AN INVESTIGATION INTO THE DEVELOPMENT OF INNOVATION EDUCATION AS A NEW SUBJECT IN SECONDARY SCHOOL EDUCATION by ProQuest

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									Cognition, Brain, Behavior. An Interdisciplinary Journal
Copyright © 2008 Romanian Association for Cognitive Science. All rights reserved.
ISSN: 1224-8398
Volume XII, No. 4 (December), 453-468




    AN INVESTIGATION INTO THE DEVELOPMENT OF
    INNOVATION EDUCATION AS A NEW SUBJECT IN
          SECONDARY SCHOOL EDUCATION
                      Svanborg JÓNSDÓTTIR 1, Tom PAGE* 2,
                 Gísli THORSTEINSSON 1 & Andrei NICOLESCU 3
                                   ¹ University of Iceland, Reykjavík, Iceland
                               ² Loughborough University, Leicestershire, UK.
                                 ³ Spiru Haret University, Bucuresti, Romania.


        ABSTRACT
        This paper describes a research project from the University of Iceland, Faculty of
        Pedagogy and Education which focuses on how Innovation Education emerged in
        Iceland as a new subject and how the subject has developed; what makes the subject
        special; and what factors, internal and external, have influenced its dissemination.
        The paper will include an overview of the data collection and analysis methods and
        an overview of the findings.
        Diverse research methods have been utilised during this research. Questionnaires,
        interviews, and observations were used to gather data from students, teachers, head
        teachers, pioneers in Innovation Education, entrepreneurs and ministry officials.
        Documentation of various kinds was also consulted, including reports, laws,
        curriculum, teaching materials and products from Innovation Education lessons.
        The research indicates in conclusion that curriculum formulation and
        implementation is a complex interplay of connected factors that are not completely
        predictable. It seems of more use to view changes within education systems as an
        organic rather than a linear progression, more comparable to biological evolution
        than to the production process of a factory. It is important to recognise the
        fundamental factors, inherent in the hidden curriculum, and verify their powers to
        influence the development of the subject.


        KEYWORDS: innovation education, curriculum formulation, Icelandic
                          National Curriculum.


*
 Corresponding author:
E-mail: T.Page@lboro.ac.uk
454                        S. Jónsdóttir, T. Page, G. Thorsteinsson, A. Nicolescu

INTRODUCTION

Innovation Education under the name Innovation and Practical Use of Knowledge
was introduced into the Icelandic National Curriculum for compulsory schools in
1999, where it is defined by the curriculum writers as a “school subject” but is not
allocated any direct time in the recommended guidelines for subjects.
        Innovation Education (IE) has pedagogical values, in the contex
								
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