Creativity is recognized as a valuable human quality for personal, social, technological and economic reasons and many school curriculum documents assert that creativity can be taught. In science education, it is often argued that it is through engagement in investigative practical work that students develop the possibility of thinking and problem-solving abilities that underpin creativity. This new book offers an insight into the clash and complement of mental illness and creativity, as well as the challenge to higher education of elaborating on teaching and learning innovation that can be used to evaluate and subsequently inform the design of creativity-enhancing pedagogical practice and creative problem solving through technology education.
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