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Education Sciences
Special Issues
Creativity, Problem-based Learning, and (STEM) Education Pracatices
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Creativity, Problem-based Learning, and (STEM) Education Pracatices

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 May 2023) | Viewed by 2452

Special Issue Editors

Dr. P. Carmona Marques

E-Mail Website
Guest Editor
1. Faculty of Engineering, Lúsofona University, Lisbon, Portugal
2. Polytechnic Institute of Lisbon, Lisbon, Portugal
Interests: engineering education; computer programming; electromagnetism; electric and magnetic field; laser welding; manufacturing; sustainability; industrial/mechanical engineering; creativity
Special Issues, Collections and Topics in MDPI journals
Dr. J. Robert Nogueira

E-Mail Website
Guest Editor
The Interdisciplinary Research Centre for Education and Development CeiED, Lusofona University, Lisbon, Portugal
Interests: education; PBL; computer programming; physics; computational thinking; meaningful learning; engineering education

Special Issue Information

Dear Colleagues,

Creativity and problem-based learning (PBL) justify a much higher priority in educational sciences (with STEM), as they are essential to career success, heightening the belief that creativity and PBL are not just personality traits, but learned skills. Educators around the world are now promoting PBL and creativity techniques with their students. In fact, creativity and PBL are critical skills that must be taught in all subjects. This will drive the global economy and career success of the next generation. Therefore, this Special Issue aims to provide a perspective to highlight how the principles, foundations, and practices of creativity and PBL are linked to improving education and vice versa. Therefore, we invite practical and academic contributions in this relationship.

Dr. P. Carmona Marques
Dr. J. Robert Nogueira
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • creativity
  • education
  • creative thinking
  • innovation
  • problem finding and solving
  • design thinking
  • problem-based learning
  • STEM

Published Papers (1 paper)

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Research

17 pages, 2962 KiB  
Article
Training the Next Generation of Researchers in the Organ-on-Chip Field
by Alessia Moruzzi, Tanvi Shroff, Silke Keller, Peter Loskill and Madalena Cipriano
Educ. Sci. 2023, 13(2), 144; https://doi.org/10.3390/educsci13020144 - 30 Jan 2023
Cited by 3 | Viewed by 1994
Abstract
Organ-on-chip (OoC) technology bridges the principles of biology and engineering to create a new generation of in vitro models and involves highly interdisciplinary collaboration across STEM disciplines. Training the next generation of scientists, technicians and policy makers is a challenge that requires a [...] Read more.
Organ-on-chip (OoC) technology bridges the principles of biology and engineering to create a new generation of in vitro models and involves highly interdisciplinary collaboration across STEM disciplines. Training the next generation of scientists, technicians and policy makers is a challenge that requires a tailored effort. To promote the qualification, usability, uptake and long-term development of OoC technology, we designed a questionnaire to evaluate the key aspects for training, identify the major stakeholders to be trained, their professional level and specific skillset. The 151 respondents unanimously agreed on the need to train the next generation of OoC researchers and that the training should be provided early, in interdisciplinary subjects and throughout the researchers’ career. We identified two key training priorities: (i) training scientists with a biology background in microfabrication and microfluidics principles and (ii) training OoC developers in pharmacology/toxicology. This makes training in OoC a transdisciplinary challenge rather than an interdisciplinary one. The data acquired and analyzed here serves to guide training initiatives for preparing competent and transdisciplinary researchers, capable of assuring the successful development and application of OoC technologies in academic research, pharmaceutical/chemical/cosmetic industries, personalized medicine and clinical trials on chip. Full article
(This article belongs to the Special Issue Creativity, Problem-based Learning, and (STEM) Education Pracatices)
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