摘要: Engineering is a creative profession; indeed that phrase appears in the title of consistently popular introductory textbook. Yet few courses standard engineering curriculum require or even encourage creativity. Students often feel behavior actively discouraged their classes. Several engineers have designed programs to foster creativity, and recently rekindled interest design has led greater emphasis on innovative thinking. Although creativity generally required for first fourth year projects, it curiously absent in-between. In this paper, authors explore nature of, conditions supporting, how education describe several teach students be innovators.
sci-hub.se 参考文章(14)
Roger C. Schank, Peter G. Childers, The Creative Attitude: Learning to Ask and Answer the Right Questions ,(1988)
Monika Lumsdaine, Edward Lumsdaine, Creative Problem Solving: Thinking Skills for a Changing World ,(1994)
Robert J. Sternberg, Successful Intelligence: How Practical and Creative Intelligence Determine Success in Life ,(1996)
Robert W. Weisberg, Creativity - Genius and Other Myths ,(1986)
Mihaly Csikszentmihalyi, Creativity: Flow and the Psychology of Discovery and Invention ,(1996)
George C. Beakley, Engineering: An introduction to a creative profession ,(1977)
Teresa M. Amabile, The social psychology of creativity ,(1983)
James L. Adams, Flying Buttresses, Entropy, and O-Rings: The World of an Engineer ,(1991)
Donald A. Norman, Things That Make Us Smart: Defending Human Attributes In The Age Of The Machine ,(1993)
P. Gary Klukken, J. Roger Parsons, Peter J. Columbus, The Creative Experience in Engineering Practice: Implications for Engineering Education Journal of Engineering Education. ,vol. 86, pp. 133- 138 ,(1997) , 10.1002/J.2168-9830.1997.TB00276.X