A Qualitative Case Study on Teachers' Teaching Experience in Invention Education Linked to Regular Subjects Outside of Elementary School Practical Arts Curriculum

This qualitative case study analyzed how teachers prepare for, implement, and reflect on invention education integrated into regular subjects outside the practical arts curriculum in actual school settings. The study sought to answer two research questions. What insights can be gained from the experience of teachers teaching invention education linked to regular subjects outside the elementary school practical arts curriculum, and what preparations are necessary for the broader application of invention education programs? The results revealed that teachers faced several challenges before implementing invention education, including perceived difficulty, the misconception that it is suitable only for gifted students or specialized subjects, and a lack of teaching and learning know-how due to limited invention-related training. However, teachers who integrated intervention education into regular subjects consistently stated that it was less complicated than anticipated. Students came up with more novel and innovative ideas than expected and enthusiastically participated. These findings confirm that invention education can be effectively integrated not only within the practical arts curriculum but also across other regular subjects. However, for successful widespread implementation, the study suggests that modifications to program the content, creating conducive conditions for program operation, and providing additional teaching and learning materials are essential. Expanding opportunities for invention-related training is also important to empower teachers to adapt their classes effectively. Furthermore, the successful integration of invention education into the regular curriculum relies on policy and administrative support to reduce the burden on teachers and incentivize their engagement in invention education.