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What is Engineering Creativity

Chapter 10
Global Perspectives on Fostering Problem-Based Learning in Chinese Universities
Creativity is a vital factor in “good” engineering, and creativity in engineering clearly differs from creativity in the other domains. For example, by contrast creativity in fine arts - a manifestation of creativity with no functional purpose, only aesthetic purpose – engineering creativity results from creativity with a purpose. This purpose is to create products in the broadest sense of the word – including physical objects, complex systems, and processes. The differences are pointed out that engineers produce devices or systems that perform tasks or solve problems. From this sense, engineering creativity has been defined as “functional creativity”. The most important aspect is the devices systems that perform tasks or solve problem – that is, it practically useful products.
Published in Chapter:
Developing Engineering Creativity in STEM Programs in Chinese Universities
Chunfang Zhou (Aalborg University, Denmark)
Copyright: © 2019 |Pages: 21
DOI: 10.4018/978-1-5225-9961-6.ch010
Abstract
This chapter aims to formulate a proposal of developing engineering creativity by problem- and project-based pedagogies in STEM programs in university education in China. It will introduce the increasing needs of engineering creativity in China, deepen understanding of the concept of creativity and engineering creativity, and provide a review of diverse models of problem- and project-based pedagogies in STEM programs. This further brings a discussion on how to develop engineering creativity in STEM programs in Chinese universities in order to overcome the barriers caused by traditional education system and culture. A series of strategies will be proposed including supporting student group work, designing interdisciplinary project, facilitating staff development, and developing creative communities, etc. Briefly, this chapter has the significance of developing engineering creativity in China both theoretically and practically, and also implies how to develop problem- and project-based pedagogies in STEM programs in other cultures around the world.
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