creativity and innovation in future scientists. Students will, moreover, be in a better position to appreciate the creativity and innovation provided by scientists involved in research and development. Description: Creativity within education is a complex concept with multiple meanings. Albeit being considered a desirable outcome, often regarded as potentially the most powerful means through which learners have the opportunity to open the gate of a better world, it is important to acknowledge that an established, universally accepted definition of creativity in an educational setting does not exist. In practice, scientists need to be creative and innovative in coming up with solutions and mental models to explain phenomena and to develop more advanced technological machines to suit our needs. Science and technology form part of scientists’ activities and work. They are the vehicles that push industry forwards. Companies are continually under pressure to be on the forefront, to come up with new ideas and new technologies. This can only be achieved through the creativity and innovation provided by the scientists involved in research and development. Being creative and innovative is not easy. It is thus important to promote these skills in education in order to help future scientists (and everyone else) to fulfil their creative potential. Traditional training of scientists, as too often occurs in education, usually instils convergent thinking, leaving little space for alternative solutions. This is an aspect of science education that urgently needs to be addressed. This study unit will focus on the issues highlighted above. The traditional view of science and technology education, and particularly that of scientists, will be challenged. The stereotypic image will be rebutted through a number of practical examples of great innovations and advancements in science both historically and current issues. Reading list: - Amabile, T. M. (1996). Creativity in Context: Update to The Social Psychology of Creativity. Oxford: Westview Press. - Chalmers A.F., (1982), What is this thing called science? Milton Keynes: Open University Press. - Cropley, A. J. (2001) Creativity in Education and Learning: A Guide for Teachers and Educators. London: RoutlegeFalmer - Popper, K., (1959), The Logic of Scientific Discovery, London: Routledge - Popper, K., (1974), Unended Quest, London: Routledge |
|||||||||
| STUDY-UNIT TYPE | Lecture and Workshop | |||||||||
| METHOD OF ASSESSMENT |
|
|||||||||
| LECTURER/S | Shirley Pulis Xerxen (Co-ord.) Marie-Claire Tonna |
|||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
||||||||||