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Autor/inn/en | Lee, Sam Youl; Jung, Minseo |
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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 |
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 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 |