This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discussing what can be learned and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

"This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly"--

Makers, Crafters, Educators brings the do-it-yourself (DIY) ethos of maker and crafter movements into educational environments, and examines the politics of cultural change that undergird them. Addressing making and crafting in relation to community and schooling practices, culture, and place, this edited collection positions making as an agent of change in education. In the volume’s five sections—Play and Hacking, Access and Equity, Interdependence and Interdisciplinarity, Cultural and Environmental Sustainability, and Labor and Leisure—authors from around the world present a collage of issues and practices connecting object making, participatory culture, and socio-cultural transformation. Offering gateways into cultural practices from six continents, this volume explores the participatory culture of maker and crafter spaces in education and reveals how community sites hold the promise of such socio-cultural transformation.

This edited collection challenges the common preoccupation with knowledge acquisition and academic achievement by comparing the aims and cultural beliefs which drive education in different countries throughout the world. Through case studies from countries in Asia, Latin America, Africa, and Europe, the authors present how education can be approached holistically to foster student happiness and well-being. The book illustrates wide-ranging interpretations of what it means to provide a "good education," and how student-centered, holistic approaches to learning can be effective in promoting creativity, tolerance, student well-being, and an appreciation of environmental and societal responsibilities. Based on rigorous mixed-method empirical research, it highlights how the integration of happiness in education can not only enhance academic excellence but can also have a positive impact on the students’ overall well-being. This cutting-edge book focuses on the holistic development and well-being of students and will be a relevant reading for educators, researchers, and students in such diverse fields as psychology, the sociology and philosophy of education, intercultural education, education policy and politics, leadership/management, mental health, and international and comparative education.

This book provides a fresh perspective on recent debates around integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in early childhood. The book offers inspiration and practical advice for educators and researchers. It suggests concrete ways to engage young children in STEAM learning activities and promote their development. With contributions from international experts, the book discusses how to develop age-appropriate STEAM learning activities for young children. Divided into four parts, the book covers a wide range of topics, including the perceptions and practices of STEAM education among early childhood teachers in different countries, the use of new pedagogies and technologies to promote equitable and accessible STEAM education, the role of teacher education and policy in reducing inequality in STEAM education, and how early STEAM education can promote social change and achieve sustainable development goals. The book highlights the importance of STEAM education in providing young children with the necessary skills to create a more sustainable and equitable world. Overall, this book provides an important contribution to help critique and improve how early childhood educators view and practice STEAM education across cultures. It proposes ideas for achieving sustainable development goals through high-quality early STEAM education. The book appeals to early childhood educators and researchers, as it draws on cross-cultural viewpoints to critically examine how teachers understand and implement STEAM education across different cultures along with exploring how cultural values and goals shape early STEAM education.

This timely book offers a critically important contribution to debates around the meeting place of religious and secular worldviews in education. Edited by five leading figures in the field, and drawing on expert international scholarship and research, the book provides cutting-edge analysis that bridges the religious and secular in global educational contexts. Considering the role of the United Nations, UNESCO, OECD and PISA in varied international contexts, the book draws on critical analysis of primary empirical research and secondary critique to offer a coherent blend of theoretically complex yet practical analysis of policy implementation. Throughout this accessible and logically structured volume, the authors assert that the meeting place of religious and secular worldviews is one of the most important and pressing issues for religion in education. As a field-defining work of research into education, religion and worldviews, the book will be essential reading for scholars, researchers and postgraduate students in the fields of religious education, religious studies, philosophy of education and international education.