Exploring Competing Perspectives on How to Design Open Innovation Program for High School STEM Education: A Case Study

Autor/inn/en	Lee, Sam Youl; Jung, Minseo
Titel	Exploring Competing Perspectives on How to Design Open Innovation Program for High School STEM Education: A Case Study
Quelle	In: Education Sciences, 11 (2021), Artikel 322 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Case Studies; STEM Education; High School Students; Entrepreneurship; Innovation; Teaching Methods; Correlation; Educational Change; Curriculum Development; Ethics; Civics; Clubs; Imagination; Art; Cultural Education; Service Learning; Program Design; Logical Thinking; Criticism + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; STEM; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unternehmungsgeist; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ethik; Staatsbürgerkunde; Club; Klub; Arts; Kunst; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Service-Learning; Programme design; Programmaufbau; Programmplanung; Kritik
Abstract	Open innovation (OI) has become an essential business model for big tech companies and innovation ecosystems. However, most STEM high schools in the United States do not have appropriate OI programs for students. This paper explores how various perspectives on open innovation as an emerging trend in the entrepreneurial ecosystem can link with STEM education programs. We use the Q methodology technique with interviews from students and managers of STEM education at C Academy and academic members from a field of open innovation. Twenty-three participants responded to the 35 Q statements derived from preliminary findings of critical issues on a relationship between open innovation and STEM education. Five key perspectives compete, each with a unique view on why STEM education matters and how to renovate the current STEM program for an open innovation-based curriculum and club activities inside and outside high schools. Empirical findings from Q method analysis combined with Promax rotation illustrate five views: (1) civic virtue-driven open innovation, (2) open innovation with imagination from arts and culture, (3) daily life-based open innovation project, (4) critics on conventional STEM education, and (5) community service-driven open innovation. A common area that all five perspectives support is that the government should expand and strengthen support in the design and operation of open innovation education programs in STEM high schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01