ABSTRACT

Summary: Innovation is fundamental to the execution of science and engineering. Scientists endeavor to generate new knowledge about the universe, and engineers apply that knowledge to generate effective solutions for new problems. Typically, the training of these individuals relies heavily on apprenticeship and trial-and-error experiences. However, more formalized and systematic approaches to science education at all levels of schooling can prepare students to enter their respective fields as innovators. This chapter reviews research from education, psychology, and the sociology of science that can inform educational practice. The manner in which students understand the nature and traditional boundaries of their disciplines, the strengths and limitations of their disciplinary tools, and the constraints imposed by specific problems can substantially influence the strategies they develop to solve novel problems.