The Future of Education

Science education is essential to individual success and is the cornerstone for prosperity in many countries (Avvisati, 2012; OECD, 2014). The rapid demand for individuals with science competencies has led to a renewed interest in science education and associated fields (i.e., engineering, mathematics). Skills from science are critical for creating innovative knowledge and technologies—important for social and economic development (Council of Canadian Academies, 2015).
The concept of ‘innovation’ plays a strategic role in science education since a knowledge-based economy requires the development of innovation skills, supported by a science foundation. In the context of science education, innovation skill development goes beyond mastery of scientific knowledge, and includes problem solving skills and inquiry-based habits of mind. Science as a discipline offers excellent opportunities to develop these skills with students. Nevertheless, limited research exists of how ‘innovation is manifested in science curriculum, how science education can nurture innovation skills in science educational programs, or whether certain science-specific pedagogies promote innovation development with students.
This oral presentation will report upon findings from a scoping review of literature exploring the nexus between innovation and science learning environments. These reviews integrate and synthesize a select body of research, and requires critical analyses to identify concepts and draw conclusions from primary sources (Eisenhart, 1998). This interpretive review included collection of literature from empirical studies and practical commentaries on innovation and science learning relevant to the context of Canada. While the review deepened understanding of innovation and science education, it uncovered the theme that innovation research and development in science education is fragmented, and only empirically explored in certain disciplines. Nevertheless, key features of innovation and science learning environments were revealed providing a framework for curriculum guidelines and science education policy for future revision and development efforts.

References:
Avvisati, F. (2012). Science education for innovation-driven societies. Paper presented at the Educating for Innovation-Driven Societies, Paris, FR.
Council of Canadian Academies (2015). Some assembly required: STEM skills and Canada’s economic productivity. Ottawa (ON).
Eisenhart, M. (1998). On the subject of interpretive reviews. Review of Educational Research, 68(4), 391-399.
OECD. (2014). Skills and education for innovation. OECD Publishing.

Keywords: Innovation, learning environments, science education, policy;