ABSTRACT
Summary: Innovation education (IE) was introduced into the Icelandic education system by enthusiastic teachers in 1991, as an effort to capture the creative resourcefulness of children. The momentum grew and in 1997 the pioneers of the IE movement were approached to develop a new curriculum subject, IE and use of knowledge. IE spread through the Icelandic system from teacher to teacher, in-service training and word of mouth. Experienced teachers reported that IE affected the children in an engaging and most surprising way. But still there was no definition of what this phenomenon was. The research presented in this chapter will depict a definition of IE as it presented itself in Iceland, and how IE can be discussed using different pedagogical and didactical theories. In short a translation of what teachers knew as good teaching, into theoretical abstraction of learning and teaching in IE.
