ABSTRACT
Creativity has long been associated with gifted education (Renzulli, 1978). Arguably, one of the major purposes of gifted education programming is to produce citizens capable of solving the problems faced by civilization by extending beyond the consumption of knowledge and art and into their production (Renzulli, 2012). This necessitates educational opportunities focused on promoting the development of students’ creative ideas. Engineering design, a recent addition to science education standards in the United States (NRC, 2011, 2013), is a useful way to infuse creativity into the curriculum.
