Current Editor: Chris Merrill, email@example.com Previous
Editors: Mark Sanders 1989-1997; James LaPorte: 1997-2010
Creativity—A Framework for the Design/Problem Solving Discourse
in Technology Education Subjects for which aesthetics and
creative performance are critical curricular dimensions (such as
art, physical education, music, and technology education), and
which are accommodative of students across the range of
intelligences (Gardner, 1999) are not readily or completely
captured by content standards. Therefore content knowledge in
these fields that target student achievement as conventionally
conceived must be complemented by treatment of more subjective
and elusive goals such as the development of connoisseurship,
appreciation, or creative insight. With the publication of
standards for the subject (International Technology Education
Association, 2000), the need for focus upon creativity in
technology education has been made more urgent than before
because of the prominence given to the teaching and le