When we say something using complicated, formal words, most people zone out. This happens in making, too. When girls are introduced to engineering with words like ‘computer science’, ‘programming’, and ‘technology’, they show less interest than when they are introduced with terms like ‘fixing problems’, and ‘crafting’. This shows that the language that we use to describe things is very important.
When we say something using complicated, formal words, most people zone out. This happens in making, too. When girls are introduced to engineering with words like ‘computer science’, ‘programming’, and ‘technology’, they show less interest than when they are introduced with terms like ‘fixing problems’, and ‘crafting’. This shows that the language that we use to describe things is very important.
In November 2018, several researchers from Harvard, MIT, and the London School of Economics published an extensive report titled “Who Becomes an Inventor in America? The Importance of Exposure to Innovation”. This report explores who become inventors in America and why they do. This ultimately looks to examine the individual people who become inventors, as opposed to the more widely available work on innovation on a very large scale. The researchers examined their question of “who becomes an inventor in America?” by focusing largely on the “nature versus nurture” idea and how certain factors of American society and culture make uncontrollable characteristics key players in whether a child becomes an inventor or not.