Moving Bodies, Building Minds: Foster Preschoolers' Critical Thinking and Problem Solving through Movement

ERIC Educational Resources Information Center

Marigliano, Michelle L.; Russo, Michele J.

2011-01-01

Creative movement is an ideal way to help young children develop critical-thinking and problem-solving skills. Most young children are, by nature, extremely physical. They delight in exploring the world with their bodies and expressing their ideas and feelings through movement. During creative movement experiences, children learn to think before…

Creative Product Problem-Solving Game: Exploring Torrance's Creative Strengths by Making an Object from a Set of Given Materials

ERIC Educational Resources Information Center

Rule, Audrey C.; Zhbanova, Ksenia; Webb, Angela Hileman; Evans, Judy; Schneider, Jean S.; Parpucu, Harun; Logan, Stephanie; Van Meeteren, Beth; Alkouri, Zaid; Ruan, Bin

2011-01-01

Creativity is a talent that undergirds invention and innovation, making it an important skill in today's society. Although students are often told to "be creative," they many times do not know how and have little practice in this skill. This document presents an analysis of 33 creative products made by adult participants at a state conference for…

Metacognition: Student Reflections on Problem Solving

ERIC Educational Resources Information Center

Wismath, Shelly; Orr, Doug; Good, Brandon

2014-01-01

Twenty-first century teaching and learning focus on the fundamental skills of critical thinking and problem solving, creativity and innovation, and collaboration and communication. Metacognition is a crucial aspect of both problem solving and critical thinking, but it is often difficult to get students to engage in authentic metacognitive…

Robotic Challenges: Robots Bring New Life to Gifted Classes, Teach Students Hands-On Problem Solving, Computer Skills.

ERIC Educational Resources Information Center

Smith, Ruth Baynard

1994-01-01

Intermediate level academically talented students learn essential elements of computer programming by working with robots at enrichment workshops at Dwight-Englewood School in Englewood, New Jersey. The children combine creative thinking and problem-solving skills to program the robots' microcomputers to perform a variety of movements. (JDD)

Learning from the Land: Teaching Ecology through Stories and Activities.

ERIC Educational Resources Information Center

Ellis, Brian Fox

This book strives to combine creative writing, the whole language approach, thinking skills, and problem-solving strategies with an introduction to ecological concepts. It aims to bring scientific facts to life by creating empathy for wild creatures and teach basic science skills by using creative writing and storytelling. This book contains nine…

Fostering Creativity in the Classroom: Effects of Teachers' Epistemological Beliefs, Motivation, and Goal Orientation

ERIC Educational Resources Information Center

Hong, Eunsook; Hartzell, Stephanie A.; Greene, Mary T.

2009-01-01

The relationships of teachers' epistemological beliefs, motivation, and goal orientation to their instructional practices that foster student creativity were examined. Teachers' perceived instructional practices that facilitate the development of multiple perspectives in problem solving, transfer, task commitment, creative skill use, and…

Fostering Team Creativity in Higher Education Settings

ERIC Educational Resources Information Center

de Villiers Scheepers, Margarietha J.; Maree, Lelani

2015-01-01

This paper examines how team creativity can be developed using the Synectics creative problem-solving approach by taking stickiness into account. Stickiness represents the difficulty learners experience in internalising knowledge and skills to perform a task productively. Using a quasi-experimental design learners' perceived change in team…

From the Dawn of Humanity to the 21st Century: Creativity as an Enduring Survival Skill

ERIC Educational Resources Information Center

Puccio, Gerard J.

2017-01-01

While the scientific investigation into creativity is a recent phenomenon, creative thinking has always been a crucial feature of humanity. The ability to creatively solve problems enabled early humans to survive and laid the foundation for the creative imagination that has resulted in our modern society. While most humans no longer face physical…

Analysis of problem solving skill in learning biology at senior high school of Surakarta

NASA Astrophysics Data System (ADS)

Rahmawati, D.; Sajidan; Ashadi

2018-04-01

Problem solving is a critical component of comprehensive learning in 21st century. Problem solving is defined as a process used to obtain the best answer from a problem. Someone who can solve the problem is called a problem solver. Problem solver obtains many benefits in the future and has a chance to be an innovator, such as be an innovative entrepreneur, modify behavior, improve creativity, and cognitive skills. The goal of this research is to analyze problem solving skills of students in Senior High School Surakarta in learning Biology. Participants of this research were students of grade 12 SMA (Senior High School) N Surakarta. Data is collected by using multiple choice questions base on analysis problem solving skills on Mourtus. The result of this research showed that the percentage of defining problem was 52.38%, exploring the problem was 53.28%, implementing the solution was 50.71% for 50.08% is moderate, while the percentage of designing the solution was 34.42%, and evaluating was low for 39.24%. Based on the result showed that the problem solving skills of students in SMAN Surakarta was Low.

Dancing with STEAM: Creative Movement Generates Electricity for Young Learners

ERIC Educational Resources Information Center

Simpson Steele, Jamie; Fulton, Lori; Fanning, Lisa

2016-01-01

The integration of science, technology, engineering, arts, and mathematics (STEAM) serves to develop creative thinking and twenty-first-century skills in the classroom (Maeda 2012). Learning through STEAM promotes novelty, innovation, ingenuity, and task-specific purposefulness to solve real-world problems--all aspects that define creativity. Lisa…

Teamwork & Teamplay: A Guide to Cooperative, Challenge and Adventure Activities That Build Confidence, Cooperation, Teamwork, Creativity, Trust, Decision Making, Conflict Resolution, Resource Management, Communication, Effective Feedback and Problem Solving Skills.

ERIC Educational Resources Information Center

Cain, Jim; Jolliff, Barry

Challenge and adventure programs create situations that challenge the abilities of individuals and groups and that are metaphors for the problems and challenges of daily life. This book describes dozens of group activities that foster individual and group skills such as cooperation, problem solving, and communication. Each activity has a…

Profile of senior high school students’ creative thinking skills on biology material in low, medium, and high academic perspective

NASA Astrophysics Data System (ADS)

Nurhamidah, D.; Masykuri, M.; Dwiastuti, S.

2018-04-01

Creative thinking is one of the most important skills of the 21st Century. Students are demanded not only be able to solve the cognitive problems but also to face the life problems. The aim of this study is to determine students’ creative thinking skills in biology class for XI grade of three Senior High Schools in Ngawi regency. The approach used to categorised the three schools into low, medium and high academic rank was a norm-referenced test. The study involved 92 students who completed a test. Guilford's alternative uses task was used to measure the level of students’ creative thinking skills. The results showed that in the school of high academic rank, 89,74% of students had low creative thinking skills and 10,25% of them are in moderate category. In the medium academic rank school, 85,71% of students had low creative thinking skills and 14,29% of them are moderate. In the school of low academic rank, 8% of students had very low creative thinking skills, 88% are low, and 4% are moderate. Based on the finding of the research, the creative thinking skills of students in the three school was categorised as low level, therefore the learning design should be developed which can improve the students’ creative thinking skills.

A Walk on the Wild Side: Adventures with Project Learning Tree. A Gifted Science Unit for Grades 1-5.

ERIC Educational Resources Information Center

Hestad, Marsha; Avellone, Kathy

This 9-week curriculum unit on trees is designed for gifted students in grades 1-5. The lessons are designed for 40-minute classes meeting two or three times a week and stress the development of creative thinking skills, creative problem solving and decision making skills, and critical and logical thinking skills. Each of the 12 lesson plans…

Problem Solving-based Learning Materials on Fraction for Training Creativity of Elementary School Students

NASA Astrophysics Data System (ADS)

Widhitama, Y. N.; Lukito, A.; Khabibah, S.

2018-01-01

The aim of this research is to develop problem solving based learning materials on fraction for training creativity of elementary school students. Curriculum 2006 states that mathematics should be studied by all learners starting from elementary level in order for them mastering thinking skills, one of them is creative thinking. To our current knowledge, there is no such a research topic being done. To promote this direction, we initiate by developing learning materials with problem solving approach. The developed materials include Lesson Plan, Student Activity Sheet, Mathematical Creativity Test, and Achievement Test. We implemented a slightly modified 4-D model by Thiagajan et al. (1974) consisting of Define, Design, Development, and Disseminate. Techniques of gathering data include observation, test, and questionnaire. We applied three good qualities for the resulted materials; that is, validity, practicality, and effectiveness. The results show that the four mentioned materials meet the corresponding criteria of good quality product.

Developing Second Graders' Creativity through Literacy-Science Integrated Lessons on Lifecycles

ERIC Educational Resources Information Center

Webb, Angela Naomi; Rule, Audrey C.

2012-01-01

Young children need to develop creative problem-solving skills to ensure success in an uncertain future workplace. Although most teachers recognize the importance of creativity, they do not always know how integrate it with content learning. This repeated measures study on animal and plant lifecycles examined student learning of vocabulary and…

Teaching Skills in the Clinical Setting: Incorporating Creative Teaching Techniques. Health Occupations Clinical Teacher Education Series for Secondary and Post-Secondary Educators.

ERIC Educational Resources Information Center

Shea, Mary Lou; And Others

This learning module, which is part of a staff development program for health occupations clinical instructors, discusses various creative teaching techniques that can be used in teaching students to find information, use opportunities to learn, assume responsibility for self-learning, solve problems, apply skills learned to new situations,…

Exploring creativity and critical thinking in traditional and innovative problem-based learning groups.

PubMed

Chan, Zenobia C Y

2013-08-01

To explore students' attitude towards problem-based learning, creativity and critical thinking, and the relevance to nursing education and clinical practice. Critical thinking and creativity are crucial in nursing education. The teaching approach of problem-based learning can help to reduce the difficulties of nurturing problem-solving skills. However, there is little in the literature on how to improve the effectiveness of a problem-based learning lesson by designing appropriate and innovative activities such as composing songs, writing poems and using role plays. Exploratory qualitative study. A sample of 100 students participated in seven semi-structured focus groups, of which two were innovative groups and five were standard groups, adopting three activities in problem-based learning, namely composing songs, writing poems and performing role plays. The data were analysed using thematic analysis. There are three themes extracted from the conversations: 'students' perceptions of problem-based learning', 'students' perceptions of creative thinking' and 'students' perceptions of critical thinking'. Participants generally agreed that critical thinking is more important than creativity in problem-based learning and clinical practice. Participants in the innovative groups perceived a significantly closer relationship between critical thinking and nursing care, and between creativity and nursing care than the standard groups. Both standard and innovative groups agreed that problem-based learning could significantly increase their critical thinking and problem-solving skills. Further, by composing songs, writing poems and using role plays, the innovative groups had significantly increased their awareness of the relationship among critical thinking, creativity and nursing care. Nursing educators should include more types of creative activities than it often does in conventional problem-based learning classes. The results could help nurse educators design an appropriate curriculum for preparing professional and ethical nurses for future clinical practice. © 2013 Blackwell Publishing Ltd.

Writing Plays Using Creative Problem-Solving.

ERIC Educational Resources Information Center

Raiser, Lynne; Hinson, Shirley

1995-01-01

This article describes a project which involved inner city elementary grade children with disabilities in writing and performing their own plays. A four-step playwriting process focuses on theme and character development, problem finding, and writing dialogue. The project has led to improved reading skills, attention, memory skills,…

Including Critical Thinking and Problem Solving in Physical Education

ERIC Educational Resources Information Center

Pill, Shane; SueSee, Brendan

2017-01-01

Many physical education curriculum frameworks include statements about the inclusion of critical inquiry processes and the development of creativity and problem-solving skills. The learning environment created by physical education can encourage or limit the application and development of the learners' cognitive resources for critical and creative…

Sciencewise: Discovering Scientific Process through Problem Solving. Book 2.

ERIC Educational Resources Information Center

Holley, Dennis

This book of activities uses problem solving to help students develop the basic science process skills of observing, predicting, designing/experimenting, eliminating, and drawing conclusions. The activities are divided into two sections: Dynamo Demos and Creative Challenges. The teacher-led Dynamo Demos help students to develop science process…

Sciencewise: Discovering Scientific Process through Problem Solving. Book 1.

ERIC Educational Resources Information Center

Holley, Dennis

This book of activities uses problem solving to help students develop the basic science process skills of observing, predicting, designing/experimenting, eliminating, and drawing conclusions. The activities are divided into two sections: Dynamo Demos and Creative Challenges. The teacher-led Dynamo Demos help students to develop science process…

How to Classify the Diversity of Seventh Grade Students' Mathematical Process Skills: An Application of Latent Profile Analysis

ERIC Educational Resources Information Center

Kaosa-ard, Chanapat; Erawan, Waraporn; Damrongpanit, Suntonrapot; Suksawang, Poonpong

2015-01-01

The researcher applied latent profile analysis to study the difference of the students' mathematical process skill. These skills are problem solving skills, reasoning skills, communication and presentation skills, connection knowledge skills, and creativity skills. Samples were 2,485 seventh-grade students obtained from Multi-stage Random…

Non-Routine Problems in Primary Mathematics Workbooks from Romania

ERIC Educational Resources Information Center

Marchis, Iuliana

2012-01-01

The aim of this paper is to present a research on Hungarian 3th grade primary school textbooks from Romania. These textbooks are analyzed using two classifications. The first classification is based on how much creativity and problem solving skills pupils need to solve a given task. In this classification problems are gouped in three categories:…

The Teaching of Creativity in Information Systems Programmes at South African Higher Education Institutions

ERIC Educational Resources Information Center

Turpin, Marita; Matthee, Machdel; Kruger, Anine

2015-01-01

The development of problem solving skills is a shared goal in science, engineering, mathematics and technology education. In the applied sciences, problems are often open-ended and complex, requiring a multidisciplinary approach as well as new designs. In such cases, problem solving requires not only analytical capabilities, but also creativity…

Students' Concept-Building Approaches: A Novel Predictor of Success in Chemistry Courses

ERIC Educational Resources Information Center

Frey, Regina F.; Cahill, Michael J.; McDaniel, Mark A.

2017-01-01

One primary goal of many science courses is for students to learn creative problem-solving skills; that is, integrating concepts, explaining concepts in a problem context, and using concepts to solve problems. However, what science instructors see is that many students, even those having excellent SAT/ACT and Advanced Placement scores, struggle in…

Cultural and Political Vignettes in the English Classroom: Problem-Posing, Problem-Solving, and the Imagination

ERIC Educational Resources Information Center

Darvin, Jacqueline

2009-01-01

One way to merge imagination with problem-posing and problem-solving in the English classroom is by asking students to respond to "cultural and political vignettes" (CPVs). CPVs are cultural and political situations that are presented to students so that they can practice the creative and essential decision-making skills that they will need to use…

Critical Thinking Skills Of Junior High School Female Students With High Mathematical Skills In Solving Contextual And Formal Mathematical Problems

NASA Astrophysics Data System (ADS)

Ismail; Suwarsono, St.; Lukito, A.

2018-01-01

Critical thinking is one of the most important skills of the 21st century in addition to other learning skills such as creative thinking, communication skills and collaborative skills. This is what makes researchers feel the need to conduct research on critical thinking skills in junior high school students. The purpose of this study is to describe the critical thinking skills of junior high school female students with high mathematical skills in solving contextual and formal mathematical problems. To achieve this is used qualitative research. The subject of the study was a female student of eight grade junior high school. The students’ critical thinking skills are derived from in-depth problem-based interviews using interview guidelines. Interviews conducted in this study are problem-based interviews, which are done by the subject given a written assignment and given time to complete. The results show that critical thinking skills of female high school students with high math skills are as follows: In solving the problem at the stage of understanding the problem used interpretation skills with sub-indicators: categorization, decode, and clarify meaning. At the planning stage of the problem-solving strategy is used analytical skills with sub-indicators: idea checking, argument identification and argument analysis and evaluation skills with sub indicators: assessing the argument. In the implementation phase of problem solving, inference skills are used with subindicators: drawing conclusions, and problem solving and explanatory skills with sub-indicators: problem presentation, justification procedures, and argument articulation. At the re-checking stage all steps have been employed self-regulatory skills with sub-indicators: self-correction and selfstudy.

Creating Alien Life Forms: Problem Solving in Biology.

ERIC Educational Resources Information Center

Grimnes, Karin A.

1996-01-01

Describes a project that helps students integrate biological concepts using both creativity and higher-order problem-solving skills. Involves students playing the roles of junior scientists aboard a starship in orbit around a class M planet and using a description of habitats, seasonal details, and a surface map of prominent geographic features to…

Cognitive Science and Instructional Technology: Improvements in Higher Order Thinking Strategies.

ERIC Educational Resources Information Center

Tennyson, Robert D.

This paper examines the cognitive processes associated with higher-order thinking strategies--i.e., cognitive processes directly associated with the employment of knowledge in the service of problem solving and creativity--in order to more clearly define a prescribed instructional method to improve problem-solving skills. The first section of the…

Communication Students' Skills as a Tool of Development Creativity and Motivation in Geometry

ERIC Educational Resources Information Center

Smieskova, Edita

2017-01-01

Often solved problems are problems of students' motivation in the process of teaching and learning. Some authors see the solution in creation a more space to students' creativity in teaching and learning. It is the aim of modern pedagogic and humanistic education, too. The submitted study aims to present possibility of how to teach geometric…

How to practice creative thinking skills through scaffolding on biotech content?

NASA Astrophysics Data System (ADS)

Natadiwijaya, I. F.; Rahmat, A.; Redjeki, S.; Anggraeni, S.

2018-05-01

Biotechnology content is a more applicative field of science, so learners should be able to have creative thinking skills in applying concepts to problem solving. In this research, Scaffolding learning has been conducted, which is student form of concept development based on constructivism learning paradigm and students build creative thinking skill through the creation of biotechnology product ideas. The research design was R & D method. The subject of this research is a semester V biology education student at Wiralodra University. The instruments used are biotechnology creative thinking tests and program implementation observations. The data of creative thinking test was analyzed using inferential statistic, while the observation sheet used descriptive analysis. The result of this research is the result of students’ creative thinking skill as well as description of the recommended shape and characteristics of the program, with the following results. The scaffolding learning program has a significant influence on students’ creative thinking skill, and the program that trains creative thinking skill is built through two phases, namely phase 1 in concept building where students build their own knowledge, and phase 2 where students build thinking skills creatively through the creation of biotechnology product ideas.

Critical Skills Survey

ERIC Educational Resources Information Center

Education Digest: Essential Readings Condensed for Quick Review, 2010

2010-01-01

As the U.S. economy begins to show signs of improvement, executives say they need a workforce fully equipped with skills beyond just the basics of reading, writing, and arithmetic (the three Rs). Skills such as critical thinking and problem solving, communication, collaboration, and creativity and innovation (the four Cs) will become even more…

Assessment of Higher Order Thinking Skills. Current Perspectives on Cognition, Learning and Instruction

ERIC Educational Resources Information Center

Schraw, Gregory, Ed.; Robinson, Daniel H., Ed.

2011-01-01

This volume examines the assessment of higher order thinking skills from the perspectives of applied cognitive psychology and measurement theory. The volume considers a variety of higher order thinking skills, including problem solving, critical thinking, argumentation, decision making, creativity, metacognition, and self-regulation. Fourteen…

Job-Related Basic Skills. ERIC Digest No. 94.

ERIC Educational Resources Information Center

Kerka, Sandra

Seven job-related basic skills identified as skills employers want are as follows: (1) learning to learn; (2) reading, writing, and computation; (3) oral communication and listening; (4) creative thinking and problem solving; (5) personal management, including self-esteem, goal setting, motivation, and personal and career development; (6) group…

TPACK Updated to Measure Pre-Service Teachers' Twenty-First Century Skills

ERIC Educational Resources Information Center

Valtonen, Teemu; Sointu, Erkko; Kukkonen, Jari; Kontkanen, Sini; Lambert, Matthew C.; Mäkitalo-Siegl, Kati

2017-01-01

Twenty-first century skills have attracted significant attention in recent years. Students of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be…

Students creative thinking skills in solving two dimensional arithmetic series through research-based learning

NASA Astrophysics Data System (ADS)

Tohir, M.; Abidin, Z.; Dafik; Hobri

2018-04-01

Arithmetics is one of the topics in Mathematics, which deals with logic and detailed process upon generalizing formula. Creativity and flexibility are needed in generalizing formula of arithmetics series. This research aimed at analyzing students creative thinking skills in generalizing arithmetic series. The triangulation method and research-based learning was used in this research. The subjects were students of the Master Program of Mathematics Education in Faculty of Teacher Training and Education at Jember University. The data was collected by giving assignments to the students. The data collection was done by giving open problem-solving task and documentation study to the students to arrange generalization pattern based on the dependent function formula i and the function depend on i and j. Then, the students finished the next problem-solving task to construct arithmetic generalization patterns based on the function formula which depends on i and i + n and the sum formula of functions dependent on i and j of the arithmetic compiled. The data analysis techniques operative in this study was Miles and Huberman analysis model. Based on the result of data analysis on task 1, the levels of students creative thinking skill were classified as follows; 22,22% of the students categorized as “not creative” 38.89% of the students categorized as “less creative” category; 22.22% of the students categorized as “sufficiently creative” and 16.67% of the students categorized as “creative”. By contrast, the results of data analysis on task 2 found that the levels of students creative thinking skills were classified as follows; 22.22% of the students categorized as “sufficiently creative”, 44.44% of the students categorized as “creative” and 33.33% of the students categorized as “very creative”. This analysis result can set the basis for teaching references and actualizing a better teaching model in order to increase students creative thinking skills.

The Teaching of Thinking Skills: Does It Improve Creativity?

ERIC Educational Resources Information Center

Ristow, Robert S.

1988-01-01

Direct instruction of brainstorming, product-improvement techniques, and verbal problem solving to 19 third graders for 30 minutes per week significantly improved their performance on the flexibility and originality components of the Torrance Test of Creative Thinking. No significant change occurred on the fluency component, perhaps a result of…

The Impact of Teacher Training on Creative Writing and Problem-Solving Using Futuristic Scenarios for Creative Problem Solving and Creative Problem Solving Programs

ERIC Educational Resources Information Center

Hayel Al-Srour, Nadia; Al-Ali, Safa M.; Al-Oweidi, Alia

2016-01-01

The present study aims to detect the impact of teacher training on creative writing and problem-solving using both Futuristic scenarios program to solve problems creatively, and creative problem solving. To achieve the objectives of the study, the sample was divided into two groups, the first consist of 20 teachers, and 23 teachers to second…

Architectural Design Education Program for Children: Adaptation into Turkish Culture and Analysis of Its Effectiveness

ERIC Educational Resources Information Center

Gözen, Göksu

2015-01-01

Problem Statement: Design, which is a process of creating, supports individuals' pursuit, experience and discovery, and contributes to the improvement of higher-order thinking skills. A systematic design education offered in the early years of life boosts especially creative thinking and problem solving skills as well as awareness of the…

A Project-Based Approach to Learning: Comparative Study of Two Disciplines

ERIC Educational Resources Information Center

Fain, Nuse; Wagner, Beverly; Vukasinovic, Nicola

2016-01-01

To be successful in the competitive workforce markets, graduates nowadays need more than just disciplinary skills and knowledge. The changes in how businesses operate, have brought about the need to develop highly skilled workforce that is equipped with generic skills, such as communication, creativity and problem solving, next to their…

Measuring Skills for the 21st Century. Education Sector Reports

ERIC Educational Resources Information Center

Silva, Elena

2008-01-01

Leaders in government, business, and higher education are calling for today's students to show a mastery of broader and more sophisticated skills like evaluating and analyzing information and thinking creatively about how to solve real-world problems. Standing in the way of incorporating such skills into teaching and learning are widespread…

Mind Map Marketing: A Creative Approach in Developing Marketing Skills

ERIC Educational Resources Information Center

Eriksson, Lars Torsten; Hauer, Amie M.

2004-01-01

In this conceptual article, the authors describe an alternative course structure that joins learning key marketing concepts to creative problem solving. The authors describe an approach using a convergent-divergent-convergent (CDC) process: key concepts are first derived from case material to be organized in a marketing matrix, which is then used…

The effects of duration of exposure to the REAPS model in developing students' general creativity and creative problem solving in science

NASA Astrophysics Data System (ADS)

Alhusaini, Abdulnasser Alashaal F.

The Real Engagement in Active Problem Solving (REAPS) model was developed in 2004 by C. June Maker and colleagues as an intervention for gifted students to develop creative problem solving ability through the use of real-world problems. The primary purpose of this study was to examine the effects of the REAPS model on developing students' general creativity and creative problem solving in science with two durations as independent variables. The long duration of the REAPS model implementation lasted five academic quarters or approximately 10 months; the short duration lasted two quarters or approximately four months. The dependent variables were students' general creativity and creative problem solving in science. The second purpose of the study was to explore which aspects of creative problem solving (i.e., generating ideas, generating different types of ideas, generating original ideas, adding details to ideas, generating ideas with social impact, finding problems, generating and elaborating on solutions, and classifying elements) were most affected by the long duration of the intervention. The REAPS model in conjunction with Amabile's (1983; 1996) model of creative performance provided the theoretical framework for this study. The study was conducted using data from the Project of Differentiation for Diverse Learners in Regular Classrooms (i.e., the Australian Project) in which one public elementary school in the eastern region of Australia cooperated with the DISCOVER research team at the University of Arizona. All students in the school from first to sixth grade participated in the study. The total sample was 360 students, of which 115 were exposed to a long duration and 245 to a short duration of the REAPS model. The principal investigators used a quasi-experimental research design in which all students in the school received the treatment for different durations. Students in both groups completed pre- and posttests using the Test of Creative Thinking-Drawing Production (TCT-DP) and the Test of Creative Problem Solving in Science (TCPS-S). A one-way analysis of covariance (ANCOVA) was conducted to control for differences between the two groups on pretest results. Statistically significant differences were not found between posttest scores on the TCT-DP for the two durations of REAPS model implementation. However, statistically significant differences were found between posttest scores on the TCPS-S. These findings are consistent with Amabile's (1983; 1996) model of creative performance, particularly her explanation that domain-specific creativity requires knowledge such as specific content and technical skills that must be learned prior to being applied creatively. The findings are also consistent with literature in which researchers have found that longer interventions typically result in expected positive growth in domain-specific creativity, while both longer and shorter interventions have been found effective in improving domain-general creativity. Change scores were also calculated between pre- and posttest scores on the 8 aspects of creativity (Maker, Jo, Alfaiz, & Alhusaini, 2015a), and a binary logistic regression was conducted to assess which were the most affected by the long duration of the intervention. The regression model was statistically significant, with aspects of generating ideas, adding details to ideas, and finding problems being the most affected by the long duration of the intervention. Based on these findings, the researcher believes that the REAPS model is a useful intervention to develop students' creativity. Future researchers should implement the model for longer durations if they are interested in developing students' domain-specific creative problem solving ability.

Assessing 21st Century Skills: A Guide to Evaluating Mastery and Authentic Learning

ERIC Educational Resources Information Center

Greenstein, Laura

2012-01-01

The Common Core State Standards clearly define the skills students need for success in college and the 21st century workplace. The question is, how can you measure student mastery of skills like creativity, problem solving, and use of technology? Laura Greenstein demonstrates how teachers can teach and assess 21st century skills using authentic…

Reinventing Teaching and Testing: Quality Learning for Quality Employment.

ERIC Educational Resources Information Center

Cooke, Brian P.

To succeed in today's competitive global markets, organizations are hiring responsible problem solvers and collaborative "associates" who improve productivity, assure quality service, and contribute creatively. These organizations demand employees who are skilled at learning to learn, listening, communicating, problem solving, teamwork,…

Developing creativity and problem-solving skills of engineering students: a comparison of web- and pen-and-paper-based approaches

NASA Astrophysics Data System (ADS)

Valentine, Andrew; Belski, Iouri; Hamilton, Margaret

2017-11-01

Problem-solving is a key engineering skill, yet is an area in which engineering graduates underperform. This paper investigates the potential of using web-based tools to teach students problem-solving techniques without the need to make use of class time. An idea generation experiment involving 90 students was designed. Students were surveyed about their study habits and reported they use electronic-based materials more than paper-based materials while studying, suggesting students may engage with web-based tools. Students then generated solutions to a problem task using either a paper-based template or an equivalent web interface. Students who used the web-based approach performed as well as students who used the paper-based approach, suggesting the technique can be successfully adopted and taught online. Web-based tools may therefore be adopted as supplementary material in a range of engineering courses as a way to increase students' options for enhancing problem-solving skills.

Making Whole-Child Education the Norm: How Research and Policy Initiatives Can Make Social and Emotional Skills a Focal Point of Children's Education

ERIC Educational Resources Information Center

García, Emma; Weiss, Elaine

2016-01-01

The importance of so-called noncognitive skills--which include abilities and traits such as critical thinking skills, problem solving skills, social skills, persistence, creativity, and self-control--manifests itself in multiple ways throughout life. This policy brief, which focuses on a set of skills that can and should be taught in schools, is…

Discovering Creative Thinking Process Skills: A Win-Win for Children

ERIC Educational Resources Information Center

Cramond, Bonnie

2015-01-01

We teach our children manners, what to do in certain emergencies, and other life basics, but most of us do not intentionally teach our children about thinking strategies and creative problem solving. Perhaps this is the case because many of us have never formalized these processes within ourselves so that we feel capable of communicating them to…

Robots, Programming and Coding, Oh My!

ERIC Educational Resources Information Center

Geist, Eugene

2016-01-01

Today's children need learning opportunities from cradle to career that build the knowledge and skills necessary to thrive in our interconnected and constantly changing world. This means putting 21st century skills, including creativity, innovation, critical thinking, and problem solving, at the center of learning, both in and out of school. As…

Fostering 21st Century Skills through Game Design and Development

ERIC Educational Resources Information Center

Garvey, Gregory P.

2015-01-01

This reflection paper argues that the design and development of digital games teach essential 21st century skills. Intrinsic to application and game development is design thinking. Design thinking requires iterative development, which demands creativity, critical thinking and problem solving. Students are engaged through learning by doing in both…

The Learner-Directed Classroom: Developing Creative Thinking Skills through Art

ERIC Educational Resources Information Center

Jaquith, Diane B., Ed.; Hathaway, Nan E., Ed.

2012-01-01

Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. In "The Learner-Directed Classroom," practicing art educators (PreK-16) offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies…

Using a Design-Orientated Project to Attain Graduate Attributes

ERIC Educational Resources Information Center

Moalosi, Richie; Molokwane, Shorn; Mothibedi, Gabriel

2012-01-01

Nowadays universities are required not only to impart knowledge of specific disciplines but also generic graduate attributes such as communication, problem-solving, teamwork, creative thinking, research and inquiry skills. For students to attain these generic skills, educators are encouraged to use learner-centred approaches in teaching.…

Data on multicultural education and diagnostic information profiling: Culture, learning styles and creativity.

PubMed

Maseleno, Andino; Hardaker, Glenn; Sabani, Noraisikin; Suhaili, Nabilah

2016-12-01

This article contains data related to multicultural education and diagnostic information profiling preliminary findings. It includes the responses of 253 students. The data consists of six sections, i) culture: race, ethnicity, language and identity; ii) learning preferences: physiological and perceptual; iii) cognitive learning styles: physical, emotional and mental; iv) creativity skills and problem solving skills; v) motivation; and vi) students' background knowledge. The data may be used as part of data analytics for specific personalized e-learning platform.

Effect of Physics Problem Solving on Structures Schemes and Knowledge Associations

NASA Astrophysics Data System (ADS)

Setyowidodo, I.; Jatmiko, B.; Susantini, E.; Widodo, S.; Shofwan, A.

2017-09-01

This study aims to develop learners’ thinking structures through associations, case based, and schematic method so that different knowledge structures have a role in influencing the structure of creative thinking. The learners have low mastery of physics materials since they are not given sufficient opportunity to build their own knowledge. They should be directed to approach each new problem or task with their prior knowledge, assimilate new information, and construct their own understanding. The design of this research was a quasi-experiment using purposive sampling. Data were analyzed using variance analysis. The design of this research was a quasi-experiment using purposive sampling. Data were analyzed using variance analysis. The learning process of problemsolving consists of: 1) identifying problems, 2) planning projects, 3) creating projects, 4) presenting projects, and 5) evaluating projects. From the results of this research, it can be concluded that problem-solving method can provide strong supports in developing the learners’ creative thinking skills as they can share their knowledge and interact with their friends and the environment. This learning activity also constitutes an appropriate technique to help the learners to develop problem solving knowledge and skills.

Constructions with Obstructions Involving Arcs.

ERIC Educational Resources Information Center

Wood, Dick A.

1993-01-01

Presents six construction problems in which key parts of the figure are made inaccessible, that is, a lake or an obstruction is inserted. Encourages creative thinking while improving problem-solving skills. Students are to show the construction, describe the solution, and verify correctness of the solution. (LDR)

Technology-Based Assessments for 21st Century Skills: Theoretical and Practical Implications from Modern Research. Current Perspectives on Cognition, Learning and Instruction

ERIC Educational Resources Information Center

Mayrath, Michael C., Ed.; Clarke-Midura, Jody, Ed.; Robinson, Daniel H., Ed.; Schraw, Gregory, Ed.

2012-01-01

Creative problem solving, collaboration, and technology fluency are core skills requisite of any nation's workforce that strives to be competitive in the 21st Century. Teaching these types of skills is an economic imperative, and assessment is a fundamental component of any pedagogical program. Yet, measurement of these skills is complex due to…

Errors and Understanding: The Effects of Error-Management Training on Creative Problem-Solving

ERIC Educational Resources Information Center

Robledo, Issac C.; Hester, Kimberly S.; Peterson, David R.; Barrett, Jamie D.; Day, Eric A.; Hougen, Dean P.; Mumford, Michael D.

2012-01-01

People make errors in their creative problem-solving efforts. The intent of this article was to assess whether error-management training would improve performance on creative problem-solving tasks. Undergraduates were asked to solve an educational leadership problem known to call for creative thought where problem solutions were scored for…

Thimk Tank.

ERIC Educational Resources Information Center

Siegelman, Richard

1978-01-01

This article outlines an eight-station learning center, based on commercial materials, which students may use in their free time to improve skills in deductive and inductive reasoning, criticism and analysis, creative thinking, problem solving, and moral reasoning. (Author/SJL)

Infusing BSCS 5E Instructional Model with Multimedia: A Promising Approach to Develop 21st Century Skills

ERIC Educational Resources Information Center

Senan, Divya C.

2013-01-01

The full promise of class room learning is dependent on its ability to incorporate 21st century skills in its instructional design, delivery and implementation. In this increasingly competitive global economy, it is not enough for students to acquire subject-level mastery alone. Skills like creative thinking, problem-solving, communication and…

Students' and Teachers' Perceptions of Creativity, Communication and Problem-Solving in the School Curriculum: Hong Kong Perspective

ERIC Educational Resources Information Center

Lee, John Chi-Kin; Chan, Nim Chi; Xu, Huixuan; Chun, Derek Wai-sun

2017-01-01

The development of generic skills is a focal issue in education policy and school curriculum reform across countries. This study in the Hong Kong context explores the sources of formal and non-formal curriculum and learning activities related to senior secondary students' perceptions of learning outcomes in creativity, communication, and problem…

World-Class Leaders

ERIC Educational Resources Information Center

Weinstein, Margery

2012-01-01

Future leaders' creativity and problem-solving skills have been honed in leadership courses, but that doesn't mean they are ready to use those skills to further a company's place in the world. With emerging markets in Asia, South America, and other areas of the world, a workforce needs to have an understanding of and interest in cultures beyond…

Organising the Chemistry of Question-Based Learning: A Case Study

ERIC Educational Resources Information Center

de Jesus, Helena Pedrosa; de Souza, Francisle Neri; Teixeira-Dias, Jose J. C.; Watts, Mike

2005-01-01

Designing inquiry-based-learning with and for university students develops problem-solving skills and logical reasoning, as well as reflective thinking. It involves working as a member of a team, questioning, being creative, shaping the skills for continued intellectual development. It is argued that inquiry-based group work is one of the most…

Using Art To Teach Science.

ERIC Educational Resources Information Center

Winrich, Ralph A.

This booklet describes 14 student art projects to be used in science classes. Creative skills involved in the process of artistic expression seem to translate very well into the problem solving world of technology. Even in the elementary level it can help build confidence, as well as the development of abstract skills that so often lead to…

Effect of Higher Order Thinking Laboratory on the Improvement of Critical and Creative Thinking Skills

NASA Astrophysics Data System (ADS)

Setiawan, A.; Malik, A.; Suhandi, A.; Permanasari, A.

2018-02-01

This research was based on the need for improving critical and creative thinking skills of student in the 21 -st century. In this research, we have implemented HOT-Lab model for topic of force. The model was characterized by problem solving and higher order thinking development through real laboratory activities. This research used a quasy experiment method with pre-test post-test control group design. Samples of this research were 60 students of Physics Education Program of Teacher Educatuon Institution in Bandung. The samples were divided into 2 classes, experiment class (HOT-lab model) and control class (verification lab model). Research instruments were essay tests for creative and critical thinking skills measurements. The results revealed that both the models have improved student’s creative and critical thinking skills. However, the improvement of the experiment class was significantly higher than that of the control class, as indicated by the average of normalized gains (N-gain) for critical thinking skills of 60.18 and 29.30 and for creative thinking skills of 70.71 and 29.40, respectively for the experimental class and the control class. In addition, there is no significant correlation between the improvement of critical thinking skills and creative thinking skills in both the classes.

Collaborative learning in radiologic science education.

PubMed

Yates, Jennifer L

2006-01-01

Radiologic science is a complex health profession, requiring the competent use of technology as well as the ability to function as part of a team, think critically, exercise independent judgment, solve problems creatively and communicate effectively. This article presents a review of literature in support of the relevance of collaborative learning to radiologic science education. In addition, strategies for effective design, facilitation and authentic assessment of activities are provided for educators wishing to incorporate collaborative techniques into their program curriculum. The connection between the benefits of collaborative learning and necessary workplace skills, particularly in the areas of critical thinking, creative problem solving and communication skills, suggests that collaborative learning techniques may be particularly useful in the education of future radiologic technologists. This article summarizes research identifying the benefits of collaborative learning for adult education and identifying the link between these benefits and the necessary characteristics of medical imaging technologists.

The Role of Play in Social-Intellectual Development.

ERIC Educational Resources Information Center

Christie, James F.; Johnsen, E.P.

1983-01-01

Studies in the role of play in child development are classified in terms of their major correlates or dependent variables: (1) creativity, (2) problem solving, (3) language development, (4) logical skills, and (5) social knowledge. Study designs are critically examined, and internal and external validity problems are noted. (Author/PN)

Mental Models and Creative Problem-Solving: The Relationship of Objective and Subjective Model Attributes

ERIC Educational Resources Information Center

Mumford, Michael D.; Hester, Kimberly S.; Robledo, Issac C.; Peterson, David R.; Day, Eric A.; Hougen, Dean F.; Barrett, Jamie D.

2012-01-01

Knowledge, or expertise, has been held to contribute to creative problem-solving. In this effort, the relationship of one form of knowledge, mental models, to creative problem-solving was assessed. Undergraduates were asked to solve either a marketing or an education problem calling for creative thought. Prior to generating solutions to these…

Through the Eyes of Parents: A Singaporean Perspective of the Importance of Cognitive and Non-Cognitive Skills for Six-Year-Old Children

ERIC Educational Resources Information Center

Carter, Margaret Anne; Frewen, Amie; Chunn, Jennifer

2014-01-01

This study reports the importance 244 parents of six-year-old children living in Singapore placed on cognitive (problem-solving and creativity) and non-cognitive (practical school skills and conforming) behaviours. Our research team hypothesised that, as the age of the parent increased, the importance placed on each covariant skill (problem…

Examining Curriculum Related Progress Using a Context-Based Test Instrument--A Comparison of Estonian Grade 10 and 11 Students

ERIC Educational Resources Information Center

Soobard, R.; Rannikmae, M.

2015-01-01

This study was undertaken to investigate the progress in operational scientific literacy skills through demonstrating cognition associated with undertaking scientific processes. Scientific literacy is taken here to mean utilising science knowledge and skills, particularly with relevance to creative problem solving and making reasoned decisions in…

Measuring Twenty-First Century Skills: Development and Validation of a Scale for In-Service and Pre-Service Teachers

ERIC Educational Resources Information Center

Jia, Yueming; Oh, Youn Joo; Sibuma, Bernadette; LaBanca, Frank; Lorentson, Mhora

2016-01-01

A self-report scale that measures teachers' confidence in teaching students about twenty-first century skills was developed and validated with pre-service and in-service teachers. First, 16 items were created to measure teaching confidence in six areas: information literacy, collaboration, communication, innovation and creativity, problem solving,…

Teachers' Perceptions of Professional Development: An Exploration of Delivery Models

ERIC Educational Resources Information Center

Casale, MaryAnn

2011-01-01

In order to teach students the knowledge and skills that are required to be successful in the 21st century, teachers must change the way they have traditionally taught. A focus on problem solving, critical thinking, creative thinking, and effective communication skills is necessary for students to learn in a complex society (Darling-Hammond &…

Strengthening Parenting Skills: Teenagers. Secondary Learning Guide 3. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems;…

Computational Thinking and Media & Information Literacy: An Integrated Approach to Teaching Twenty-First Century Skills

ERIC Educational Resources Information Center

Gretter, Sarah; Yadav, Aman

2016-01-01

Developing students' 21st century skills, including creativity, critical thinking, and problem solving, has been a prevailing concern in our globalized and hyper-connected society. One of the key components for students to accomplish this is to take part in today's participatory culture, which involves becoming creators of knowledge rather than…

Strengthening Parenting Skills: School Age. Secondary Learning Guide 2. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems;…

Mathematics 9-12. Teacher Handbook. North Carolina Competency-Based Curriculum Grade-by-Grade. Revised.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Curriculum and Instruction.

North Carolina revised its "Standard Course of Study" in 1985 to reflect the knowledge, skills, and attitudes needed to function in an industrial age. The entrance into what is being called the information age brings new challenges in preparing students with new skills in the areas of creative thinking, problem solving, interpersonal…

How do open-ended problems promote mathematical creativity? A reflection of bare mathematics problem and contextual problem

NASA Astrophysics Data System (ADS)

Wijaya, A.

2018-03-01

Creativity is often seen as one of the fundamental aspects of character education. As one of the 21st century skills, creativity has also been considered as an important goal of education across the world. This paper reports a study on promoting mathematical creativity through the use of open-ended mathematics problems. A total of 53 undergraduate students participated in the study. These students worked on open-ended problems in two types, i.e. bare mathematics problem and contextual problem. The contextual problem was presented in the form of paper-based and Geogebra-based. The students’ works were analysed qualitatively in order to describe how students’ mathematical creativity developed. It was found that the open-ended problems successfully promote students’ creativity as indicated by various solutions or strategies that were used by students to solve the problems. The analysis of students’ works show that students’ creativity developed through three kinds of exploration, i. e. (1) exploration of contexts, (2) exploration of software features, and (3) exploration of mathematics concepts. The use of metacognitive questioning was found to be helpful to develop the first two explorations into mathematical exploration.

Developing Creativity through Collaborative Problem Solving

ERIC Educational Resources Information Center

Albert, Lillie R.; Kim, Rina

2013-01-01

This paper discusses an alternative approach for developing problem solving experiences for students. The major argument is that students can develop their creativity by engaging in collaborative problem solving activities in which they apply a variety of mathematical methods creatively to solve problems. The argument is supported by: considering…

Cognitive Competence as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Sun, Rachel C. F.; Hui, Eadaoin K. P.

2012-01-01

This paper focuses on discussing critical thinking and creative thinking as the core cognitive competence. It reviews and compares several theories of thinking, highlights the features of critical thinking and creative thinking, and delineates their interrelationships. It discusses cognitive competence as a positive youth development construct by linking its relationships with adolescent development and its contributions to adolescents' learning and wellbeing. Critical thinking and creative thinking are translated into self-regulated cognitive skills for adolescents to master and capitalize on, so as to facilitate knowledge construction, task completion, problem solving, and decision making. Ways of fostering these thinking skills, cognitive competence, and ultimately positive youth development are discussed. PMID:22654575

Raising a Programmer: Teaching Saudi Children How to Code

ERIC Educational Resources Information Center

Meccawy, Maram

2017-01-01

Teaching computer coding to children from a young age provides with them a competitive advantage for the future in a continually changing workplace. Programming strengthens logical and critical thinking as well as problem-solving skills, which lead to creative solutions for today's problems. The Little Programmer is an application for mobile…

The Creativity of Reflective and Impulsive Selected Students in Solving Geometric Problems

NASA Astrophysics Data System (ADS)

Shoimah, R. N.; Lukito, A.; Siswono, T. Y. E.

2018-01-01

This research purposed to describe the elementary students’ creativity with reflective and impulsive cognitive style in solving geometric problems. This research used qualitative research methods. The data was collected by written tests and task-based interviews. The subjects consisted of two 5th grade students that were measured by MFFT (Matching Familiar Figures Test). The data were analyzed based on the three main components of creativity; that is fluency, flexibility, and novelty. This results showed that subject with reflective cognitive style in solving geometric problems met all components of creativity (fluency; subject generated more than three different right-ideas in solving problems, flexibility; subject generated more than two different ways to get problem solved, and novelty; subject generated new ideas and new ways that original and has never been used before). While subject with impulsive cognitive style in solving geometric problems met two components of creativity (fluency; subject generated more than three different right-ideas in solving problems, flexibility; subject generated two different ways to get problem solved). Thus, it could be concluded that reflective students are more creative in solving geometric problems. The results of this research can also be used as a guideline in the future assessment of creativity based on cognitive style.

Using a creativity-focused science program to foster general creativity in young children: A teacher action research study

NASA Astrophysics Data System (ADS)

Gomes, Joan Julieanne Mariani

The importance of thinking and problem-solving skills, and the ability to integrate and analyze information has been recognized and yet may be lacking in schools. Creativity is inherently linked to problem finding, problem solving, and divergent thinking (Arieti, 1976; Csikszentmihalyi, 1990; Milgram, 1990). The importance of early childhood education and its role in the formation of young minds has been recognized (Caine & Caine, 1991; Montessori, 1967a, 1967b; Piaget, 1970). Early childhood education also impacts creativity (Gardner, 1999). The features of brain-based learning (Caine & Caine, 1991; Jensen, 1998; Sousa, 2001; Wolfe, 2001) have a clear connection to nurturing the creative potential in students. Intrinsic motivation and emotions affect student learning and creativity as well (Hennessey & Amabile, 1987). The purpose of this study was to discern if a creativity-focused science curriculum for the kindergarteners at a Montessori early learning center could increase creativity in students. This action research study included observations of the students in two classrooms, one using the creativity-focused science curriculum, and the other using the existing curriculum. The data collected for this interpretive study included interviews with the students, surveys and interviews with their parents and teachers, teacher observations, and the administration of Torrance's (1981) Thinking Creatively in Action and Movement (TCAM) test. The interpretation of the data indicated that the enhanced science curriculum played a role in enhancing the creativity of the children in the creativity-focused group. The results of the TCAM (Torrance, 1981) showed a significant increase in scores for the children in the creativity-focused group. The qualitative data revealed a heightened interest in science and the observation of creative traits, processes, and products in the creativity-focused group children. The implications of this study included the need for meaningful learning experiences, experiential learning opportunities, critical thinking and problem solving activities, and an emphasis on freedom, independence, and autonomy on the part of the learner. These elements, when combined with an integrated science curriculum, can foster creativity in young children.

Creativity and Insight in Problem Solving

ERIC Educational Resources Information Center

Golnabi, Laura

2016-01-01

This paper analyzes the thought process involved in problem solving and its categorization as creative thinking as defined by psychologist R. Weisberg (2006). Additionally, the notion of insight, sometimes present in unconscious creative thinking and often leading to creative ideas, is discussed in the context of geometry problem solving. In…

From Walls to Windows: Using Barriers as Pathways to Insightful Solutions

ERIC Educational Resources Information Center

Walinga, Jennifer

2010-01-01

The purpose of this study was to explore and develop a conceptual model for how individuals unlock insight. The concept of insight--the "out of the box" or "aha!" solution to a problem--offers a framework for exploring and understanding how best to enhance problem solving skills due to the cognitive shift insight requires. Creative problem solving…

Students as Producers and Collaborators: Exploring the Use of Padlets and Videos in MFL Teaching

ERIC Educational Resources Information Center

de Berg, Anna

2016-01-01

In today's digital age, Languages graduates need more specific skills than fluency in the foreign language and intercultural competence. Employers expect from all applicants a high level of computer literacy and a set of soft skills such as creativity or the ability to solve problems and work on team projects. Modern Foreign Language (MFL)…

Web-Based Interactive Writing Environment: Development and Evaluation

ERIC Educational Resources Information Center

Yang, Jie Chi; Ko, Hwa Wei; Chung, I. Ling

2005-01-01

This study reports the development and evaluation of a web-based interactive writing environment designed for elementary school students. The environment includes three writing themes, "story pass on", "story chameleon" and "thousand ideas", to encourage reading comprehension, creativity and problem-solving skills of…

Evaluation of Creative Problem-Solving Abilities in Undergraduate Structural Engineers through Interdisciplinary Problem-Based Learning

ERIC Educational Resources Information Center

McCrum, Daniel Patrick

2017-01-01

For a structural engineer, effective communication and interaction with architects cannot be underestimated as a key skill to success throughout their professional career. Structural engineers and architects have to share a common language and understanding of each other in order to achieve the most desirable architectural and structural designs.…

Themed Learning with Music and Technology

ERIC Educational Resources Information Center

Smarkusky, Debra L.; Toman, Sharon A.

2016-01-01

Interdisciplinary teaching and interpretation of technology for various applications provides a challenging and engaging environment for students to enhance their creativity, critical thinking and problem-solving skills. This paper presents results of a joint effort between faculty in the Department of Information Sciences and Technology and the…

Personality Profiles

ERIC Educational Resources Information Center

Baggett, Paige V.

2007-01-01

From kindergarten to college, students can express ideas and feelings in a variety of two- and three-dimensional forms. This production experience encourages individual creativity along with the rewards that come from the conscientious application of technical and problem-solving skills. While experiencing the process of collage and applying the…

Effective Thinking Outdoors.

ERIC Educational Resources Information Center

Hyde, Rod

1997-01-01

Effective Thinking Outdoors (ETO) is an organization that teaches thinking skills and strategies via significant outdoor experiences. Identifies the three elements of thinking as creativity, play, and persistence; presents a graphic depiction of the problem-solving process and aims; and describes an ETO exercise, determining old routes of travel…

Analyses of Attribute Patterns of Creative Problem Solving Ability among Upper Elementary Students in Taiwan

ERIC Educational Resources Information Center

Lin, Chia-Yi

2010-01-01

The purpose of this research is to find the relationships among attributes of creative problem solving ability and their relationships with the Math Creative Problem Solving Ability. In addition, the attribute patterns of high, medium, and low mathematical creative groups were identified and compared. There were 409 fifth and sixth graders…

Four Decades of Creative Vision: Insights from an Evaluation of the Future Problem Solving Program International (FPSPI)

ERIC Educational Resources Information Center

Treffinger, Donald J.; Solomon, Marianne; Woythal, Deb

2012-01-01

E. Paul Torrance, a pioneer in creative education, and his associates founded the Future Problem Solving Program (now FPSPI, or Future Problem Solving Program International) in the mid-1970s as a competitive, interscholastic program and as a curriculum project integrating creative problem-solving and future studies. Since its founding, the program…

The Inventive Thinking Curriculum Project. An Outreach Program of the United States Patent and Trademark Office. Third Edition.

ERIC Educational Resources Information Center

Department of Commerce, Washington, DC.

The Inventive Thinking Curriculum Project is one of the many projects included in the national outreach program of the U.S. Patent and Trademark Office. It is designed to be used in conjunction with a thinking skills program as a means of applying critical and creative thinking and problem-solving skills through the activity of creating an…

Bringing us back to our creative senses: Fostering creativity in graduate-level nursing education: A literary review.

PubMed

Duhamel, Karen V

2016-10-01

The purpose of this paper is to explore empirical findings of five studies related to graduate-level nurse educators' and nursing students' perceptions about the roles of creativity and creative problem-solving in traditional and innovative pedagogies, and examines conceptual differences in the value of creativity from teacher and student viewpoints. Five peer-reviewed scholarly articles; professional nursing organizations; conceptual frameworks of noted scholars specializing in creativity and creative problem-solving; business-related sources; primary and secondary sources of esteemed nurse scholars. Quantitative and qualitative studies were examined that used a variety of methodologies, including surveys, focus groups, 1:1 interviews, and convenience sampling of both nursing and non-nursing college students and faculty. Innovative teaching strategies supported student creativity and creative problem-solving development. Teacher personality traits and teaching styles receptive to students' needs led to greater student success in creative development. Adequate time allocation and perceived usefulness of creativity and creative problem-solving by graduate-level nurse educators must be reflected in classroom activities and course design. Findings indicated conservative teaching norms, evident in graduate nursing education today, should be revised to promote creativity and creative problem-solving development in graduate-level nursing students for best practice outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

Assessing Creative Problem-Solving with Automated Text Grading

ERIC Educational Resources Information Center

Wang, Hao-Chuan; Chang, Chun-Yen; Li, Tsai-Yen

2008-01-01

The work aims to improve the assessment of creative problem-solving in science education by employing language technologies and computational-statistical machine learning methods to grade students' natural language responses automatically. To evaluate constructs like creative problem-solving with validity, open-ended questions that elicit…

Exploration of student's creativity by integrating STEM knowledge into creative products

NASA Astrophysics Data System (ADS)

Mayasari, Tantri; Kadarohman, Asep; Rusdiana, Dadi; Kaniawati, Ida

2016-02-01

Creativity is an important capability that should be held to competitive standards in the 21st century in entering the era of information and knowledge. It requires a creative generation that is able to innovate to meet the challenges of an increasingly complex future. This study examines the student's creativity level by integrating STEM (Science, Technology, Engineering, and Mathematics) knowledge to make creative products in renewable energy (solar energy). Total respondents in this study were 29 students who take applied science course. This research used qualitative and quantitative method (mixed methods), and used "4P" dimension of creativity to assess student's creativity level. The result showed a creative product is influenced by STEM knowledge that can support student's creativity while collaborating an application of knowledge, skills, and ability to solve daily problems associated with STEM.

Career Activity File K-12: School-Based Enterprise.

ERIC Educational Resources Information Center

2000

School-Based Enterprises or SBEs provide work-based learning opportunities to students in communities lacking business and industry involvement. SBEs promote discovery learning and student responsibility in the learning process. They expose students to creative thinking, problem solving, planning and organizational skills, and teamwork. SBEs help…

Teaching with Technology: Literature and Software.

ERIC Educational Resources Information Center

Allen, Denise

1994-01-01

Reviews five computer programs and compact disc-read only memory (CD-ROM) products designed to improve students' reading and problem-solving skills: (1) "Reading Realities" (Teacher Support Software); (2) "Kid Rhymes" (Creative Pursuits); (3) "First-Start Biographies" (Troll Associates); (4) "My Silly CD of ABCs" (Discis Classroom Editions); and…

How to Develop Critical Thinking Skills Within the Armys Officer Education System (OES) Earlier in an Officer’s Career

DTIC Science & Technology

2016-02-13

thinking emerges.”31 Military leaders should minimize bureaucracy when possible in an attempt to facilitate creative thinking . Consequently, a...AIR WAR COLLEGE AIR UNIVERSITY HOW TO DEVELOP CRITICAL THINKING SKILLS WITHIN THE ARMY’S OFFICER EDUCTION SYSTEM (OES) EARLIER IN AN...Force Dragon’s Heart.” iv Abstract Critical thinking skills are required by strategic leaders to solve complex problems in an environment

Incubation, Insight, and Creative Problem Solving: A Unified Theory and a Connectionist Model

ERIC Educational Resources Information Center

Helie, Sebastien; Sun, Ron

2010-01-01

This article proposes a unified framework for understanding creative problem solving, namely, the explicit-implicit interaction theory. This new theory of creative problem solving constitutes an attempt at providing a more unified explanation of relevant phenomena (in part by reinterpreting/integrating various fragmentary existing theories of…

Teaching People to Manage Constraints: Effects on Creative Problem-Solving

ERIC Educational Resources Information Center

Peterson, David R.; Barrett, Jamie D.; Hester, Kimberly S.; Robledo, Issac C.; Hougen, Dean F.; Day, Eric A.; Mumford, Michael D.

2013-01-01

Constraints often inhibit creative problem-solving. This study examined the impact of training strategies for managing constraints on creative problem-solving. Undergraduates, 218 in all, were asked to work through 1 to 4 self-paced instructional programs focused on constraint management strategies. The quality, originality, and elegance of…

Sinking Your Teeth into Tooth Decay

ERIC Educational Resources Information Center

Stone, Jody H.

2012-01-01

With the increased focus on both inquiry and 21st-century skills such as collaboration and problem-solving, teachers at all levels are looking for engaging ways to create more student-centered classrooms in which students can learn more than "just" science content. Discovering and developing creative science activities designed to accomplish…

Determination of Science Teachers' Opinions about Outdoor Education

ERIC Educational Resources Information Center

Kubat, Ulas

2017-01-01

The aim of this research is to discover what science teachers' opinions about outdoor education learning environments are. Outdoor education learning environments contribute to problem-solving, critical and creative thinking skills of students. For this reason, outdoor education learning environments are very important for students to learn by…

Pablo Python Looks at Animals. [Multimedia Educational Kit].

ERIC Educational Resources Information Center

Sullivan, Rick; Green, David

Teachers and students can view the world of animals together through an exploration of how-and-why questions about animals in this curriculum unit. The problem-solving and critical thinking skills of students are improved through interactive activities involving oral and written communication, mathematics, creative arts, music, dance, and creative…

Two Libraries Working toward Common Goals

ERIC Educational Resources Information Center

Potter, Tonya; Johnson, Kara

2017-01-01

Students look to their school library to find new books, seek information, creatively solve problems, and use technology. School libraries play an essential role in students' academic growth and development of lifelong learning skills. All of the wonderful resources and services that school libraries provide are easily accessible to the population…

Nudging Students' Creative Problem-Solving Skills

ERIC Educational Resources Information Center

Griffin, Dana

2011-01-01

People often make choices that go against their own best interests. In the controversial bestseller "Nudge," Richard Thaler and Cass Sunstein argue that people can benefit from simple "nudges" to improve their decision-making. In an upper-level undergraduate course on political decision-making, I created a series of assignments around "Nudge." In…

Beyond Tempera Paint: Authentically Exploring Visual Art in Early Childhood

ERIC Educational Resources Information Center

Shulsky, Debra; Kirkwood, Donna

2015-01-01

All children have the right to creative expression through the arts. The creation of art cultivates critical thinking, reflection, and problem-solving skills. It also encourages systems thinking; the color choices, individual brushstrokes, and materials all contribute to a greater whole. Infusing art-making and arts education throughout the…

How to Assess Student Performance in Science: Going beyond Multiple-Choice Tests. Third Edition

ERIC Educational Resources Information Center

Butler, Susan M.; McColskey, Wendy; O'Sullivan, Rita

2005-01-01

Educational systems promote student growth in a variety of dimensions. Basic content knowledge can be effectively assessed with multiple-choice and completion tests. However educational reforms have become more concerned with higher-order cognitive dimensions (problem-solving, creativity), social dimensions (communication skills, ability to work…

The effect of creative problem solving on students’ mathematical adaptive reasoning

NASA Astrophysics Data System (ADS)

Muin, A.; Hanifah, S. H.; Diwidian, F.

2018-01-01

This research was conducted to analyse the effect of creative problem solving (CPS) learning model on the students’ mathematical adaptive reasoning. The method used in this study was a quasi-experimental with randomized post-test only control group design. Samples were taken as many as two classes by cluster random sampling technique consisting of experimental class (CPS) as many as 40 students and control class (conventional) as many as 40 students. Based on the result of hypothesis testing with the t-test at the significance level of 5%, it was obtained that significance level of 0.0000 is less than α = 0.05. This shows that the students’ mathematical adaptive reasoning skills who were taught by CPS model were higher than the students’ mathematical adaptive reasoning skills of those who were taught by conventional model. The result of this research showed that the most prominent aspect of adaptive reasoning that could be developed through a CPS was inductive intuitive. Two aspects of adaptive reasoning, which were inductive intuitive and deductive intuitive, were mostly balanced. The different between inductive intuitive and deductive intuitive aspect was not too big. CPS model can develop student mathematical adaptive reasoning skills. CPS model can facilitate development of mathematical adaptive reasoning skills thoroughly.

Using Creative Problem Solving to Promote Students' Performance of Concept Mapping

ERIC Educational Resources Information Center

Tseng, Kuo-Hung; Chang, Chi-Cheng; Lou, Shi-Jer; Hsu, Pi-Shan

2013-01-01

The purpose of the study was to explore that using creative problem solving can promote students' performance of concept mapping (CMPING). Students were encouraged to use creative problem solving (CPS) in constructing nanometer knowledge structure, and then to promote the performance of CMPING. The knowledge structure was visualized through…

The Universal Traveler, A Soft-Systems Guide to: Creativity, Problem Solving, and the Process of Reaching Goals. [Revised Edition.

ERIC Educational Resources Information Center

Koberg, Don; Bagnall, Jim

This publication provides an organizational scheme for a creative problem solving process. The authors indicate that all problems can benefit from the same logical and orderly process now employed to solve many complex problems. The principles remain constant; only specific methods change. Chapter 1 analyzes the development of creativity and fear…

Why use case studies rather than simulation-gaming techniques or library research?

NASA Technical Reports Server (NTRS)

Mcdonald, S. W.

1981-01-01

Method which present a student with a more challenging and true to life situation of needing to conduct research in a problem solving context--and not thinking about organization of format until research and thinking are complete are investigated. Simulation-gaming techniques which attempt to teach initiative and creativity that library research are used for this purpose. However, it is shown case studies provide the greatest opportunities to engage the students in problem solving situations in which they develop skills as researchers and writers.

Higher order thinking skills competencies required by outcomes-based education from learners.

PubMed

Chabeli, M M

2006-08-01

Outcomes-Based Education (OBE) brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content), to focusing on learner outcomes. OBE is moving away from 'transmission' models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30). Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000). Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000). The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA) is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005).

Ultra-high-field fMRI insights on insight: Neural correlates of the Aha!-moment.

PubMed

Tik, Martin; Sladky, Ronald; Luft, Caroline Di Bernardi; Willinger, David; Hoffmann, André; Banissy, Michael J; Bhattacharya, Joydeep; Windischberger, Christian

2018-04-17

Finding creative solutions to difficult problems is a fundamental aspect of human culture and a skill highly needed. However, the exact neural processes underlying creative problem solving remain unclear. Insightful problem solving tasks were shown to be a valid method for investigating one subcomponent of creativity: the Aha!-moment. Finding insightful solutions during a remote associates task (RAT) was found to elicit specific cortical activity changes. Considering the strong affective components of Aha!-moments, as manifested in the subjectively experienced feeling of relief following the sudden emergence of the solution of the problem without any conscious forewarning, we hypothesized the subcortical dopaminergic reward network to be critically engaged during Aha. To investigate those subcortical contributions to insight, we employed ultra-high-field 7 T fMRI during a German Version of the RAT. During this task, subjects were exposed to word triplets and instructed to find a solution word being associated with all the three given words. They were supposed to press a button as soon as they felt confident about their solution without further revision, allowing us to capture the exact event of Aha!-moment. Besides the finding on cortical involvement of the left anterior middle temporal gyrus (aMTG), here we showed for the first time robust subcortical activity changes related to insightful problem solving in the bilateral thalamus, hippocampus, and the dopaminergic midbrain comprising ventral tegmental area (VTA), nucleus accumbens (NAcc), and caudate nucleus. These results shed new light on the affective neural mechanisms underlying insightful problem solving. © 2018 The Authors Human Brain Mapping Published by Wiley Periodicals, Inc.

Vocational High School Students’ Creativity in Food Additives with Problem Based Learning Approach

NASA Astrophysics Data System (ADS)

Ratnasari, D.; Supriyanti, T.; Rosbiono, M.

2017-09-01

The aim of this study is to verify the creativity of vocational students through Problem Based Learning approach in the food additives. The method which used quasi-experiment with one group posttest design. The research subjects were 32 students in grade XII of a vocational high school students courses chemical analysis in Bandung city. Instrument of creativity were essay, Student Worksheet, and observation sheets. Creativity measured include creative thinking skills and creative act skills. The results showed creative thinking skills and creative act skills are good. Research showed that the problem based learning approach can be applied to develop creativity of vocational students in the food additives well, because the students are given the opportunity to determine their own experiment procedure that will be used. It is recommended to often implement Problem Based Learning approach in other chemical concepts so that students’ creativity is sustainable.

Learning through Making: Emerging and Expanding Designs for College Classes

ERIC Educational Resources Information Center

Trust, Torrey; Maloy, Robert W.; Edwards, Sharon

2018-01-01

As higher education institutions seek to prepare an increasingly diverse population of students for a rapidly changing future, makerspaces offer a pedagogical approach for engaging all learners in active thinking and hands-on learning while promoting creativity, problem solving, and collaboration skills. In this paper, we discuss ways to integrate…

Realization of a Desired Future: Innovation in Education

ERIC Educational Resources Information Center

Findikoglu, Fuat; Ilhan, Dilek

2016-01-01

Today and tomorrow, the world needs individuals who can manipulate critical and creative thinking skills to solve problems as a team. With technology, the way knowledge is obtained, constructed and communicated have completely transformed and altered. When it comes to education, it is a matter of question whether education is capable of creating…

The General Store: Reflections on Children at Play

ERIC Educational Resources Information Center

Miles, Lisa Rounds

2009-01-01

In this article, the author shares her experience in setting up a unique imitative play through which children try on roles and imitate "grown-up" activities, thereby developing feelings of confidence and competence. As children play, they gain communication and negotiation skills; if conflicts arise, they engage in creative problem solving.…

Relation between Metacognitive Awareness and Participation to Class Discussion of University Students

ERIC Educational Resources Information Center

Akman, Özkan; Alagöz, Bülent

2018-01-01

Form of inquiry should be based on cognitive approach, student-centered, question and inquiry-based, free of memorization and focused on high-level cognitive skills (critical-creative thinking and problem-solving) rather than conventional teacher-centered teaching and learning based on memorization and behavioral approach. The life quality of…

Technology Teacher Trainees' Lesson Planning Approach in South Africa: Room for Improvement

ERIC Educational Resources Information Center

Kola, Malose Isaac

2017-01-01

Technology education in South Africa provides learners with the opportunity to, inter alia, solve problems by applying creative skills using authentic contexts that are embedded in real-life situations. Effective lesson planning is rather imperative in exploiting this opportunity. The design process is considered to be the backbone of teaching…

Don't Play It, Make It!

ERIC Educational Resources Information Center

O'Hanlon, Charlene

2011-01-01

Using games as a learning tool is not new--research abounds to demonstrate the use of video games enhancing problem-solving skills and creativity. Pioneer educational games, like Carmen Sandiego and Oregon Trail, have given birth to online, multiuser, digital simulations that would make their forebears blush. Now, in what seems to be a natural…

An Examination of the Personality Constructs Underlying Dimensions of Creative Problem-Solving Style

ERIC Educational Resources Information Center

Isaksen, Scott G.; Kaufmann, Astrid H.; Bakken, Bjørn T.

2016-01-01

This study investigated the personality facets that underpin the construct of problem-solving style, particularly when approaching more creative kinds of problem-solving. Cattell's Sixteen Personality Factors Questionnaire and VIEW--An Assessment of Problem Solving Style were administered to 165 students from the Norwegian Business School. We…

The Effects of Duration of Exposure to the REAPS Model in Developing Students' General Creativity and Creative Problem Solving in Science

ERIC Educational Resources Information Center

Alhusaini, Abdulnasser Alashaal F.

2016-01-01

The Real Engagement in Active Problem Solving (REAPS) model was developed in 2004 by C. June Maker and colleagues as an intervention for gifted students to develop creative problem solving ability through the use of real-world problems. The primary purpose of this study was to examine the effects of the REAPS model on developing students' general…

Unconscious processing modulates creative problem solving: evidence from an electrophysiological study.

PubMed

Gao, Ying; Zhang, Hao

2014-05-01

Previous behavioral studies have identified the significant role of subliminal cues in creative problem solving. However, neural mechanisms of such unconscious processing remain poorly understood. Here we utilized an event-related potential (ERP) approach and sandwich mask technique to investigate cerebral activities underlying the unconscious processing of cues in creative problem solving. College students were instructed to solve divergent problems under three different conditions (conscious cue, unconscious cue and no-cue conditions). Our data showed that creative problem solving can benefit from unconscious cues, although not as much as from conscious cues. More importantly, we found that there are crucial ERP components associated with unconscious processing of cues in solving divergent problems. Similar to the processing of conscious cues, processing unconscious cues in problem solving involves the semantic activation of unconscious cues (N280-340) in the right inferior parietal lobule (BA 40), new association formation (P350-450) in the right parahippocampal gyrus (BA 36), and mental representation transformation (P500-760) in the right superior temporal gyrus (BA 22). The present results suggest that creative problem solving can be modulated by unconscious processing of enlightening information that is weakly diffused in the semantic network beyond our conscious awareness. Copyright © 2014 Elsevier Inc. All rights reserved.

The Challenge of Assessing Creative Problem Solving in Client-Based Marketing Development Projects: A SOLO Taxonomy Approach

ERIC Educational Resources Information Center

Jaskari, Minna-Maarit

2013-01-01

Creativity and marketing imagination are essential core competencies for marketers. Therefore, higher marketing education emphasizes creativity in several ways. However, assessing creativity and creative problem solving is challenging and tools for this purpose have not been developed in the context of marketing education. To address this gap, we…

Fostering and Assessing Creativity in Technology Education

ERIC Educational Resources Information Center

Buelin-Biesecker, Jennifer Katherine

2012-01-01

This study compared the creative outcomes in student work resulting from two pedagogical approaches to creative problem solving activities. A secondary goal was to validate the Consensual Assessment Technique (CAT) as a means of assessing creativity. Linear models for problem solving and design processes serve as the current paradigm in classroom…

Transformational Leadership and Creative Problem-Solving: The Mediating Role of Psychological Safety and Reflexivity

ERIC Educational Resources Information Center

Carmeli, Abraham; Sheaffer, Zachary; Binyamin, Galy; Reiter-Palmon, Roni; Shimoni, Tali

2014-01-01

Previous research has pointed to the importance of transformational leadership in facilitating employees' creative outcomes. However, the mechanism by which transformational leadership cultivates employees' creative problem-solving capacity is not well understood. Drawing on theories of leadership, information processing and creativity,…

Efforts to Handle Waste through Science, Environment, Technology and Society (SETS)

NASA Astrophysics Data System (ADS)

Rahmawati, D.; Rahman, T.; Amprasto, A.

2017-09-01

This research to identify the attempt to deal with the waste through a learning SETS to facilitate troubleshooting and environmentally conscious high school students. The research method is weak experiment, with the design of the study “The One-group pretest-Posttest Design”. The population used in this study is an entire senior high school class in Ciamis Regency of Indonesia many as 10 classes totaling 360 students. The sample used in this study were 1 class. Data collected through pretest and posttest to increase problem-solving skills and environmental awareness of students. Instruments used in this research is to test the ability to solve the problem on the concept of Pollution and Environmental Protection, in the form of essays by 15 matter, the attitude scale questionnaire of 28 statements. The analysis N-gain average showed that the SETS problem-solving skills and environmental awareness of students in the medium category. In addition, students’ creativity in finding out pretty good waste management by creating products that are aesthetically valuable and economic appropriately.

Understanding Individual Problem-Solving Style: A Key to Learning and Applying Creative Problem Solving

ERIC Educational Resources Information Center

Treffinger, Donald J.; Selby, Edwin C.; Isaksen, Scott G.

2008-01-01

More than five decades of research and development have focused on making the Creative Problem Solving process and tools accessible across a wide range of ages and contexts. Recent evidence indicates that when individuals, in both school and corporate settings, understand their own style of problem solving, they are able to learn and apply process…

Shortcuts to Excellence: Techniques To Increase Personal Productivity, Job Satisfaction and Organizational Effectiveness.

ERIC Educational Resources Information Center

Brown, Michael H.

This document presents a case history of an 80-hour consulting contract undertaken in 1984 whereby a human resources consultant provided training in team building, communication skills, and creative problem solving to the management team of the Water Revenue Department (WRD) of the government of the District of Columbia. The troubled history of…

Shaping the Future with Math, Science, and Technology: Solutions and Lesson Plans to Prepare Tomorrow's Innovators

ERIC Educational Resources Information Center

Adams, Dennis; Hamm, Mary

2011-01-01

"Shaping the Future with Math, Science, and Technology" examines how ingenuity, creativity, and teamwork skills are part of an intellectual toolbox associated with math, science, and technology. The book provides new ideas, proven processes, practical tools, and examples useful to educators who want to encourage students to solve problems and…

Using LEGO Blocks for Technology-Mediated Task-Based English Language Learning

ERIC Educational Resources Information Center

Gadomska, Agnieszka

2015-01-01

LEGO blocks have been played with by generations of children worldwide since the 1950s. It is undeniable that they boost creativity, eye-hand coordination, focus, planning, problem solving and many other skills. LEGO bricks have been also used by educators across the curricula as they are extremely motivating and engaging and, in effect, make…

Using Movement to Teach Academics: The Mind and Body as One Entity

ERIC Educational Resources Information Center

Minton, Sandra

2008-01-01

This book is developed to help teach curriculum through the use of movement and dance, while giving students a chance to use their creative problem-solving skills. The text describes a step-by-step process through which instructor and students can learn to transform academic concepts into actions and dances. Theoretical information is also…

Advancing Arts Education through an Expanded School Day: Lessons from Five Schools

ERIC Educational Resources Information Center

Farbman, David; Wolf, Dennie Palmer; Sherlock, Diane

2015-01-01

In schools across the country, educators recognize the power of the arts to change young lives. They know that students' sustained engagement with enriching, high-quality experiences in the arts promotes essential skills and perspectives--like the capacity to solve problems, express ideas, harness and hone creativity, and persevere toward a job…

Co-Measure: Developing an Assessment for Student Collaboration in STEAM Activities

ERIC Educational Resources Information Center

Herro, Danielle; Quigley, Cassie; Andrews, Jessica; Delacruz, Girlie

2017-01-01

Background: The shortage of skilled workers choosing STEM (Science, Technology, Engineering, and Math) careers in the USA and worldwide has fueled a movement towards STEAM, in which the "A" addresses the arts and humanities. STEAM education has been proposed as a way to offer relevant problems to solve while drawing on creative and…

A Synergy between the Technological Process and a Methodology for Web Design: Implications for Technological Problem Solving and Design

ERIC Educational Resources Information Center

Jakovljevic, Maria; Ankiewicz, Piet; De swardt, Estelle; Gross, Elna

2004-01-01

Traditional instructional methodology in the Information System Design (ISD) environment lacks explicit strategies for promoting the cognitive skills of prospective system designers. This contributes to the fragmented knowledge and low motivational and creative involvement of learners in system design tasks. In addition, present ISD methodologies,…

An Analyses and Meta-Synthesis of Research on STEM Education

ERIC Educational Resources Information Center

Yildirim, Bekir

2016-01-01

The purpose of the current study is to draw an outline of empirical research studies conducted on STEM education with a focus on student achievement, in addition to their creativity and problem solving skills, attitudes and interests towards STEM subjects. After an initial screening of several articles, papers and dissertations on STEM education,…

The Teachers' Views on the Significance of the Design and Craft Teaching in Finland

ERIC Educational Resources Information Center

Ronkko, Marja-Leena; Mommo, Sanna; Aerila, Juli-Anna

2016-01-01

The Finnish curriculum for crafts emphasises the creative problem-solving skills of the student, the completion of different design tasks and the implementation of designs, while seeking to nurture the student's self-esteem. Furthermore, students should draw up the designs for their artefacts, plan their work, and also develop designs when needed.…

What relates newspaper, definite, and clothing? An article describing deficits in convergent problem solving and creativity following hippocampal damage

PubMed Central

Warren, David E.; Kurczek, Jake; Duff, Melissa C.

2016-01-01

Creativity relies on a diverse set of cognitive processes associated with distinct neural correlates, and one important aspect of creativity, divergent thinking, has been associated with the hippocampus. However, hippocampal contributions to another important aspect of creativity, convergent problem solving, have not been investigated. We tested the necessity of hippocampus for convergent problem solving using a neuropsychological method. Participants with amnesia due to hippocampal damage (N=5) and healthy normal comparison participants (N=5) were tested using a task that promoted solutions based on existing knowledge (Bowden and Jung-Beeman, 2003). During each trial, participants were given a list of three words (e.g., fly, man, place) and asked to respond with a word that could be combined with each of the three words (e.g., fire). The amnesic group produced significantly fewer correct responses than the healthy comparison group. These findings indicate that the hippocampus is necessary for normal convergent problem solving and that changes in the status of the hippocampus should affect convergent problem solving in the context of creative problem-solving across short intervals. This proposed contribution of the hippocampus to convergent problem solving is consistent with an expanded perspective on hippocampal function that acknowledges its role in cognitive processes beyond declarative memory. PMID:27010751

Expecting innovation: psychoactive drug primes and the generation of creative solutions.

PubMed

Hicks, Joshua A; Pedersen, Sarah L; Pederson, Sarah L; Friedman, Ronald S; McCarthy, Denis M

2011-08-01

Many individuals expect that alcohol and drug consumption will enhance creativity. The present studies tested whether substance related primes would influence creative performance for individuals who possessed creativity-related substance expectancies. Participants (n = 566) were briefly exposed to stimuli related to psychoactive substances (alcohol, for Study 1, Sample 1, and Study 2; and marijuana, for Study 1, Sample 2) or neutral stimuli. Participants in Study 1 then completed a creative problem-solving task, while participants in Study 2 completed a divergent thinking task or a task unrelated to creative problem solving. The results of Study 1 revealed that exposure to the experimental stimuli enhanced performance on the creative problem-solving task for those who expected the corresponding substance would trigger creative functioning. In a conceptual replication, Study 2 showed that participants exposed to alcohol cues performed better on a divergent thinking task if they expected alcohol to enhance creativity. It is important to note that this same interaction did not influence performance on measures unrelated to creative problem solving, suggesting that the activation of creativity-related expectancies influenced creative performance, specifically. These findings highlight the importance of assessing expectancies when examining pharmacological effects of alcohol and marijuana. Future directions and implications for substance-related interventions are discussed. (c) 2011 APA, all rights reserved.

Student Technological Creativity Using Online Problem-Solving Activities

ERIC Educational Resources Information Center

Chang, Yu-Shan

2013-01-01

The purpose of this study was to investigate the effects of online (web-based) creative problem-solving (CPS) activities on student technological creativity and to examine the characteristics of student creativity in the context of online CPS. A pretest-posttest quasi-experiment was conducted with 107 fourth-grade students in Taiwan. The…

A Crisis in Space--A Futuristic Simulation Using Creative Problem Solving.

ERIC Educational Resources Information Center

Clode, Linda

1992-01-01

An enrichment program developed for sixth-grade gifted students combined creative problem solving with future studies in a way that would simulate real life crisis problem solving. The program involved forecasting problems of the future requiring evacuation of Earth, assuming roles on a spaceship, and simulating crises as the spaceship traveled to…

Thinking can cause forgetting: memory dynamics in creative problem solving.

PubMed

Storm, Benjamin C; Angello, Genna; Bjork, Elizabeth Ligon

2011-09-01

Research on retrieval-induced forgetting has shown that retrieval can cause the forgetting of related or competing items in memory (Anderson, Bjork, & Bjork, 1994). In the present research, we examined whether an analogous phenomenon occurs in the context of creative problem solving. Using the Remote Associates Test (RAT; Mednick, 1962), we found that attempting to generate a novel common associate to 3 cue words caused the forgetting of other strong associates related to those cue words. This problem-solving-induced forgetting effect occurred even when participants failed to generate a viable solution, increased in magnitude when participants spent additional time problem solving, and was positively correlated with problem-solving success on a separate set of RAT problems. These results implicate a role for forgetting in overcoming fixation in creative problem solving. (c) 2011 APA, all rights reserved.

Teaching Creative Problem Solving Methods to Undergraduate Economics and Business Students

ERIC Educational Resources Information Center

Cancer, Vesna

2014-01-01

This paper seeks to explore the need for and possibility of teaching current and potential problem solvers--undergraduate students in the economic and business field to define problems, to generate and choose creative and useful ideas and to verify them. It aims to select an array of quick and easy-to-use creative problem solving (CPS) techniques.…

Charting a path for health sciences librarians in an integrated information environment.

PubMed

Jones, C J

1993-10-01

Changes in the health information environment present a major challenge to health sciences librarians. To successfully meet this challenge, librarians must apply the concepts of informal, self-directed, lifelong learning to their own carers. The Joint Commission on Accreditation of Healthcare Organizations is creating an integrated information environment in health care organizations. The health sciences librarian brings unique knowledge and skills to this environment. The reference technique, a methodology that closely parallels other problem-solving approaches such as the physician's diagnostic technique, equips librarians with the conceptual skills to develop creative solutions to information management problems. Each health sciences librarian must assume responsibility for extending professional skills and abilities and demonstrating them in the workplace.

Exploring Business Students' Creative Problem-Solving Preferences

ERIC Educational Resources Information Center

Titus, Philip A.; Koppitsch, Steven

2018-01-01

Past research has established the importance of problem solving to business success. The authors explored the creative problem-solving (CPS) preferences of business students, addressing two primary issues: (a) Do CPS preferences vary across CPS stages and tasks? And (b) Do CPS preferences regarding collaboration and delegation vary by stage?…

Analysis of students’ creative thinking level in problem solving based on national council of teachers of mathematics

NASA Astrophysics Data System (ADS)

Hobri; Suharto; Rifqi Naja, Ahmad

2018-04-01

This research aims to determine students’ creative thinking level in problem solving based on NCTM in function subject. The research type is descriptive with qualitative approach. Data collection methods which were used are test and interview. Creative thinking level in problem solving based on NCTM indicators consists of (1) Make mathematical model from a contextual problem and solve the problem, (2) Solve problem using various possible alternatives, (3) Find new alternative(s) to solve the problem, (4) Determine the most efficient and effective alternative for that problem, (5) Review and correct mistake(s) on the process of problem solving. Result of the research showed that 10 students categorized in very satisfying level, 23 students categorized in satisfying level and 1 students categorized in less satisfying level. Students in very satisfying level meet all indicators, students in satisfying level meet first, second, fourth, and fifth indicator, while students in less satisfying level only meet first and fifth indicator.

The 21st century skills with model eliciting activities on linear program

NASA Astrophysics Data System (ADS)

Handajani, Septriana; Pratiwi, Hasih; Mardiyana

2018-04-01

Human resources in the 21st century are required to master various forms of skills, including critical thinking skills and problem solving. The teaching of the 21st century is a teaching that integrates literacy skills, knowledge, skills, attitudes, and mastery of ICT. This study aims to determine whether there are differences in the effect of applying Model Elliciting Activities (MEAs) that integrates 21st century skills, namely 4C and conventional learning to learning outcomes. This research was conducted at Vocational High School in the odd semester of 2017 and uses the experimental method. The experimental class is treated MEAs that integrates 4C skills and the control class is given conventional learning. Methods of data collection in this study using the method of documentation and test methods. The data analysis uses Z-test. Data obtained from experiment class and control class. The result of this study showed there are differences in the effect of applying MEAs that integrates 4C skills and conventional learning to learning outcomes. Classes with MEAs that integrates 4C skills give better learning outcomes than the ones in conventional learning classes. This happens because MEAs that integrates 4C skills can improved creativity skills, communication skills, collaboration skills, and problem-solving skills.

Update: Guidelines for Effective Facilitation of Creative Problem Solving. Part 2.

ERIC Educational Resources Information Center

Firestien, Roger L.; Treffinger, Donald J.

1989-01-01

In this second article of a series, the first three stages of the CPS (Creative Problem Solving) process are described and several facilitation techniques that can be used in each stage are discussed. The three stages discussed (Mess-Finding, Data-Finding, and Problem-Finding) each involve a creative thought and a critical thought phase. (JDD)

What relates newspaper, definite, and clothing? An article describing deficits in convergent problem solving and creativity following hippocampal damage.

PubMed

Warren, David E; Kurczek, Jake; Duff, Melissa C

2016-07-01

Creativity relies on a diverse set of cognitive processes associated with distinct neural correlates, and one important aspect of creativity, divergent thinking, has been associated with the hippocampus. However, hippocampal contributions to another important aspect of creativity, convergent problem solving, have not been investigated. We tested the necessity of hippocampus for convergent problem solving using a neuropsychological method. Participants with amnesia due to hippocampal damage (N = 5) and healthy normal comparison participants (N = 5) were tested using a task that promoted solutions based on existing knowledge (Bowden and Jung-Beeman, 2003). During each trial, participants were given a list of three words (e.g., fly, man, place) and asked to respond with a word that could be combined with each of the three words (e.g., fire). The amnesic group produced significantly fewer correct responses than the healthy comparison group. These findings indicate that the hippocampus is necessary for normal convergent problem solving and that changes in the status of the hippocampus should affect convergent problem solving in the context of creative problem-solving across short intervals. This proposed contribution of the hippocampus to convergent problem solving is consistent with an expanded perspective on hippocampal function that acknowledges its role in cognitive processes beyond declarative memory. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Development of Open-Ended Problems for Measuring The Higher-Order-Thinking-Skills of High School Students on Global Warming Phenomenon

NASA Astrophysics Data System (ADS)

Fianti; Najwa, F. L.; Linuwih, S.

2017-04-01

Higher-order-thinking-skills can not be developed directly, except by training which is employing open-ended problems for measuring and developing critics, creativeness, and problem-solving thinking-skills of students. This study is a research and development producing open-ended problems. The purpose of this study is to measure the properness and effectiveness of the developed product and to observe the profile of higher-order-thinking-skills of students on global warming phenomenon. The result of properness test of open-ended problems according to the experts is 92,59% on the first stage and 97,53% on the second stage, so we can assume that the product isvery proper. The result of effectiveness test shows the coefficient of correlation between student’s midterm test scores and open-ended questions is 0,634 which is in the category of strong. Higher-order-thinking-skills of SMA Negeri 1 Salatiga students is in the category of good with the average achievement scores 61,28.

Creativity, Problem Solving, and Solution Set Sightedness: Radically Reformulating BVSR

ERIC Educational Resources Information Center

Simonton, Dean Keith

2012-01-01

Too often, psychological debates become polarized into dichotomous positions. Such polarization may have occurred with respect to Campbell's (1960) blind variation and selective retention (BVSR) theory of creativity. To resolve this unnecessary controversy, BVSR was radically reformulated with respect to creative problem solving. The reformulation…

Mental Imagery in Creative Problem Solving.

ERIC Educational Resources Information Center

Polland, Mark J.

In order to investigate the relationship between mental imagery and creative problem solving, a study of 44 separate accounts reporting mental imagery experiences associated with creative discoveries were examined. The data included 29 different scientists, among them Albert Einstein and Stephen Hawking, and 9 artists, musicians, and writers,…

A Teaching Guide and Experience Units K-12. Social Studies. Grade One.

ERIC Educational Resources Information Center

Arapahoe County School District 6, Littleton, CO.

The unit experiences for the K-12 curriculum, including these for grade 1, were designed by the district staff to achieve a more comprehensive knowledge of the world in which we live; to develop the ability to think critically and creatively; to use inquiry and problem solving skills in human relations situations; to understand major social…

The Creative Problem Solving Skills of Arts and Science Students--The Two Cultures Debate Revisited

ERIC Educational Resources Information Center

Williamson, Peter K.

2011-01-01

Research, carried out mainly in the period between the 1960s and 1980s, reported significant differences in the thinking styles of science and arts students. At this time university and school teaching was highly specialised and concern was expressed in the ongoing "two cultures" debate (Snow, 1959).Considerable changes have taken place in the…

Devising an Instrument for Determining Students' Preparedness for an Education through Science Learning Approach within the Topic of Natural Hazards

ERIC Educational Resources Information Center

Cerulli, D.; Holbrook, J.; Mander, Ü.

2016-01-01

As global average temperatures rise, there has been an increase in the frequency and magnitude of meteorological natural hazards. To survive in the world and thrive in the work place, students need to utilize educational skills (such as creative thinking, non-routine problem solving, collaboration and systems thinking) and become independent…

Determining the Antifungal Agent Clioquinol by HPLC, the Not so Pure Preparation: A Laboratory-Based Case Study for an Instrumental Analytical Chemistry Course

ERIC Educational Resources Information Center

Schaber, Peter M.; Hobika, Geoffrey

2018-01-01

The case study approach provides students with a better appreciation of how scientists solve problems and conduct themselves in the "real world". When applied to the undergraduate chemistry laboratory, this approach also challenges critical thinking skills and creativity in ways "cook book" experiments very often do not. This…

Mathematical Thinking and Creativity through Mathematical Problem Posing and Solving

ERIC Educational Resources Information Center

Ayllón, María F.; Gómez, Isabel A.; Ballesta-Claver, Julio

2016-01-01

This work shows the relationship between the development of mathematical thinking and creativity with mathematical problem posing and solving. Creativity and mathematics are disciplines that do not usually appear together. Both concepts constitute complex processes sharing elements, such as fluency (number of ideas), flexibility (range of ideas),…

The "Iron Inventor": Using Creative Problem Solving to Spur Student Creativity

ERIC Educational Resources Information Center

Lee, Seung Hwan; Hoffman, K. Douglas

2014-01-01

Based on the popular television show the "Iron Chef," an innovative marketing activity called the "Iron Inventor" is introduced. Using the creative problem-solving approach and active learning techniques, the Iron Inventor facilitates student learning pertaining to the step-by-step processes of creating a new product and…

Gender Differences in the Measurement of Creative Problem-Solving

ERIC Educational Resources Information Center

Hardy, Jay H., III; Gibson, Carter

2017-01-01

Despite significant scholarly attention, the literature on the existence and direction of gender differences in creativity has produced inconsistent findings. In the present paper, we argue that this lack of consensus may be attributable, at least in part, to gender-specific inconsistencies in the measurement of creative problem-solving. To…

Effects of Argumentation on Group Micro-Creativity: Statistical Discourse Analyses of Algebra Students' Collaborative Problem Solving

ERIC Educational Resources Information Center

Chiu, Ming Ming

2008-01-01

The micro-time context of group processes (such as argumentation) can affect a group's micro-creativity (new ideas). Eighty high school students worked in groups of four on an algebra problem. Groups with higher mathematics grades showed greater micro-creativity, and both were linked to better problem solving outcomes. Dynamic multilevel analyses…

21st centuries skill implication on educational system

NASA Astrophysics Data System (ADS)

Wrahatnolo, T.; Munoto

2018-01-01

The purpose of this article is to identify skill needed in 21st centuries and its implication on Indonesia’s educational system. This research found that the 21st centuries skill application has more measurable benefits in some sections of life, such as critical thinking and problem solving, initiative, creativity, and entrepreneurship, communication, teamwork, metacognition (change of mindset), digital literature. This study applied qualitative data analysis. The data were taken from different sources and literature. The analysis showed that The 21st centuries education concept’s implementation can be applied in the curriculum of the required subject that is addressed to achieve learning and innovation skills competence and also technology and information media skills competence. While supporting subject group directed to achieve life and career skills competence. All subjects are the derivation from core subject 3R, which are reading, writing, and arithmetic. Based on the description above, it can be concluded that 21st centuries skill needs; (1) a life planning; (2) flexibility and adaptability; (3) initiative and self-management (4) entrepreneurship; (5) social and cultural interaction; (6) productivity and accountability; (7) leadership; (8) critical thinking, (9) problem solving; (10) communication; (11) collaboration and teamwork; (12) lifelong learning; and (13) digital literation.

A Return to Innovative Engineering Design, Critical Thinking and Systems Engineering

NASA Technical Reports Server (NTRS)

Camarda, Charles J.

2007-01-01

I believe we are facing a critical time where innovative engineering design is of paramount importance to the success of our aerospace industry. However, the very qualities and attributes necessary for enhancing, educating, and mentoring a creative spirit are in decline in important areas. The importance of creativity and innovation in this country was emphasized by a special edition of the Harvard Business Review OnPoint entitled: "The Creative Company" which compiled a series of past and present articles on the subject of creativity and innovation and stressed its importance to our national economy. There is also a recognition of a lack of engineering, critical thinking and problem-solving skills in our education systems and a trend toward trying to enhance those skills by developing K-12 educational programs such as Project Lead the Way, "Science for All Americans", Benchmarks 2061 , etc. In addition, with respect to spacecraft development, we have a growing need for young to mid-level engineers with appropriate experience and skills in spacecraft design, development, analysis, testing, and systems engineering. As the Director of Engineering at NASA's Johnson Space Center, I realized that sustaining engineering support of an operational human spacecraft such as the Space Shuttle is decidedly different than engineering design and development skills necessary for designing a new spacecraft such as the Crew Exploration Vehicle of the Constellation Program. We learned a very important lesson post Columbia in that the Space Shuttle is truly an experimental and not an operational vehicle and the strict adherence to developed rules and processes and chains of command of an inherently bureaucratic organizational structure will not protect us from a host of known unknowns let alone unknown unknowns. There are no strict rules, processes, or procedures for understanding anomalous results of an experiment, anomalies with an experimental spacecraft like Shuttle, or in the conceptual design of a spacecraft. Engineering design is as much an art as it is a science. The critical thinking skills necessary to uncover lurking problems in an experimental design and creatively develop solutions are some of the same skills necessary to design a new spacecraft. Thus, I believe engineers unfamiliar with or removed from design and development need time to transition and develop the required skill set to be effective spacecraft designers. I believe the creative process necessary in design can be enhanced and even taught as early as grades K-12 and should continue to be nurtured and developed at the university level and beyond. I am going to present a strategy for developing learning teams to address complex multidisciplinary problems and to creatively develop solutions to those problems rapidly at minimal cost. I will frame a real problem, the development of on-orbit thermal protection system repair of the Space Shuttle, and step through the series of skills necessary to enhance the creative process. The case study I will illustrate is based on a real project, the R&D Reinforced Carbon-Carbon (RCC) Repair Team's development of on-orbit repair concepts for damaged Space Shuttle RCC nose cap and/or leading edges.

Imitation and Creativity: Beneficial Effects of Propulsion Strategies and Specificity

ERIC Educational Resources Information Center

Mecca, Jensen T.; Mumford, Michael D.

2014-01-01

Prior studies examining imitation of exemplar solutions have produced a mixed pattern of findings with some studies indicating that exemplar imitation contributes to creative problem-solving and other studies indicating that it may inhibit creative problem-solving. In the present effort, it is argued that the effects of exemplar imitation on…

Creativity, Problem Solving and Innovative Science: Insights from History, Cognitive Psychology and Neuroscience

ERIC Educational Resources Information Center

Aldous, Carol R.

2007-01-01

This paper examines the intersection between creativity, problem solving, cognitive psychology and neuroscience in a discussion surrounding the genesis of new ideas and innovative science. Three creative activities are considered. These are (a) the interaction between visual-spatial and analytical or verbal reasoning, (b) attending to feeling in…

SCAMPER and Creative Problem Solving in Political Science: Insights from Classroom Observation

ERIC Educational Resources Information Center

Radziszewski, Elizabeth

2017-01-01

This article describes the author's experience using SCAMPER, a creativity-building technique, in a creative problem-solving session that was conducted in an environmental conflict course to generate ideas for managing postconflict stability. SCAMPER relies on cues to help students connect ideas from different domains of knowledge, explore random…

Why Thought Experiments Should Be Used as an Educational Tool to Develop Problem-Solving Skills and Creativity of the Gifted Students?

ERIC Educational Resources Information Center

Tortop, Hasan Said

2016-01-01

Many educational tools that are recommended for the training of normal students are often encountered in programs that do not work very well and are subsequently abandoned. One of the important points that program developers should now consider is that teaching tools are presented in accordance with individual differences. It is seen that the…

The importance of design thinking in medical education.

PubMed

Badwan, Basil; Bothara, Roshit; Latijnhouwers, Mieke; Smithies, Alisdair; Sandars, John

2018-04-01

Design thinking provides a creative and innovate approach to solve a complex problem. The discover, define, develop and delivery phases of design thinking lead to the most effective solution and this approach can be widely applied in medical education, from technology intervention projects to curriculum development. Participants in design thinking acquire essential transferable life-long learning skills in dealing with uncertainty and collaborative team working.

Providing Opportunities for "Flow" Experiences and Creative Problem-Solving through Inquiry-Based Instruction

ERIC Educational Resources Information Center

Doss, Kristy Kowalske

2018-01-01

In order to compete globally in the 21st Century, students must have the skills to design their own projects and understand how to navigate the wealth of information available at their fingertips. One of the most important tools is to be able to investigate ideas and implement a plan of action in order to answer questions that have not been…

Retooling Chinese Primary School Teachers to Use Technology Creatively to Promote Innovation and Problem Solving Skills in Science Classrooms

ERIC Educational Resources Information Center

Lee, Kar-Tin; Chalmers, Christina; Vinesh, Chandra; Yeh, Andy; Nason, Rod

2014-01-01

This paper reports on the initial phase of a Professional Learning Program (PLP) undertaken by 100 primary school teachers in China that aimed to facilitate the development of adaptive expertise in using technology to facilitate innovative science teaching and learning such as that envisaged by the Chinese Ministry of Education's (2010-2020)…

The Intermediate Impossible: A Prewriting Activity for Creative Problem Solving.

ERIC Educational Resources Information Center

Karloff, Kenneth

1985-01-01

Adapts Edward de Bono's "Intermediate Impossible" strategy--for considering ideas that normally would be discarded as stepping-stones to new ideas--for use as a prewriting activity to enhance creative problem solving. (HTH)

Bibliography of Recent Books on Creativity and Problem Solving: Supplement 31.

ERIC Educational Resources Information Center

Stievater, Susan M.

1993-01-01

This bibliography lists approximately 55 books on creativity and problem solving, published in 1992 and 1993. For each listing, bibliographic information is provided along with one or more subject descriptor terms. (JDD)

Others' Anger Makes People Work Harder Not Smarter: The Effect of Observing Anger and Sarcasm on Creative and Analytic Thinking

ERIC Educational Resources Information Center

Miron-Spektor, Ella; Efrat-Treister, Dorit; Rafaeli, Anat; Schwarz-Cohen, Orit

2011-01-01

The authors examine whether and how observing anger influences thinking processes and problem-solving ability. In 3 studies, the authors show that participants who listened to an angry customer were more successful in solving analytic problems, but less successful in solving creative problems compared with participants who listened to an…

Developing a Creativity and Problem Solving Course in Support of the Information Systems Curriculum

ERIC Educational Resources Information Center

Martz, Ben; Hughes, Jim; Braun, Frank

2016-01-01

This paper looks at and assesses the development and implementation of a problem solving and creativity class for the purpose of providing a basis for a Business Informatics curriculum. The development was fueled by the desire to create a broad based class that 1. Familiarized students to the underlying concepts of problem solving; 2. Introduced…

Evaluation of creative problem-solving abilities in undergraduate structural engineers through interdisciplinary problem-based learning

NASA Astrophysics Data System (ADS)

McCrum, Daniel Patrick

2017-11-01

For a structural engineer, effective communication and interaction with architects cannot be underestimated as a key skill to success throughout their professional career. Structural engineers and architects have to share a common language and understanding of each other in order to achieve the most desirable architectural and structural designs. This interaction and engagement develops during their professional career but needs to be nurtured during their undergraduate studies. The objective of this paper is to present the strategies employed to engage higher order thinking in structural engineering students in order to help them solve complex problem-based learning (PBL) design scenarios presented by architecture students. The strategies employed were applied in the experimental setting of an undergraduate module in structural engineering at Queen's University Belfast in the UK. The strategies employed were active learning to engage with content knowledge, the use of physical conceptual structural models to reinforce key concepts and finally, reinforcing the need for hand sketching of ideas to promote higher order problem-solving. The strategies employed were evaluated through student survey, student feedback and module facilitator (this author) reflection. The strategies were qualitatively perceived by the tutor and quantitatively evaluated by students in a cross-sectional study to help interaction with the architecture students, aid interdisciplinary learning and help students creatively solve problems (through higher order thinking). The students clearly enjoyed this module and in particular interacting with structural engineering tutors and students from another discipline.

Pre-Service Teachers' Level of Problem Solving and Its Relation with Creative Drama Education

ERIC Educational Resources Information Center

Arslan, Suna

2015-01-01

This study seeks an answer to the question "Can Creative Drama programs be benefited from in developing the experiences of noticing educational and psychosocial problems and solving them in relation with the teaching profession?." The importance given to Creative Drama method in educational programs increases day by day. Drama education…

The Different Role of Working Memory in Open-Ended versus Closed-Ended Creative Problem Solving: A Dual-Process Theory Account

ERIC Educational Resources Information Center

Lin, Wei-Lun; Lien, Yunn-Wen

2013-01-01

This study examined how working memory plays different roles in open-ended versus closed-ended creative problem-solving processes, as represented by divergent thinking tests and insight problem-solving tasks. With respect to the analysis of different task demands and the framework of dual-process theories, the hypothesis was that the idea…

On Creativity: A Case Study of Military Innovation

DTIC Science & Technology

2015-09-01

HSI theses, it does not aim to define or refine the HSI process, nor does it seek to demonstrate how aspects of a problem pertain to or influence...Neuroscientists have found that the brain operates in both an externally focused, goal-directed mode, solving problems by the use of known patterns, and an...The entire brain is active when engaged in creative problem solving. During the creative process, an increase of new neurological connections between

Thinking inside the Tool Box: Creativity, Constraints, and the Colossal Portraits of Chuck Close

ERIC Educational Resources Information Center

Stokes, Patricia D.

2014-01-01

This article presents a problem-solving model to examine the often problematic relationship between expertise and creativity. The model has two premises, each the opposite of a common cliché. The first cliché asserts that creativity requires thinking outside-the-box. The first premise argues that experts can only think and problem solve inside the…

Implementation and evaluation of critical thinking strategies to enhance critical thinking skills in Middle Eastern nurses.

PubMed

Simpson, Elaine; Courtney, Mary

2008-12-01

The purpose of this study was to develop, implement and evaluate critical thinking strategies to enhance critical thinking skills in Middle Eastern nurses. Critical thinking strategies such as questioning, debate, role play and small group activity were developed and used in a professional development programme, which was trialled on a sample of Middle Eastern nurses (n = 20), to promote critical thinking skills, encourage problem solving, development of clinical judgment making and care prioritization in order to improve patient care and outcomes. Classroom learning was transformed from memorization to interaction and active participation. The intervention programme was successful in developing critical thinking skills in both the nurse educators and student nurses in this programme. This programme successfully integrated critical thinking strategies into a Middle Eastern nursing curriculum. Recommendations are as follows: (1) utilize evidence-based practice and stem questions to encourage the formulation of critical thinking questions; (2) support the needs of nurse educators for them to effectively implement teaching strategies to foster critical thinking skills; and (3) adopt creative approaches to (i) transform students into interactive participants and (ii) open students' minds and stimulate higher-level thinking and problem-solving abilities.

When Creative Problem Solving Strategy Meets Web-Based Cooperative Learning Environment in Accounting Education

ERIC Educational Resources Information Center

Cheng, Kai Wen

2011-01-01

Background: Facing highly competitive and changing environment, cultivating citizens with problem-solving attitudes is one critical vision of education. In brief, the importance of education is to cultivate students with practical abilities. Realizing the advantages of web-based cooperative learning (web-based CL) and creative problem solving…

The Role of Problem-Based Learning in Developing Creative Expertise

ERIC Educational Resources Information Center

Gallagher, Shelagh A.

2015-01-01

Contemporary real-world problems require creative solutions, necessitating the preparation of a new generation of creative experts capable of finding original solutions to ill-structured problems. Although much school-based training in creativity focuses on discrete skills, real-world creativity results from a multidimensional interaction between…

The Effects of Problem-Solving Teaching on Creative Thinking among District 2 High School Students in Sari City.

PubMed

Nozari, Ali Yazdanpanah; Siamian, Hasan

2014-12-01

Nowadays, regarding the learners' needs and social conditions, it is obviously needed to revise and reconsider the traditional methods and approaches in teaching. The problem solving approach is one of the new ways in Teaching and learning process. This study aimed at studying and examining the effect of "problem-solving" approach on creative thinking of high school female students. An experimental method is used for this research. In this research, 342 out of 3047 female-students from Sari high schools were randomly selected. These 342 students were divided into two groups (experimental and control) in which there were seven classrooms. The total number of students in every group was about 171. After testing them with Jamal Abedi creativity test, it was revealed that two groups were equal in creativity score. The tests were done through Requirements. The experimental group was taught by problem solving method for three months while the control group was taught by traditional method. The research results showed that using descriptive indices and t-test for the two independent sample groups in which problem solving teaching method was used in teaching processes had an effect on creativity level in comparison with traditional method used in the control group. Considering the results of this study, the application of problem-solving teaching methods increased the creativity and its components (fluidity, expansion, originality and flexibility) in learners, therefore, it is recommended that students be encouraged to take classes on frequent responses on various topics (variability) and draw attention on different issues, and expand their analysis on elements in particular courses like art (expansion). To enhance the learner's mental flexibility and attention to various aspects, they are encouraged to provide a variety of responses.

Creativity: Creativity in Complex Military Systems

DTIC Science & Technology

2017-05-25

generation later in the problem-solving process. The design process is an alternative problem-solving framework individuals or groups use to orient...no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control ...the potential of their formations. 15. SUBJECT TERMS Creativity, Divergent Thinking, Design , Systems Thinking, Operational Art 16. SECURITY

Deliberate Learning in Health Care: The Effect of Importing Best Practices and Creative Problem Solving on Hospital Performance Improvement

PubMed Central

Nembhard, Ingrid M.; Cherian, Praseetha; Bradley, Elizabeth H.

2015-01-01

This article examines the effect on quality improvement of two common but distinct approaches to organizational learning: importing best practices (an externally oriented approach rooted in learning by imitating others’ best practices) and internal creative problem solving (an internally oriented approach rooted in learning by experimenting with self-generated solutions). We propose that independent and interaction effects of these approaches depend on where organizations are in their improvement journey – initial push or later phase. We examine this contingency in hospitals focused on improving treatment time for patients with heart attacks. Our results show that importing best practices helps hospitals achieve initial phase but not later phase improvement. Once hospitals enter the later phase of their efforts, however, significant improvement requires creative problem solving as well. Together, our results suggest that importing best practices delivers greater short-term improvement, but continued improvement depends on creative problem solving. PMID:24876100

The effects of expected reward on creative problem solving.

PubMed

Cristofori, Irene; Salvi, Carola; Beeman, Mark; Grafman, Jordan

2018-06-12

Creative problem solving involves search processes, and it is known to be hard to motivate. Reward cues have been found to enhance performance across a range of tasks, even when cues are presented subliminally, without being consciously detected. It is uncertain whether motivational processes, such as reward, can influence problem solving. We tested the effect of supraliminal and subliminal reward on participant performance on problem solving that can be solved by deliberate analysis or by insight. Forty-one participants attempted to solve 100 compound remote associate problems. At the beginning of each problem, a potential reward cue (1 or 25 cents) was displayed, either subliminally (17 ms) or supraliminally (100 ms). Participants earned the displayed reward if they solved the problem correctly. Results showed that the higher subliminal reward increased the percentage of problems solved correctly overall. Second, we explored if subliminal rewards preferentially influenced solutions that were achieved via a sudden insight (mostly processed below awareness) or via a deliberate analysis. Participants solved more problems via insight following high subliminal reward when compared with low subliminal reward, and compared with high supraliminal reward, with no corresponding effect on analytic solving. Striatal dopamine (DA) is thought to influence motivation, reinforce behavior, and facilitate cognition. We speculate that subliminal rewards activate the striatal DA system, enhancing the kinds of automatic integrative processes that lead to more creative strategies for problem solving, without increasing the selectivity of attention, which could impede insight.

The use of imagery by intelligent and by creative schoolchildren.

PubMed

Shaw, G A

1985-04-01

Two studies focusing on differences in thinking strategies between intellectually gifted and creative children were undertaken. In the first study (N = 29), ethnographic techniques of observation along with testing and problem-solving interviews were used in a regular classroom. Three subjects (one high IQ and high creativity, one high IQ and low creativity, and one low IQ and high creativity) were identified for intensive observation. In the second study, testing procedures and problem-solving interviews were completed with 30 children who were placed in a gifted program within an urban school system. Both studies produced evidence supporting the link between imaging abilities and creative thinking.

DESCRIPTION OF THE SAN RAFAEL PROGRAM FOR MORE ABLE LEARNERS AS PRESCRIBED IN THE CALIFORNIA ADMINISTRATIVE CODE, ARTICLE 23, SPECIALLY EDUCATIONAL PROGRAMS FOR MENTALLY GIFTED MINORS. FIFTH ANNUAL REPORT 1963-64

ERIC Educational Resources Information Center

SHORE, ROBERT E.

TO PROVIDE BETTER EDUCATIONAL OPPORTUNITIES FOR A SELECT GROUP OF STUDENTS, THE SAN RAFAEL PROGRAM FOR MORE ABLE LEARNERS WAS ESTABLISHED. AMONG ITS GOALS WERE PROBLEM-SOLVING FACILITY, CREATIVITY, RESPECT FOR LEARNING, AND SELF-UNDERSTANDING. THE GOALS ALSO INCLUDED KNOWLEDGE OF FACTS, IDEAS, CONCEPTS, SOCIAL SKILLS, SENSITIVITIES AND FEELING,…

PowerPlay: Training an Increasingly General Problem Solver by Continually Searching for the Simplest Still Unsolvable Problem

PubMed Central

Schmidhuber, Jürgen

2013-01-01

Most of computer science focuses on automatically solving given computational problems. I focus on automatically inventing or discovering problems in a way inspired by the playful behavior of animals and humans, to train a more and more general problem solver from scratch in an unsupervised fashion. Consider the infinite set of all computable descriptions of tasks with possibly computable solutions. Given a general problem-solving architecture, at any given time, the novel algorithmic framework PowerPlay (Schmidhuber, 2011) searches the space of possible pairs of new tasks and modifications of the current problem solver, until it finds a more powerful problem solver that provably solves all previously learned tasks plus the new one, while the unmodified predecessor does not. Newly invented tasks may require to achieve a wow-effect by making previously learned skills more efficient such that they require less time and space. New skills may (partially) re-use previously learned skills. The greedy search of typical PowerPlay variants uses time-optimal program search to order candidate pairs of tasks and solver modifications by their conditional computational (time and space) complexity, given the stored experience so far. The new task and its corresponding task-solving skill are those first found and validated. This biases the search toward pairs that can be described compactly and validated quickly. The computational costs of validating new tasks need not grow with task repertoire size. Standard problem solver architectures of personal computers or neural networks tend to generalize by solving numerous tasks outside the self-invented training set; PowerPlay’s ongoing search for novelty keeps breaking the generalization abilities of its present solver. This is related to Gödel’s sequence of increasingly powerful formal theories based on adding formerly unprovable statements to the axioms without affecting previously provable theorems. The continually increasing repertoire of problem-solving procedures can be exploited by a parallel search for solutions to additional externally posed tasks. PowerPlay may be viewed as a greedy but practical implementation of basic principles of creativity (Schmidhuber, 2006a, 2010). A first experimental analysis can be found in separate papers (Srivastava et al., 2012a,b, 2013). PMID:23761771

Designing WebQuests to Support Creative Problem Solving

ERIC Educational Resources Information Center

Rubin, Jim

2013-01-01

WebQuests have been a popular alternative for collaborative group work that utilizes internet resources, but studies have questioned how effective they are in challenging students to use higher order thinking processes that involve creative problem solving. This article explains how different levels of inquiry relate to categories of learning…

Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations

ERIC Educational Resources Information Center

Samson, Patricia L.

2015-01-01

Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the…

Effects of using multi-vide ruler kit in the acquisition of numeracy skills among PROTIM students

NASA Astrophysics Data System (ADS)

Arumugan, Hemalatha A./P.; Obeng, Sharifah Nasriah Wan; Talib, Corrienna Abdul; Bunyamin, Muhammad Abdul Hadi; Ali, Marlina; Ibrahim, Norhasniza; Zawadzki, Rainer

2017-08-01

One effective way to teach arithmetic more interestingly and make it easier to learn is through the use of instructional materials. These can help students master certain mathematical skills, particularly multiplication and division, often considered difficult amongst primary school pupils. Nevertheless, the insufficiency of appropriate instructional materials causes difficulty in understanding how to use the proper technique or apply the concept, especially in multiplication. With this in mind, this study investigated whether the innovative and creative instructional material designed to assist and enhance numeracy skills, namely the Multi-vide Ruler kit, could increase students' ability in solving multiplication and division questions and whether it affected their interest in solving numeracy problems. Participants in this study included ten PROTIM (Program Tiga M [Three M Program] - membaca [reading], menulis [writing] dan mengira [calculate]) students, 9-10 years old, who had difficulties in reading, writing and arithmetic. In order to get appropriate support for qualitative research, a pre and post-test containing ten basic mathematical operations, was implemented together with the Multi-vide Ruler Kit. The findings of the qualitative case study, with the pre and post-tests, showed significant differences in their achievement and interest in two-digit multiplication and division operations. The results suggest that this approach could improve PROTIM student's ability to solve basic mathematical operations. What was most encouraging was the increase in students' interest in solving numeracy problems.

Dreams and creative problem-solving.

PubMed

Barrett, Deirdre

2017-10-01

Dreams have produced art, music, novels, films, mathematical proofs, designs for architecture, telescopes, and computers. Dreaming is essentially our brain thinking in another neurophysiologic state-and therefore it is likely to solve some problems on which our waking minds have become stuck. This neurophysiologic state is characterized by high activity in brain areas associated with imagery, so problems requiring vivid visualization are also more likely to get help from dreaming. This article reviews great historical dreams and modern laboratory research to suggest how dreams can aid creativity and problem-solving. © 2017 New York Academy of Sciences.

Others' anger makes people work harder not smarter: the effect of observing anger and sarcasm on creative and analytic thinking.

PubMed

Miron-Spektor, Ella; Efrat-Treister, Dorit; Rafaeli, Anat; Schwarz-Cohen, Orit

2011-09-01

The authors examine whether and how observing anger influences thinking processes and problem-solving ability. In 3 studies, the authors show that participants who listened to an angry customer were more successful in solving analytic problems, but less successful in solving creative problems compared with participants who listened to an emotionally neutral customer. In Studies 2 and 3, the authors further show that observing anger communicated through sarcasm enhances complex thinking and solving of creative problems. Prevention orientation is argued to be the latent variable that mediated the effect of observing anger on complex thinking. The present findings help reconcile inconsistent findings in previous research, promote theory about the effects of observing anger and sarcasm, and contribute to understanding the effects of anger in the workplace. PsycINFO Database Record (c) 2011 APA, all rights reserved

Influence of Family Processes, Motivation, and Beliefs about Intelligence on Creative Problem Solving of Scientifically Talented Individuals

ERIC Educational Resources Information Center

Cho, Seokhee; Lin, Chia-Yi

2011-01-01

Predictive relationships among perceived family processes, intrinsic and extrinsic motivation, incremental beliefs about intelligence, confidence in intelligence, and creative problem-solving practices in mathematics and science were examined. Participants were 733 scientifically talented Korean students in fourth through twelfth grades as well as…

Thinking Can Cause Forgetting: Memory Dynamics in Creative Problem Solving

ERIC Educational Resources Information Center

Storm, Benjamin C.; Angello, Genna; Bjork, Elizabeth Ligon

2011-01-01

Research on retrieval-induced forgetting has shown that retrieval can cause the forgetting of related or competing items in memory (Anderson, Bjork, & Bjork, 1994). In the present research, we examined whether an analogous phenomenon occurs in the context of creative problem solving. Using the Remote Associates Test (RAT; Mednick, 1962), we…

Tying Theory To Practice: Cognitive Aspects of Computer Interaction in the Design Process.

ERIC Educational Resources Information Center

Mikovec, Amy E.; Dake, Dennis M.

The new medium of computer-aided design requires changes to the creative problem-solving methodologies typically employed in the development of new visual designs. Most theoretical models of creative problem-solving suggest a linear progression from preparation and incubation to some type of evaluative study of the "inspiration." These…

Dyadic Interaction in Creative Thinking and Problem Solving.

ERIC Educational Resources Information Center

Torrance, E. Paul

The author reviews the research conducted on dyadic interaction and its role in the development of creative thinking and problem solving. Earlier research has shown that children at a certain stage prefer to work alone rather than with other children. However, empirical data have shown on the whole that dyadic interactions result in better…

Computer Aided Creativity.

ERIC Educational Resources Information Center

Proctor, Tony

1988-01-01

Explores the conceptual components of a computer program designed to enhance creative thinking and reviews software that aims to stimulate creative thinking. Discusses BRAIN and ORACLE, programs intended to aid in creative problem solving. (JOW)

The theoretical model of the school-based prevention programme Unplugged.

PubMed

Vadrucci, Serena; Vigna-Taglianti, Federica D; van der Kreeft, Peer; Vassara, Maro; Scatigna, Maria; Faggiano, Fabrizio; Burkhart, Gregor

2016-12-01

Unplugged is a school-based prevention programme designed and tested in the EU-Dap trial. The programme consists of 12 units delivered by class teachers to adolescents 12-14 years old. It is a strongly interactive programme including a training of personal and social skills with a specific focus on normative beliefs. The aim of this work is to define the theoretical model of the program, the contribution of the theories to the units, and the targeted mediators. The programme integrates several theories: Social Learning, Social Norms, Health Belief, theory of Reasoned Action-Attitude, and Problem Behaviour theory. Every theory contributes to the development of the units' contents, with specific weights. Knowledge, risk perception, attitudes towards drugs, normative beliefs, critical and creative thinking, relationship skills, communication skills, assertiveness, refusal skills, ability to manage emotions and to cope with stress, empathy, problem solving and decision making skills are the targeted mediators of the program. © The Author(s) 2015.

The Associations of Naturalistic Classic Psychedelic Use, Mystical Experience, and Creative Problem Solving.

PubMed

Sweat, Noah W; Bates, Larry W; Hendricks, Peter S

2016-01-01

Developing methods for improving creativity is of broad interest. Classic psychedelics may enhance creativity; however, the underlying mechanisms of action are unknown. This study was designed to assess whether a relationship exists between naturalistic classic psychedelic use and heightened creative problem-solving ability and if so, whether this is mediated by lifetime mystical experience. Participants (N = 68) completed a survey battery assessing lifetime mystical experience and circumstances surrounding the most memorable experience. They were then administered a functional fixedness task in which faster completion times indicate greater creative problem-solving ability. Participants reporting classic psychedelic use concurrent with mystical experience (n = 11) exhibited significantly faster times on the functional fixedness task (Cohen's d = -.87; large effect) and significantly greater lifetime mystical experience (Cohen's d = .93; large effect) than participants not reporting classic psychedelic use concurrent with mystical experience. However, lifetime mystical experience was unrelated to completion times on the functional fixedness task (standardized β = -.06), and was therefore not a significant mediator. Classic psychedelic use may increase creativity independent of its effects on mystical experience. Maximizing the likelihood of mystical experience may need not be a goal of psychedelic interventions designed to boost creativity.

Fuzzy Analysis in Creative Problem Solving.

ERIC Educational Resources Information Center

Carey, Russell L.

1984-01-01

"Diagraming Analysis of a Fuzzy Technique" (DAFT) is a model rectifying two problems associated with Future Problem Solving Bowl activities, namely problem definition by teams and evaluation of team responses. (MC)

Is There a Causal Relation between Mathematical Creativity and Mathematical Problem-Solving Performance?

ERIC Educational Resources Information Center

Tyagi, Tarun Kumar

2016-01-01

The relationship between mathematical creativity (MC) and mathematical problem-solving performance (MP) has often been studied but the causal relation between these two constructs has yet to be clearly reported. The main purpose of this study was to define the causal relationship between MC and MP. Data from a representative sample of 480…

Creative Problem Solving with Marginalized Populations: Reclaiming Lost Prizes through In-the-Trenches Interventions

ERIC Educational Resources Information Center

McCluskey, Ken W.; Baker, Philip A.; McCluskey, Andrea L. A.

2005-01-01

This article describes several initiatives in which Creative Problem Solving, in combination with career exploration and mentoring, has been used successfully to identify and develop the talents of "at-risk" populations. During the past decade, the Lost Prizes project helped turn around the lives of talented but troubled high-school…

Creative Problem Solving How Do Undergraduates Perceive the Teaching Practice of Their Professors?

ERIC Educational Resources Information Center

Briceño, Efrain Duarte; Diaz-Mohedo, Maria Teresa; Chan, Jorge Carlos Aguayo; Ballote, Guillermo Baeza

2018-01-01

The research question was inquiring the undergraduates' perception of their professors' practice regarding whether they make use of the creative problem solving (CPS) as a competence for teaching. The study was performed in a public university located in the urban area of Merida City, Yucatan, Mexico, where a total of 247 undergraduates from the…

The Possible Impact of Problem-Solving Method of Instruction on Exceptional Students' Creativity

ERIC Educational Resources Information Center

Fard, Adnan Eshrati; Bahador, Ali; Moghadam, Mahsa Nazemi; Rajabi, Hooman; Moradi, Alinoor Noor

2014-01-01

The current study aimed at investigating the possible impact of the problem-solving method of instruction on the exceptional students' creativity. A sample of 50 male exceptional (Mild intellectual disability) students studying in the third grade of junior high school was chosen and divided into two equal groups. Both groups filled out the…

Using problem-based learning to improve students' creative thinking skills on water purification

NASA Astrophysics Data System (ADS)

Wahyu, Wawan; Kurnia, Eli, Rohaeni Nur

2016-02-01

The aim of this study is to obtain information about the using Problem-based Learning (PBL) to improve students' creative thinking skills on water purification. The research adopted quasi-experimental method with one group pre-test-post-test design, involving 31students of class XI in one SMK in Cimahi as the subjects of study. The students were divided into three groups categories: high, medium, and low based on the average grades of daily tests. The used instruments in this study were essay, observation sheet, questionnaire (Likert scale), and interview sheet Aspects of creative thinking skills are developed including: fluency, flexibility, originality, detailing (elaborative), and judging (evaluative). To identify the improvement of students' creative thinking skills on water purification, "normalized gain" or of the pre-test and post-test scores was calculated. The results showed that PBL can enhance students' creative thinking skills by means high category (percentage of = 70.12%). This nformation can be used as an input to teachers in the school and teacher education programs.

Do problem-solving skills affect success in nursing process applications? An application among Turkish nursing students.

PubMed

Bayindir Çevik, Ayfer; Olgun, Nermin

2015-04-01

This study aimed to determine the relationship between problem-solving and nursing process application skills of nursing. This is a longitudinal and correlational study. The sample included 71 students. An information form, Problem-Solving Inventory, and nursing processes the students presented at the end of clinical courses were used for data collection. Although there was no significant relationship between problem-solving skills and nursing process grades, improving problem-solving skills increased successful grades. Problem-solving skills and nursing process skills can be concomitantly increased. Students were suggested to use critical thinking, practical approaches, and care plans, as well as revising nursing processes in order to improve their problem-solving skills and nursing process application skills. © 2014 NANDA International, Inc.

Exploring Students' Creativity and Design Skills through a Multimedia Project: A Constructivist Approach in a Malaysian Classroom

ERIC Educational Resources Information Center

Neo, Mai; Neo, Tse-Kian

2013-01-01

Research has shown that students have graduated from institutions of higher learning with a lack of creativity and critical-thinking thinking skills. This mismatch in skills has resulted in a nationwide initiative in using technology in the classroom to create a learning environment that would stimulate students' creative and problem-solving…

The profile of students’ problem-solving skill in physics across interest program in the secondary school

NASA Astrophysics Data System (ADS)

Jua, S. K.; Sarwanto; Sukarmin

2018-05-01

Problem-solving skills are important skills in physics. However, according to some researchers, the problem-solving skill of Indonesian students’ problem in physics learning is categorized still low. The purpose of this study was to identify the profile of problem-solving skills of students who follow the across the interests program of physics. The subjects of the study were high school students of Social Sciences, grade X. The type of this research was descriptive research. The data which used to analyze the problem-solving skills were obtained through student questionnaires and the test results with impulse materials and collision. From the descriptive analysis results, the percentage of students’ problem-solving skill based on the test was 52.93% and indicators respectively. These results indicated that students’ problem-solving skill is categorized low.

Generalization of Social Skills: Strategies and Results of a Training Program in Problem Solving Skills.

ERIC Educational Resources Information Center

Paraschiv, Irina; Olley, J. Gregory

This paper describes the "Problem Solving for Life" training program which trains adolescents and adults with mental retardation in skills for solving social problems. The program requires group participants to solve social problems by practicing two prerequisite skills (relaxation and positive self-statements) and four problem solving steps: (1)…

Help Others and Yourself Eventually: Exploring the Relationship between Help-Giving and Employee Creativity under the Model of Perspective Taking.

PubMed

Li, Si; Liao, Shudi

2017-01-01

Although a plethora of studies have examined the antecedents of creativity, empirical studies exploring the role of individual behaviors in relation to creativity are relatively scarce. Drawing on the model of perspective taking, this study examines the relationship between help-giving during creative problem solving process and employee creativity. Specifically, we test perspective taking as an explanatory mechanism and propose organization-based self-esteem as the moderator. In a sample collected from a field survey of 247 supervisor-subordinate dyads from 2 large organizations in China at 3 time points, we find that help-giving during creative problem solving process positively related with perspective taking; perspective taking positively related with employees' creativity; employees' organization-based self-esteem strengthened the link between perspective taking and creativity; besides, there existed a moderated mediation effect. We conclude this paper with discussions on the implications for theory, research, and practice.

Creative and Collaborative Problem Solving in Technology Education: A Case Study in Primary School Teacher Education

ERIC Educational Resources Information Center

Lavonen, Jari; Autio, Ossi; Meisalo, Veijo

2004-01-01

In this article, the Creative Technology Education Project (CTEP) is presented, and phases of problem-solving processes in which the participating primary school student teachers generate alternatives and evaluate ideas are analyzed. The aims of this project were to introduce technology education goals and contents to these students, as well as to…

Regressive Imagery in Creative Problem-Solving: Comparing Verbal Protocols of Expert and Novice Visual Artists and Computer Programmers

ERIC Educational Resources Information Center

Kozbelt, Aaron; Dexter, Scott; Dolese, Melissa; Meredith, Daniel; Ostrofsky, Justin

2015-01-01

We applied computer-based text analyses of regressive imagery to verbal protocols of individuals engaged in creative problem-solving in two domains: visual art (23 experts, 23 novices) and computer programming (14 experts, 14 novices). Percentages of words involving primary process and secondary process thought, plus emotion-related words, were…

Development of a Test for an Experimental Research Program in Creative Problem Solving. Final Report.

ERIC Educational Resources Information Center

Miles, David T.

The purpose of this first phase of a continuing research program was the development of a test of creative problem solving in general design. A design class of 186 members was divided into an experimental and control group; a non-design control group (an educational psychology class) of 45 was also tested. Multivariate interpretation of creative…

Effects of Training in Problem Solving on the Problem-Solving Abilities of Gifted Fourth Graders: A Comparison of the Future Problem Solving and Instrumental Enrichment Programs.

ERIC Educational Resources Information Center

Dufner, Hillrey A.; Alexander, Patricia A.

The differential effects of two different types of problem-solving training on the problem-solving abilities of gifted fourth graders were studied. Two successive classes of gifted fourth graders from Weslaco Independent School District (Texas) were pretested with the Coloured Progressive Matrices (CPM) and Thinking Creatively With Pictures…

The Effectiveness of Local Culture-Based Mathematical Heuristic-KR Learning towards Enhancing Student's Creative Thinking Skill

ERIC Educational Resources Information Center

Tandiseru, Selvi Rajuaty

2015-01-01

The problem in this research is the lack of creative thinking skills of students. One of the learning models that is expected to enhance student's creative thinking skill is the local culture-based mathematical heuristic-KR learning model (LC-BMHLM). Heuristic-KR is a learning model which was introduced by Krulik and Rudnick (1995) that is the…

The Creative Personality

ERIC Educational Resources Information Center

Selby, Edwin C.; Shaw, Emily J.; Houtz, John C.

2005-01-01

The study of the creative personality has established itself as a major avenue of research on creativity and creative problem solving, other areas being creative process, product, and environment (or press). With respect to personality research, over the past 50-plus years, many studies have examined characteristics, attitudes, preferences,…

Identification and Support of Outstanding Astronomy Students

NASA Astrophysics Data System (ADS)

Stoev, A. D.; Bozhurova, E. S.

2006-08-01

The aims, organizational plan and syllabus of a specialized Astronomy School with a subject of training students for participation in the International Astronomy Olympiad, are presented. Thematic frame includes basic educational activities during the preparation and self-preparation of the students and their participation in astronomical Olympiads. A model of identification and selection of outstanding students for astronomical Olympiads has been developed. Examples of didactic systems of problems for development of mathematical, physical and astronomical skills are shown. The programme ends with individual training for solving problems on astronomy and astrophysics. Possibilities, which the characteristic, non-standard astronomical problems give for stimulating the creative and original thinking, are specified. Basic psychological condition for development of the students' creative potential - transformation of the cognitive content in emotional one - is demonstrated. The programme of identification and support of outstanding students on astronomy is realized in collaboration with The Ministry of Education and Science, Public Astronomical Observatories and Planetaria, Institute of Astronomy - Bulgarian Academy of Sciences, and The Union of Astronomers in Bulgaria.

Impacts of Learning Inventive Problem-Solving Principles: Students' Transition from Systematic Searching to Heuristic Problem Solving

ERIC Educational Resources Information Center

Barak, Moshe

2013-01-01

This paper presents the outcomes of teaching an inventive problem-solving course in junior high schools in an attempt to deal with the current relative neglect of fostering students' creativity and problem-solving capabilities in traditional schooling. The method involves carrying out systematic manipulation with attributes, functions and…

Creative and Critical Thinking Skills in Problem-Based Learning Environments

ERIC Educational Resources Information Center

Birgili, Bengi

2015-01-01

Creative and critical thinking skills are the abilities, which can sometimes be used interchangeably in definition. In fact, they have different constructs because they differentiate in outcome of human behaviours. Also one of today's requirements is that individuals should approach everyday problems by using both competences. So, one of the…

Beyond Muddling: Creativity.

ERIC Educational Resources Information Center

Cates, Camille

1979-01-01

Argues that incrementalism's weakness is that it is another rational approach to problem solving when what is needed is a nonrational approach--creativity. Offers guidelines for improving creativity in oneself and in the work environment. (IRT)

Didactical determinants use of information and communication technology in process of training of future specialists.

PubMed

Palamar, Borys I; Vaskivska, Halyna O; Palamar, Svitlana P

In the article the author touches upon the subject of significance of computer equipment for organization of cooperation of professor and future specialists. Such subject-subject interaction may be directed to forming of professional skills of future specialists. By using information and communication technologies in education system range of didactic tasks can be solved. Improving of process of teaching of subjects in high school, self-learning future specialists, motivating to learning and self-learning, the development of reflection in the learning process. The authors considers computer equipment as instrument for development of intellectual skills, potential and willingness of future specialists to solve communicative and communication tasks and problems on the creative basis. Based on results of researches the author comes to certain conclusions about the effectiveness of usage of computer technologies in process of teaching future specialists and their self-learning. Improper supplying of high schools with computer equipment, lack of appropriate educational programs, professors' teachers' poor knowledge and usage of computers have negative impact on organization of process of teaching disciplines in high schools. Computer equipment and ICT in general are the instruments of development of intellectual skills, potential and willingness of future specialists to solve communicative and communication tasks and problems. So, the formation of psychosocial environment of development of future specialist is multifaceted, complex and didactically important issue.

Sleep Does Not Promote Solving Classical Insight Problems and Magic Tricks

PubMed Central

Schönauer, Monika; Brodt, Svenja; Pöhlchen, Dorothee; Breßmer, Anja; Danek, Amory H.; Gais, Steffen

2018-01-01

During creative problem solving, initial solution attempts often fail because of self-imposed constraints that prevent us from thinking out of the box. In order to solve a problem successfully, the problem representation has to be restructured by combining elements of available knowledge in novel and creative ways. It has been suggested that sleep supports the reorganization of memory representations, ultimately aiding problem solving. In this study, we systematically tested the effect of sleep and time on problem solving, using classical insight tasks and magic tricks. Solving these tasks explicitly requires a restructuring of the problem representation and may be accompanied by a subjective feeling of insight. In two sessions, 77 participants had to solve classical insight problems and magic tricks. The two sessions either occurred consecutively or were spaced 3 h apart, with the time in between spent either sleeping or awake. We found that sleep affected neither general solution rates nor the number of solutions accompanied by sudden subjective insight. Our study thus adds to accumulating evidence that sleep does not provide an environment that facilitates the qualitative restructuring of memory representations and enables problem solving. PMID:29535620

The effect of preferred music on mood and performance in a high-cognitive demand occupation.

PubMed

Lesiuk, Teresa

2010-01-01

Mild positive affect has been shown in the psychological literature to improve cognitive skills of creative problem-solving and systematic thinking. Individual preferred music listening offers opportunity for improved positive affect. The purpose of this study was to examine the effect of preferred music listening on state-mood and cognitive performance in a high-cognitive demand occupation. Twenty-four professional computer information systems developers (CISD) from a North American IT company participated in a 3-week study with a music/no music/music weekly design. During the music weeks, participants listened to their preferred music "when they wanted, as they wanted." Self-reports of State Positive Affect, State Negative Affect, and Cognitive Performance were measured throughout the 3 weeks. Results indicate a statistically significant improvement in both state-mood and cognitive performance scores. "High-cognitive demand" is a relative term given that challenges presented to individuals may occur on a cognitive continuum from need for focus and selective attention to systematic analysis and creative problem-solving. The findings and recommendations have important implications for music therapists in their knowledge of the effect of music on emotion and cognition, and, as well, have important implications for music therapy consultation to organizations.

Problem-solving skills training for mothers of children recently diagnosed with autism spectrum disorder: A pilot feasibility study.

PubMed

Nguyen, Cathina T; Fairclough, Diane L; Noll, Robert B

2016-01-01

Problem-solving skills training is an intervention designed to teach coping skills that has shown to decrease negative affectivity (depressive symptoms, negative mood, and post-traumatic stress symptoms) in mothers of children with cancer. The objective of this study was to see whether mothers of children recently diagnosed with autism spectrum disorder would be receptive to receiving problem-solving skills training (feasibility trial). Participants were recruited from a local outpatient developmental clinic that is part of a university department of pediatrics. Participants were to receive eight 1-h sessions of problem-solving skills training and were asked to complete assessments prior to beginning problem-solving skills training (T1), immediately after intervention (T2), and 3 months after T2 (T3). Outcome measures assessed problem-solving skills and negative affectivity (i.e. distress). In total, 30 mothers were approached and 24 agreed to participate (80.0%). Of them, 17 mothers completed problem-solving skills training (retention rate: 70.8%). Mothers of children with autism spectrum disorder who completed problem-solving skills training had significant decreases in negative affectivity and increases in problem-solving skills. A comparison to mothers of children with cancer shows that mothers of children with autism spectrum disorder displayed similar levels of depressive symptoms but less negative mood and fewer symptoms of post-traumatic stress. Data suggest that problem-solving skills training may be an effective way to alleviate distress in mothers of children recently diagnosed with autism spectrum disorder. Data also suggest that mothers of children with autism spectrum disorder were moderately receptive to receiving problem-solving skills training. Implications are that problem-solving skills training may be beneficial to parents of children with autism spectrum disorder; modifications to improve retention rates are suggested. © The Author(s) 2015.

Problem-solving skills and perceived stress among undergraduate students: The moderating role of hardiness.

PubMed

Abdollahi, Abbas; Abu Talib, Mansor; Carlbring, Per; Harvey, Richard; Yaacob, Siti Nor; Ismail, Zanariah

2016-06-01

This study was designed to examine the relationships between problem-solving skills, hardiness, and perceived stress and to test the moderating role of hardiness in the relationship between problem-solving skills and perceived stress among 500 undergraduates from Malaysian public universities. The analyses showed that undergraduates with poor problem-solving confidence, external personal control of emotion, and approach-avoidance style were more likely to report perceived stress. Hardiness moderated the relationships between problem-solving skills and perceived stress. These findings reinforce the importance of moderating role of hardiness as an influencing factor that explains how problem-solving skills affect perceived stress among undergraduates.

Worry and problem-solving skills and beliefs in primary school children.

PubMed

Parkinson, Monika; Creswell, Cathy

2011-03-01

To examine the association between worry and problem-solving skills and beliefs (confidence and perceived control) in primary school children. Children (8-11 years) were screened using the Penn State Worry Questionnaire for Children. High (N= 27) and low (N= 30) scorers completed measures of anxiety, problem-solving skills (generating alternative solutions to problems, planfulness, and effectiveness of solutions) and problem-solving beliefs (confidence and perceived control). High and low worry groups differed significantly on measures of anxiety and problem-solving beliefs (confidence and control) but not on problem-solving skills. Consistent with findings with adults, worry in children was associated with cognitive distortions, not skills deficits. Interventions for worried children may benefit from a focus on increasing positive problem-solving beliefs. ©2010 The British Psychological Society.

A Program Based on Task-Based Teaching Approach to Develop Creative Thinking Teaching Skills for Female Science Teachers in Kingdom of Saudi Arabia (KSA)

ERIC Educational Resources Information Center

Ibrahim, Manal Hassan Mohammed Bin

2015-01-01

This study aimed at developing creative thinking teaching skills for female science teachers in Kingdom of Saudi Arabia (KSA) through designing a program based on task-based teaching approach. The problem of the study was specified as the weakness of creative thinking teaching skills for science teachers in KSA and the need for programs based on…

Optimizing Creativity

ERIC Educational Resources Information Center

Sisk, Dorothy A.

2014-01-01

Transforming education or business starts with transforming one's mind, and that inner transformation starts with opening up to--indeed welcoming--the inevitable bursts of creativity available to everyone. Sidney J Parnes, one of the world's leading experts on creative problem-solving (CPSI), innovation and creativity, said, "I dream a dream,…

An exploration of students' perceptions and attitudes towards creativity in engineering education

NASA Astrophysics Data System (ADS)

Waller, David R.

This study used a mixed methods approach to develop a broad and deep understanding of students’ perceptions towards creativity in engineering education. Studies have shown that students’ attitudes can have an impact on their motivation to engage in creative behavior. Using an ex-post facto independent factorial design, attitudes of value towards creativity, time for creativity, and creativity stereotypes were measured and compared across gender, year of study, engineering discipline, preference for open-ended problem solving, and confidence in creative abilities. Participants were undergraduate engineering students at Queen’s University from all years of study. A qualitative phenomenological methodology was adopted to study students’ understandings and experiences with engineering creativity. Eleven students participated in oneon- one interviews that provided depth and insight into how students experience and define engineering creativity, and the survey included open-ended items developed using the 10 Maxims of Creativity in Education as a guiding framework. The findings from the survey suggested that students had high value for creativity, however students in fourth year or higher had less value than those in other years. Those with preference for open-ended problem solving and high confidence valued creative more than their counterparts. Students who preferred open-ended problem solving and students with high confidence reported that time was less of a hindrance to their creativity. Males identified more with creativity stereotypes than females, however overall they were both low. Open-ended survey and interview results indicated that students felt they experienced creativity in engineering design activities. Engineering creativity definitions had two elements: creative action and creative characteristic. Creative actions were associated with designing, and creative characteristics were predominantly associated with novelty. Other barriers that emerged from the qualitative analysis were lack of opportunity, lack of assessment, and discomfort with creativity. It was concluded that a universal definition is required to establish clear and aligned understandings of engineering creativity. Instructors may want to consider demonstrating value by assessing creativity and establishing clear criteria in design projects. It is recommended that students be given more opportunities for practice through design activities and that they be introduced to design and creative thinking concepts early in their engineering education.

Help Others and Yourself Eventually: Exploring the Relationship between Help-Giving and Employee Creativity under the Model of Perspective Taking

PubMed Central

Li, Si; Liao, Shudi

2017-01-01

Although a plethora of studies have examined the antecedents of creativity, empirical studies exploring the role of individual behaviors in relation to creativity are relatively scarce. Drawing on the model of perspective taking, this study examines the relationship between help-giving during creative problem solving process and employee creativity. Specifically, we test perspective taking as an explanatory mechanism and propose organization-based self-esteem as the moderator. In a sample collected from a field survey of 247 supervisor-subordinate dyads from 2 large organizations in China at 3 time points, we find that help-giving during creative problem solving process positively related with perspective taking; perspective taking positively related with employees’ creativity; employees’ organization-based self-esteem strengthened the link between perspective taking and creativity; besides, there existed a moderated mediation effect. We conclude this paper with discussions on the implications for theory, research, and practice. PMID:28690566

Problem Solving Software for Math Classes.

ERIC Educational Resources Information Center

Troutner, Joanne

1987-01-01

Described are 10 computer software programs for problem solving related to mathematics. Programs described are: (1) Box Solves Story Problems; (2) Safari Search; (3) Puzzle Tanks; (4) The King's Rule; (5) The Factory; (6) The Royal Rules; (7) The Enchanted Forest; (8) Gears; (9) The Super Factory; and (10) Creativity Unlimited. (RH)

Visual Attention Modulates Insight versus Analytic Solving of Verbal Problems

ERIC Educational Resources Information Center

Wegbreit, Ezra; Suzuki, Satoru; Grabowecky, Marcia; Kounios, John; Beeman, Mark

2012-01-01

Behavioral and neuroimaging findings indicate that distinct cognitive and neural processes underlie solving problems with sudden insight. Moreover, people with less focused attention sometimes perform better on tests of insight and creative problem solving. However, it remains unclear whether different states of attention, within individuals,…

The Future Problem Solving Program.

ERIC Educational Resources Information Center

Crabbe, Anne B.

1989-01-01

Describes the Future Problem Solving Program, in which students from the U.S. and around the world are tackling some complex challenges facing society, ranging from acid rain to terrorism. The program uses a creative problem solving process developed for business and industry. A sixth-grade toxic waste cleanup project illustrates the process.…

Making Changes: A Futures-Oriented Course in Inventive Problem Solving. Teacher's Guide.

ERIC Educational Resources Information Center

Thomas, John W.

This 1981 guide is designed to be used with a workbook offering students opportunities to engage in creative problem solving. The book contains four units with 23 lessons. Unit 1 addresses problem solving and contains nine lessons: (1) "New and Different Thinking"; (2) "Open and Closed Problems"; (3) "Stating a Problem"; (4) "Defining a Problem";…

Toward Solving the Problem of Problem Solving: An Analysis Framework

ERIC Educational Resources Information Center

Roesler, Rebecca A.

2016-01-01

Teaching is replete with problem solving. Problem solving as a skill, however, is seldom addressed directly within music teacher education curricula, and research in music education has not examined problem solving systematically. A framework detailing problem-solving component skills would provide a needed foundation. I observed problem solving…

The Point of Creative Frustration and the Creative Process: A New Look at an Old Model.

ERIC Educational Resources Information Center

Sapp, D. David

1992-01-01

This paper offers an extension of Graham Wallas' model of the creative process. It identifies periods of problem solving, incubation, and growth with specific points of initial idea inception, creative frustration, and illumination. Responses to creative frustration are described including denial, rationalization, acceptance of stagnation, and new…

Leveling Students' Creative Thinking in Solving and Posing Mathematical Problem

ERIC Educational Resources Information Center

Siswono, Tatag Yuli Eko

2010-01-01

Many researchers assume that people are creative, but their degree of creativity is different. The notion of creative thinking level has been discussed .by experts. The perspective of mathematics creative thinking refers to a combination of logical and divergent thinking which is based on intuition but has a conscious aim. The divergent thinking…

Gathering Circles: An Experience in Creativity and Variety.

ERIC Educational Resources Information Center

Nakagomi, Koji

2000-01-01

Presents materials and methods that maintain student interest and encourage them to think creatively, develop mathematical reasoning, and look at problems from different perspectives, all within an open-ended approach to problem solving. Includes questions for discussion. (KHR)

Causal Analysis to Enhance Creative Problem-Solving: Performance and Effects on Mental Models

ERIC Educational Resources Information Center

Hester, Kimberly S.; Robledo, Issac C.; Barrett, Jamie D.; Peterson, David R.; Hougen, Dean P.; Day, Eric A.; Mumford, Michael D.

2012-01-01

In recent years, it has become apparent that knowledge is a critical component of creative thought. One form of knowledge that might be particularly important to creative thought relies on the mental models people employ to understand novel, ill-defined problems. In this study, undergraduates were given training in the use of causal relationships…

Practice and Educational Effect of a Project Based Learning Program Collaborated with Local Enterprises

NASA Astrophysics Data System (ADS)

Nagashima, Masaaki; Kondo, Yasuo; Tanaka, Hisataka; Miyachika, Kouitsu; Akiyama, Masahiko; Ishibuchi, Nobutaka; Hayakawa, Motozo

The ICEE (Innovation Center for Engineering Education) was founded in April 2004 as an educational facility in the Faculty of Engineering of Tottori University. The ICEE plans the development and training of creative professionals in all fields of engineering through Project Based Learning (PBL) programs in collaboration with local enterprises. In this report, the outline and the educational effect of the education program are described. Through PBL programs, we can give problem finding and solving abilities, self-initiative and communicative skill to the students.

Impact of Magnet Culture in Maintaining Quality Outcomes During Periods of Organizational Transition.

PubMed

Gonzalez, Judith F Zedreck; Wolf, Gail; Dudjak, Linda; Jordan, Bernadette

2015-01-01

Organizational transition presents substantial risk to maintaining quality outcomes. The leadership style and culture present during periods of change and transition empower the frontline staff to react quickly and identify opportunities. The culture of Magnet develops the skill set that enables staff to be leaders in problem solving and identifying creative care delivery approaches. Objectives of this study were to analyze the impact of organizational transition on patient and staff satisfaction, quality, and safety in a Magnet-designated hospital and determine key factors contributing to these outcomes.

Teaching Creativity--Creatively with Psychosynthesis.

ERIC Educational Resources Information Center

du Pont de Bie, Alexis I.

1985-01-01

The author suggests that students can achieve an expansion of successful creative problem-solving through the use of psychosynthesis and allied techniques in transpersonal psychology. This paper discusses the philosophical rational of teaching creativity and examples of a practicum for use in the classroom or work place. (Author/CL)

Promoting Creative Thinking through the Use of ICT.

ERIC Educational Resources Information Center

Wheeler, Steve; Waite, S. J.; Bromfield, C.

2002-01-01

Reports on a pilot study that investigated the creative impact of information and communication technology (ICT) in a grade 6 class in England. Presents a model of creativity that includes problem solving, creative cognition, and social interaction; and discusses the creation of personal Web pages. (Author/LRW)

Problem Posing with the Multiplication Table

ERIC Educational Resources Information Center

Dickman, Benjamin

2014-01-01

Mathematical problem posing is an important skill for teachers of mathematics, and relates readily to mathematical creativity. This article gives a bit of background information on mathematical problem posing, lists further references to connect problem posing and creativity, and then provides 20 problems based on the multiplication table to be…

The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy

ERIC Educational Resources Information Center

Erozkan, Atilgan

2013-01-01

The purpose of this study was to examine communication skills, interpersonal problem solving skills, and social self-efficacy perception of adolescents and the predictive role of communication skills and interpersonal problem solving skills on social self-efficacy. This study is a quantitative and relational study aimed at examining the…

Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training

PubMed Central

Boonen, Anton J. H.; de Koning, Björn B.; Jolles, Jelle; van der Schoot, Menno

2016-01-01

Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME. PMID:26925012

Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training.

PubMed

Boonen, Anton J H; de Koning, Björn B; Jolles, Jelle; van der Schoot, Menno

2016-01-01

Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME.

Developing Entrepreneurial Skills in Pharmacy Students

PubMed Central

Hanna, Lezley-Anne; Haughey, Sharon; Hughes, Carmel

2015-01-01

Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship. Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire. Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered. Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship. PMID:27168619

Developing Entrepreneurial Skills in Pharmacy Students.

PubMed

Laverty, Garry; Hanna, Lezley-Anne; Haughey, Sharon; Hughes, Carmel

2015-09-25

Objective. To create, implement, and evaluate a workshop that teaches undergraduate pharmacy students about entrepreneurship. Design. Workshops with 3 hours of contact time and 2 hours of self-study time were developed for final-year students. Faculty members and students evaluated peer assessment, peer development, communication, critical evaluation, creative thinking, problem solving, and numeracy skills, as well as topic understanding. Student evaluation of the workshops was done primarily via a self-administered, 9-item questionnaire. Assessment. One hundred thirty-four students completed the workshops. The mean score was 50.9 out of 65. Scores ranged from 45.9 to 54.1. The questionnaire had a 100% response rate. Many students agreed that workshops about entrepreneurship were a useful teaching method and that key skills were fostered. Conclusion. Workshops effectively delivered course content about entrepreneurship and helped develop relevant skills. This work suggests students value instruction on entrepreneurship.

The Kinematic Learning Model using Video and Interfaces Analysis

NASA Astrophysics Data System (ADS)

Firdaus, T.; Setiawan, W.; Hamidah, I.

2017-09-01

An educator currently in demand to apply the learning to not be separated from the development of technology. Educators often experience difficulties when explaining kinematics material, this is because kinematics is one of the lessons that often relate the concept to real life. Kinematics is one of the courses of physics that explains the cause of motion of an object, Therefore it takes the thinking skills and analytical skills in understanding these symptoms. Technology is one that can bridge between conceptual relationship with real life. A framework of technology-based learning models has been developed using video and interfaces analysis on kinematics concept. By using this learning model, learners will be better able to understand the concept that is taught by the teacher. This learning model is able to improve the ability of creative thinking, analytical skills, and problem-solving skills on the concept of kinematics.

Creativity in Communications.

ERIC Educational Resources Information Center

Adams, Robert A., Ed.

A collection of 20 essays on creative problem solving in advertising and sales promotion considers the relationship between client and agency and the degree of creativity that is necessary or desirable for each side to bring to their collaboration. The different essays are fully illustrated and specifically focus on such areas as creativity in…

A Structural Equation Model to Analyse the Antecedents to Students' Web-Based Problem-Solving Performance

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Kuo, Fan-Ray

2015-01-01

Web-based problem-solving, a compound ability of critical thinking, creative thinking, reasoning thinking and information-searching abilities, has been recognised as an important competence for elementary school students. Some researchers have reported the possible correlations between problem-solving competence and information searching ability;…

Problem solving therapy - use and effectiveness in general practice.

PubMed

Pierce, David

2012-09-01

Problem solving therapy (PST) is one of the focused psychological strategies supported by Medicare for use by appropriately trained general practitioners. This article reviews the evidence base for PST and its use in the general practice setting. Problem solving therapy involves patients learning or reactivating problem solving skills. These skills can then be applied to specific life problems associated with psychological and somatic symptoms. Problem solving therapy is suitable for use in general practice for patients experiencing common mental health conditions and has been shown to be as effective in the treatment of depression as antidepressants. Problem solving therapy involves a series of sequential stages. The clinician assists the patient to develop new empowering skills, and then supports them to work through the stages of therapy to determine and implement the solution selected by the patient. Many experienced GPs will identify their own existing problem solving skills. Learning about PST may involve refining and focusing these skills.

Apollo 13 creativity: in-the-box innovation.

PubMed

King, M J

1997-01-01

A study of the Apollo 13 mission, based on the themes showcased in the acclaimed 1995 film, reveals the grace under pressure that is the condition of optimal creativity. "Apollo 13 Creativity" is a cultural and creative problem-solving appreciation of the thinking style that made the Apollo mission succeed: creativity under severe limitations. Although creativity is often considered a "luxury good," of concern mainly for personal enrichment, the arts, and performance improvement, in life-or-death situations it is the critical pathway not only to success but to survival. In this case. the original plan for a moon landing had to be transformed within a matter of hours into a return to earth. By precluding failure as an option at the outset, both space and ground crews were forced to adopt a new perspective on their resources and options to solve for a successful landing. This now-classic problem provides a range of principles for creative practice and motivation applicable in any situation. The extreme situation makes these points dramatically.

Leadership emergence in engineering design teams.

PubMed

Guastello, Stephen J

2011-01-01

Leaders emerge from leaderless groups as part of a more complex emerging social structure. Several studies have shown that the emerging structure is aptly described by a swallowtail catastrophe model where the control parameters differ depending on whether creative problem solving, production, coordination-intensive, or emergency management groups are involved. The present study explored creative problem solving further where the participants were engaged in real-world tasks extending over several months rather than short laboratory tasks. Participants were engineering students who were organized into groups of to people who designed, built, and tested a prototype product that would solve a real-world problem. At the th week of work they completed a questionnaire indicating who was most like the leader of their group, second most like the leader, along with other questions about individuals' contributions to the group process. Results showed that the swallowtail model (R = .) exhibited a strong advantage over the linear alternative model (R = .) for predicting leadership emergence. The three control variables were control of the task, creative contributions to the group's work, and facilitating the creative contributions of others.

Group dynamics for the acquisition of competences in Project Management

NASA Astrophysics Data System (ADS)

Taguas, E. V.; Aguilar, M. C.; Castillo, C.; Polo, M. J.; Pérez, R.

2012-04-01

The Bologna Process promotes European citizens' employability from teaching fields in the University which implies the design of activities addressed to the development of skills for the labor market and engagement of employers. This work has been conceived for improving the formation of Engineering Project Management through group dynamics focused on: 1) the use of the creativity for solving problems; 2) promoting leadership capacities and social skills in multidisciplinary/multicultural work groups; 3) the ethical, social and environmental compromise; 4) the continuous learning. Different types of activities were designed: short activities of 15-30 minutes where fragments of books or songs are presented and discussed and long activities (2 h) where groups of students take different roles for solving common problems and situations within the Engineering Projects context. An electronic book with the content of the dynamics and the material for the students has been carried out. A sample of 20 students of Electronic Engineering degree which had participated at least in two dynamics, evaluated the utility for improving their formation in Engineering Project Management with a mark of 8.2 (scale 0-10, standard deviation equal to 0.9). On the other hand, the teachers observed how this type of work, promotes the interdisciplinary training and the acquisition of social skills, usually not-included in the objectives of the subjects.

Requisite for Honing the Problem Solving Skill of Early Adolescents in the Digital Era

ERIC Educational Resources Information Center

Sumitha, S.; Jose, Rexlin

2016-01-01

Problems can be the cause of stress, tension, emotional instability and physical strain. Especially, adolescents should have the skill of solving a problem in order to reach his/her desired ambitions in life. The problem solving skill requires some abstract thinking to arrive at a clear solution. Problem solving ability helps them to meet their…

More than just fun and games: the longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades.

PubMed

Adachi, Paul J C; Willoughby, Teena

2013-07-01

Some researchers have proposed that video games possess good learning principles and may promote problem solving skills. Empirical research regarding this relationship, however, is limited. The goal of the presented study was to examine whether strategic video game play (i.e., role playing and strategy games) predicted self-reported problem solving skills among a sample of 1,492 adolescents (50.8 % female), over the four high school years. The results showed that more strategic video game play predicted higher self-reported problem solving skills over time than less strategic video game play. In addition, the results showed support for an indirect association between strategic video game play and academic grades, in that strategic video game play predicted higher self-reported problem solving skills, and, in turn, higher self-reported problem solving skills predicted higher academic grades. The novel findings that strategic video games promote self-reported problem solving skills and indirectly predict academic grades are important considering that millions of adolescents play video games every day.

Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students

NASA Astrophysics Data System (ADS)

Apino, E.; Retnawati, H.

2017-02-01

This study aimed to describe the instructional design to improve the Higher Order Thinking Skills (HOTS) of students in learning mathematics. This research is design research involving teachers and students of class X MIPA 1 MAN Yigyakarta III, Special Region of Yogyakarta, Indonesia. Data collected through focus group discussions and tests. Data analyzed by quantitative descriptive. The results showed that the instructional design developed is effective to improving students’ HOTS in learning mathematics. Instructional design developed generally include three main components: (1) involve students in the activities non-routine problem solving; (2) facilitating students to develop the ability to analyze and evaluate (critical thinking) and the ability to create (creative thinking); and (3) encourage students to construct their own knowledge.

Implementation of a cooperative methodology to develop organic chemical engineering skills

NASA Astrophysics Data System (ADS)

Arteaga, J. F.; Díaz Blanco, M. J.; Toscano Fuentes, C.; Martín Alfonso, J. E.

2013-08-01

The objective of this work is to investigate how most of the competences required by engineering students may be developed through an active methodology based on cooperative learning/evaluation. Cooperative learning was employed by the University of Huelva's third-year engineering students. The teaching methodology pretends to create some of the most relevant engineering skills required nowadays such as the ability to cooperate finding appropriate information; the ability to solve problems through critical and creative thinking; and the ability to make decisions and to communicate effectively. The statistical study carried out supports the hypothesis that comprehensive and well-defined protocols in the development of the subject, the rubric and cooperative evaluation allow students to acquire a successful learning.

Sharing Teaching Ideas: Active Participation in the Classroom through Creative Problem Generation.

ERIC Educational Resources Information Center

Gonzales, Nancy A.; And Others

1996-01-01

Presents an activity to involve students in mathematical communication and creative thinking. The activity is similar to the "pass it along" gossip game in which each person in a chain adds a piece of information. The class analyzes the resulting mathematics problem using George Polya's problem-solving techniques. (MKR)

Applying Erikson’s Wisdom to Self-Management Practices of Older Adults: Findings from Two Field Studies

PubMed Central

Perry, Tam E.; Hassevoort, Luke; Ruggiano, Nicole; Shtompel, Natalia

2014-01-01

According to Erik Erikson’s theory on the stages of human development, achieving wisdom later in life involves revisiting previous crises and renewing psychosocial accomplishments. However, few studies have used Erikson’s theory as a framework for examining how older adults self-manage physical and mental health changes that commonly occur later in life. This paper presents findings from two qualitative studies that demonstrate how older adults apply wisdom in new domains. Specifically, it was found that older adults (1) reasserted autonomy by initiating creative problem solving; and 2) applied skills gained from productive activities earlier in life to new health-related problems that arise later in life. These findings highlight the importance of engaging older adults to repurpose their life skills, and thus reapply wisdom to new areas of their lives. Implications for practice are discussed. PMID:25651571

Applying Erikson's wisdom to self-management practices of older adults: findings from two field studies.

PubMed

Perry, Tam E; Ruggiano, Nicole; Shtompel, Natalia; Hassevoort, Luke

2015-04-01

According to Erik Erikson's theory on the stages of human development, achieving wisdom later in life involves revisiting previous crises and renewing psychosocial accomplishments. However, few studies have used Erikson's theory as a framework for examining how older adults self-manage physical and mental health changes that commonly occur later in life. This article presents findings from two qualitative studies that demonstrate how older adults apply wisdom in new domains. Specifically, it was found that older adults (1) reasserted autonomy by initiating creative problem solving and (2) applied skills gained from productive activities earlier in life to new health-related problems that arise later in life. These findings highlight the importance of engaging older adults to repurpose their life skills and thus reapply wisdom to new areas of their lives. Implications for practice are discussed. © The Author(s) 2014.

The needs analysis of learning Inventive Problem Solving for technical and vocational students

NASA Astrophysics Data System (ADS)

Sai'en, Shanty; Tze Kiong, Tee; Yunos, Jailani Md; Foong, Lee Ming; Heong, Yee Mei; Mohaffyza Mohamad, Mimi

2017-08-01

Malaysian Ministry of Education highlighted in their National Higher Education Strategic plan that higher education’s need to focus adopting 21st century skills in order to increase a graduate’s employability. Current research indicates that most graduate lack of problem solving skills to help them securing the job. Realising the important of this skill hence an alternative way suggested as an option for high institution’s student to solve their problem. This study was undertaken to measure the level of problem solving skills, identify the needs of learning inventive problem solving skills and the needs of developing an Inventive problem solving module. Using a questionnaire, the study sampled 132 students from Faculty of Technical and Vocational Education. Findings indicated that majority of the students fail to define what is an inventive problem and the root cause of a problem. They also unable to state the objectives and goal thus fail to solve the problem. As a result, the students agreed on the developing Inventive Problem Solving Module to assist them.

The Effects of a Problem Solving Intervention on Problem Solving Skills of Students with Autism during Vocational Tasks

ERIC Educational Resources Information Center

Yakubova, Gulnoza

2013-01-01

Problem solving is an important employability skill and considered valuable both in educational settings (Agran & Alper, 2000) and the workplace (Ju, Zhang, & Pacha, 2012). However, limited research exists instructing students with autism to engage in problem solving skills (e.g., Bernard-Opitz, Sriram, & Nakhoda-Sapuan, 2001). The…

Using Task Like PISA's Problem to Support Students' Creativity in Mathematics

ERIC Educational Resources Information Center

Novita, Rita; Putra, Mulia

2016-01-01

Creativity is one of keys to success in the evolving global economy and also be a fundamental skill that is absolutely necessary in the 21st century. Also in mathematics, creativity or thinking creatively is important to be developed because creativity is an integral part of mathematics. However, limiting the use of creativity in the classroom…

Program for Enlightened and Productive Creativity Illustrated with a Moire Patterns Lesson

ERIC Educational Resources Information Center

Yuk, Keun Cheol; Cramond, Bonnie

2006-01-01

Combining both the Western perspective of creativity as productivity and the Eastern perspective of creativity as enlightenment, a Program for Enlightened and Productive Creativity (PEPC) for teaching inquiry was devised. The PEPC describes stages through which a student is guided to solve a problem using increasingly complex observation, inquiry,…

The Interactive Effects of Self-Perceptions and Job Requirements on Creative Problem Solving

ERIC Educational Resources Information Center

Robinson-Morral, Erika J.; Reiter-Palmon, Roni; Kaufman, James C.

2013-01-01

Over the years, researchers have focused on ways to facilitate creativity in the workplace by looking at individual factors and organizational factors that affect employee creativity (Woodman, Sawyer, & Griffin, [Woodman, R.W., 1993]). In many cases, the factors that affect creativity are examined independently. In other words, it is uncommon…

Fear No Creativity

ERIC Educational Resources Information Center

Bush, Gail

2014-01-01

Young scholars readily encounter creative characters in both literature and in life who stimulate questioning, problem solving, communicating, and pursuing interests and personal growth. By fueling students' creativity, school librarians demonstrate respect for the unique individuals they are now and honor them for the people they are…

Is There Creativity in Design? From a Perspective of School Design and Technology in Hong Kong

ERIC Educational Resources Information Center

Wong, Yi Lin; Siu, Kin Wai Michael

2012-01-01

As creativity is likely to become a crucial aspect of living in the future, it is important for educators to teach students to think creatively when solving constantly evolving and increasingly complex problems. Supported by the idea that creativity can be taught and learnt, elements of creativity are now embedded in secondary school education.…

The Impact of Parental Attitudes on Problem Solving Skills in High School Students

ERIC Educational Resources Information Center

Tösten, Rasim; Han, Bünyamin; Anik, Sabri

2017-01-01

Problem solving skill is one of the important skills which are expected to be gained during the educational programs. In the development of children's skills and shaping the behaviors, parental attitudes are believed to be effective. That means problem-solving skills and behavioral characteristics of individuals are closely related. From that…

A rugged landscape model for self-organization and emergent leadership in creative problem solving and production groups.

PubMed

Guastello, Stephen J; Craven, Joanna; Zygowicz, Karen M; Bock, Benjamin R

2005-07-01

The process by which an initially leaderless group differentiates into one containing leadership and secondary role structures was examined using the swallowtail catastrophe model and principles of selforganization. The objectives were to identify the control variables in the process of leadership emergence in creative problem solving groups and production groups. In the first of two experiments, groups of university students (total N = 114) played a creative problem solving game. Participants later rated each other on leadership behavior, styles, and variables related to the process of conversation. A performance quality measure was included also. Control parameters in the swallowtail catastrophe model were identified through a combination of factor analysis and nonlinear regression. Leaders displayed a broad spectrum of behaviors in the general categories of Controlling the Conversation and Creativity in their role-play. In the second experiment, groups of university students (total N = 197) engaged in a laboratory work experiment that had a substantial production goal component. The same system of ratings and modeling strategy was used along with a work production measure. Leaders in the production task emerged to the extent that they exhibited control over both the creative and production aspects of the task, they could keep tension low, and the externally imposed production goals were realistic.

Pre-Service Physics Teachers’ Problem-solving Skills in Projectile Motion Concept

NASA Astrophysics Data System (ADS)

Sutarno, S.; Setiawan, A.; Kaniawati, I.; Suhandi, A.

2017-09-01

This study is a preliminary research aiming at exploring pre-service physics teachers’ skills in applying the stage of problem-solving strategies. A total of 76 students of physics education study program at a college in Bengkulu Indonesia participated in the study. The skills on solving physics problems are being explored through exercises that demand the use of problem-solving strategies with several stages such as useful description, physics approach, specific application of physics, physics equation, mathematical procedures, and logical progression. Based on the results of data analysis, it is found that the pre-service physics teachers’ skills are in the moderate category for physics approach and mathematical procedural, and low category for the others. It was concluded that the pre-service physics teachers’ problem-solving skills are categorized low. It is caused by the learning of physics that has done less to practice problem-solving skills. The problems provided are only routine and poorly trained in the implementation of problem-solving strategies.The results of the research can be used as a reference for the importance of the development of physics learning based on higher order thinking skills.

Junior High School Students’ Understanding and Problem Solving Skills on the Topics of Line and Angles

NASA Astrophysics Data System (ADS)

Irsal, I. L.; Jupri, A.; Prabawanto, S.

2017-09-01

Line and angles is important topics to learn to develop the geometry skills and also mathematics skills such as understanding and problem solving skills. But, the fact was given by Indonesian researcher show that Indonesian students’ understanding and problem solving skills still low in this topics. This fact be a background to investigate students’ understanding and problem solving skills in line and angles topics. To investigate these skills, this study used descriptive-qualitative approach. Individual written test (essay) and interview was used in this study. 72 students grade 8th from one of Junior High School in Lembang, worked the written test and 18 of them were interviewed. Based on result, almost of student were have a good instrumental understanding in line and angles topic in same area, but almost all student have a low instrumental understanding in line and angles topic in different area. Almost all student have a low relational understanding. Also, almost all student have a low problem solving skills especially in make and use strategy to solve the problem and looking back their answer. Based on result there is need a meaningfulness learning strategy, which can make students build their understanding and develop their problem solving skill independently.

Leisure Activities for the Development of Creative Intelligence in Mathematical Problem Solving

ERIC Educational Resources Information Center

Castro, Angélica Mercedes Tumbaco; Guerra, Galo Ernestro Cabanilla; Brito, Christian Antonio Pavón; Chávez, Tannia Gabriela Acosta

2018-01-01

The present work studies the influence of leisure activities on the creative intelligence of the students. An experimental pre- and post-test design was carried out with individuals selected in a sampling process. The design identifies the ease of students to place themselves in possible contexts and solve them mathematically through Polya's…

Developing 21st century skills in chemistry classrooms: Opportunities and challenges of STEAM integration

NASA Astrophysics Data System (ADS)

Hadinugrahaningsih, Tritiyatma; Rahmawati, Yuli; Ridwan, Achmad

2017-08-01

The paper portrays the first year of two-year study in integration Science, Technology, Engineering, Art, and Mathematics (STEAM) in chemistry learning. The research focused on developing 21st-century skills of chemistry students in secondary schools. The 21st-century skills as a set of abilities that students need to develop in facing the future challenge which involves learning, literacy, and life skills. The study was conducted in two secondary schools both public and private school in topics of hydrocarbon, petroleum, solubility, and acid base in year 10 and 11. The qualitative methodology was applied to explore the students' learning experiences and understanding the research context. Data was collected through observation, interview, reflective journal, and 21st-century rubric. The STEAM approach was integrated through modification of project-based learning model. The students had opportunities to develop their own projects by integrating chemistry and STEAM principles to their project. The results show that students have developed their critical and creative thinking, problem-solving skills, collaboration and argumentation skills, leadership and responsibility, information and literacy skills. The researchers faced the challenges of integrating STEAM within the chemistry curricula, empowering students, and managing the teaching and time resources. Students have started to challenge their critical and creative thinking within the existing learning environments. Integrating STEAM into chemistry learning has developed students' 21st-century skills in those three areas. Teachers also learned to develop their competencies for being facilitators and agents of change, in addition to skills development in dealing with students' differences.

Pre-Service Class Teacher' Ability in Solving Mathematical Problems and Skills in Solving Daily Problems

ERIC Educational Resources Information Center

Aljaberi, Nahil M.; Gheith, Eman

2016-01-01

This study aims to investigate the ability of pre-service class teacher at University of Petrain solving mathematical problems using Polya's Techniques, their level of problem solving skills in daily-life issues. The study also investigates the correlation between their ability to solve mathematical problems and their level of problem solving…

The Effects of Intertextual Reading Approach on the Development of Creative Writing Skills

ERIC Educational Resources Information Center

Akdal, Deniz; Sahin, Ayfer

2014-01-01

Problem Statement: The aim of the first five years of primary school is to teach and help the students develop basic skills as stated in the Primary School Language Program and Guide. Creative thinking and intertextual reading are among these skills, and it is important to give these to the students during language courses. Purpose of Study: The…

The Gifted Can't Weigh That Giraffe.

ERIC Educational Resources Information Center

Wassermann, Selma

1982-01-01

A professor's one-time observation of gifted and low-achieving students at one school leads to a startling conclusion. The gifted students were excessively anxious and unable to think creatively in the face of new problems; the low-achievers demonstrated high levels of creative problem-solving. (Author/WD)

Teaching Problem Solving Skills to Elementary Age Students with Autism

ERIC Educational Resources Information Center

Cote, Debra L.; Jones, Vita L.; Barnett, Crystal; Pavelek, Karin; Nguyen, Hoang; Sparks, Shannon L.

2014-01-01

Students with disabilities need problem-solving skills to promote their success in solving the problems of daily life. The research into problem-solving instruction has been limited for students with autism. Using a problem-solving intervention and the Self Determined Learning Model of Instruction, three elementary age students with autism were…

Writing in Groups as a Tool for Non-Routine Problem Solving in First Year University Mathematics

ERIC Educational Resources Information Center

Taylor, J. A.; McDonald, C.

2007-01-01

Development of mathematical problem solving skills is an age old problem in mathematics. This paper details the design of a component of a first year university mathematics course in which group work and mathematical communication skills, especially writing skills, are used as a tool to develop non-routine problem solving skills. In this design…

How does emotion influence different creative performances? The mediating role of cognitive flexibility.

PubMed

Lin, Wei-Lun; Tsai, Ping-Hsun; Lin, Hung-Yu; Chen, Hsueh-Chih

2014-01-01

Cognitive flexibility is proposed to be one of the factors underlying how positive emotions can improve creativity. However, previous works have seldom set up or empirically measured an independent index to demonstrate its mediating effect, nor have they investigated its mediating role on different types of creative performances, which involve distinct processes. In this study, 120 participants were randomly assigned to positive, neutral or negative affect conditions. Their levels of cognitive flexibility were then measured by a switch task. Finally, their creative performances were calibrated by either an open-ended divergent thinking test or a closed-ended insight problem-solving task. The results showed that positive emotional states could reduce switch costs and enhance both types of creative performances. However, cognitive flexibility exhibited a full mediating effect only on the relationship between positive emotion and insight problem solving, but not between positive emotion and divergent thinking. Divergent thinking was instead more associated with arousal level. These results suggest that emotions might influence different creative performances through distinct mechanisms.

[Investigation of problem solving skills among psychiatric patients].

PubMed

Póos, Judit; Annus, Rita; Perczel Forintos, Dóra

2008-01-01

According to our present knowledge depression and hopelessness play an important role in attempted suicide and the development of hopelessness seems to be closely associated with poor problem solving skills. In the present study we have used the internationally well-known MEPS (Means-Ends Problem Solving Test; a measure of social problem solving ability) in Hungary for the first time and combined with other tests. We intended to explore the cognitive risk factors that potentially play a role in the suicidal behavior in clinical population. In our study we compared a group of individuals who had attempted suicide to a nonsuicidal psychiatric control group and a normal control group (61 subjects in each group). Our results confirm the findings of others that psychiatric patients have difficulties in social problem solving compared to normal controls. Moreover, they generate less and poorer solutions. According to our data problem solving skills of the two clinical groups were similar. A strong positive correlation was found between poor problem solving skills, depression and hopelessness which may suggest that the development of problem solving skills could help to reduce negative mood.

The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences

PubMed Central

Safari, Yahya; Meskini, Habibeh

2016-01-01

Background: Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students’ problem solving skills. Methods: The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. They were selected through convenience sampling technique and were randomly assigned into two equal groups of experimental and control. For the experimental group, problem solving skills were taught through metacognitive instruction during ten two-hour sessions and for the control group, problem solving skills were taught via conventional teaching method. The instrument for data collection included problem solving inventory (Heppner, 1988), which was administered before and after instruction. The validity and reliability of the questionnaire had been previously confirmed. The collected data were analyzed by descriptive statistics, mean and standard deviation and the hypotheses were tested by t-test and ANCOVA. Results: The findings of the posttest showed that the total mean scores of problem solving skills in the experimental and control groups were 151.90 and 101.65, respectively, indicating a significant difference between them (p<0.001). This difference was also reported to be statistically significant between problem solving skills and its components, including problem solving confidence, orientation-avoidance coping style and personal control (p<0.001). No significant difference, however, was found between the students’ mean scores in terms of gender and major. Conclusion: Since metacognitive instruction has positive effects on students’ problem solving skills and is required to enhance academic achievement, metacognitive strategies are recommended to be taught to the students. PMID:26234970

The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences.

PubMed

Safari, Yahya; Meskini, Habibeh

2015-05-17

Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students' problem solving skills. The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. They were selected through convenience sampling technique and were randomly assigned into two equal groups of experimental and control. For the experimental group, problem solving skills were taught through metacognitive instruction during ten two-hour sessions and for the control group, problem solving skills were taught via conventional teaching method. The instrument for data collection included problem solving inventory (Heppner, 1988), which was administered before and after instruction. The validity and reliability of the questionnaire had been previously confirmed. The collected data were analyzed by descriptive statistics, mean and standard deviation and the hypotheses were tested by t-test and ANCOVA. The findings of the posttest showed that the total mean scores of problem solving skills in the experimental and control groups were 151.90 and 101.65, respectively, indicating a significant difference between them (p<0.001). This difference was also reported to be statistically significant between problem solving skills and its components, including problem solving confidence, orientation-avoidance coping style and personal control (p<0.001). No significant difference, however, was found between the students' mean scores in terms of gender and major. Since metacognitive instruction has positive effects on students' problem solving skills and is required to enhance academic achievement, metacognitive strategies are recommended to be taught to the students.

The relation between stressful life events and adjustment in elementary school children: the role of social support and social problem-solving skills.

PubMed

Dubow, E F; Tisak, J

1989-12-01

This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem-solving skills. Third through fifth graders (N = 361) completed social support and social problem-solving measures. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the children's behavioral and academic adjustment. Hierarchical multiple regressions revealed significant stress-buffering effects for social support and problem-solving skills on teacher-rated behavior problems, that is, higher levels of social support and problem-solving skills moderated the relation between stressful life events and behavior problems. A similar stress-buffering effect was found for problem-solving skills on grade-point average and parent-rated behavior problems. In terms of children's competent behaviors, analyses supported a main effect model of social support and problem-solving. Possible processes accounting for the main and stress-buffering effects are discussed.

Teachers' ICT and Problem-Solving Skills: Competencies and Needs. Education Indicators in Focus. No. 40

ERIC Educational Resources Information Center

OECD Publishing, 2016

2016-01-01

The education sector performs well for information and communication technology (ICT) and problem-solving skills, although it still lags behind the professional, scientific and technical activities sector. Primary and secondary teachers have better ICT and problem-solving skills than the general population, and similar skills to other…

Foundations for Creativity in the Writing Process: Rhetorical Representations of Ill-Defined Problems.

ERIC Educational Resources Information Center

Carey, L. J.; Flower, Linda

This report examines the composing processes of expert writers to determine which cognitive processes in expository writing produce an opportunity for a creative response. The first section considers how the ill-defined nature of many writing problems and the cognitive processes experts use to solve these problems interact to provide an…

Cooperation makes two less-creative individuals turn into a highly-creative pair.

PubMed

Xue, Hua; Lu, Kelong; Hao, Ning

2018-05-15

This study aimed to investigate which type of group (e.g., consisting of less-creative or highly-creative individuals) would perform better in solving creativity problems, and explore the underlying inter-brain neural correlates between team members. A preliminary test (an alternative-uses task) was performed to rank individuals' level of creativity, and divide participants into three types of dyads: high-high (two highly-creative individuals), low-low (two less-creative individuals), and high-low (one highly-creative and one less-creative individual). Dyads were then asked to solve a realistic presented problem (RPP; a typical creativity problem) during which a functional near-infrared spectroscopy (fNIRS)-based hyperscanning device was used to record the variation of interpersonal brain synchronization (IBS). Results revealed that less-creative individuals, while working together, would perform as well as highly-creative individuals. The low-low dyads showed higher levels of cooperation behaviour than the other two types of dyads. The fNIRS results revealed increased IBS only for low-low dyads at PFC (prefrontal cortex) and rTPJ (right temporal-parietal junction) brain regions during RPP task performance. In the rDLPFC (right dorsolateral prefrontal cortex), the IBS in the low-low dyads was stronger than that of high-high and high-low dyads. In the rTPJ, the IBS in the low-low dyads was only stronger than that of the high-low dyads. Besides, the IBS at rDLPFC and rTPJ regions in the low-low dyads was positively correlated with their cooperation behaviour and group creative performance. These findings indicated when two less-creative individuals worked on a creativity problem together, they tended to cooperate with each other (indicated by both behaviour index and increased IBS at rDLPFC and rTPJ), which benefited their creative performance. Copyright © 2018 Elsevier Inc. All rights reserved.

Educational Intervention and the Development of Young Art Students' Talent and Creativity

ERIC Educational Resources Information Center

Rostan, Susan M.

2005-01-01

This study focuses on behavior associated with young art students' developing artistic talent ("skills and art-making behavior") and creativity ("personal expressions of visual information"). The study examines the role of personal expertise in a student's development of problem finding, domain-specific technical skill,…

Global Creativity: Introduce a Creative Element to Your Teaching through Global Collaborations

ERIC Educational Resources Information Center

Stephenson, Peter

2004-01-01

The Qualifications and Curriculum Authority (QCA) has made no secret of its desire for teachers to introduce more creativity into UK classrooms. Imaginatively minded teachers have found a number of ways to introduce creativity into the classroom. Dance, music, problem solving and role-play exercises are all well trodden routes, but it was the…

Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research

ERIC Educational Resources Information Center

Plucker, Jonathan A.; Beghetto, Ronald A.; Dow, Gayle T.

2004-01-01

The construct of creativity has a great deal to offer educational psychology. Creativity appears to be an important component of problem-solving and other cognitive abilities, healthy social and emotional well-being, and scholastic and adult success. Yet the study of creativity is not nearly as robust as one would expect, due in part to the…

Structuring students’ analogical reasoning in solving algebra problem

NASA Astrophysics Data System (ADS)

Lailiyah, S.; Nusantara, T.; Sa'dijah, C.; Irawan, E. B.; Kusaeri; Asyhar, A. H.

2018-01-01

The average achievement of Indonesian students’ mathematics skills according to Benchmark International Trends in Mathematics and Science Study (TIMSS) is ranked at the 38th out of 42 countries and according to the survey result in Program for International Student Assessment (PISA) is ranked at the 64th out of 65 countries. The low mathematics skill of Indonesian student has become an important reason to research more deeply about reasoning and algebra in mathematics. Analogical reasoning is a very important component in mathematics because it is the key to creativity and it can make the learning process in the classroom become effective. The major part of the analogical reasoning is about structuring including the processes of inferencing and decision-making happens. Those processes involve base domain and target domain. Methodologically, the subjects of this research were 42 students from class XII. The sources of data were derived from the results of thinks aloud, the transcribed interviews, and the videos taken while the subject working on the instruments and interviews. The collected data were analyzed using qualitative techniques. The result of this study described the structuring characteristics of students’ analogical reasoning in solving algebra problems from all the research subjects.

A Practice of Rescue Robot Contest in Junior High Schools

NASA Astrophysics Data System (ADS)

Kawada, Kazuo; Nagamatsu, Masayasu; Yamamoto, Toru

The rescue robot contest for junior high school students was created to give students an opportunity to design a robot to rescue the victims under large scale disasters. The activity was not only intended as an humanitarian project but also aiming at students to : (1) take the role of victims and imagining the situation from his or her perspective, (2) enhance thinking skills, creativity through the problem solving processes and, (3) work cooperatively in groups. From results of questionnaire for the participated students, important factors for further implementation as curriculum of technology education are implied.

Think Inside the Box

ERIC Educational Resources Information Center

Spencer, John

2017-01-01

Besides "thinking outside the box," the creativity needed to solve problems often involves thinking differently about the box, finding a new approach or off-beat way to use the materials, conditions, and even constraints that one has. Spencer discusses creative constraint--what happens when a problem solver runs into barriers that make…

Situative Creativity: Larger Physical Spaces Facilitate Thinking of Novel Uses for Everyday Objects

ERIC Educational Resources Information Center

Chan, Joel; Nokes-Malach, Timothy J.

2016-01-01

People often use spatial metaphors (e.g., think "laterally," "outside the box") to describe exploration of the problem space during creative problem solving. In this paper, we probe the potential cognitive underpinnings of these spatial metaphors. Drawing on theories of situative cognition, semantic foraging theory, and…

Sociodrama: Group Creative Problem Solving in Action.

ERIC Educational Resources Information Center

Riley, John F.

1990-01-01

Sociodrama is presented as a structured, yet flexible, method of encouraging the use of creative thinking to examine a difficult problem. An example illustrates the steps involved in putting sociodrama into action. Production techniques useful in sociodrama include the soliloquy, double, role reversal, magic shop, unity of opposites, and audience…

Identifying Creativity during Problem Solving Using Linguistic Features

ERIC Educational Resources Information Center

Skalicky, Stephen; Crossley, Scott A.; McNamara, Danielle S.; Muldner, Kasia

2017-01-01

Creativity is commonly assessed using divergent thinking tasks, which measure the fluency, flexibility, originality, and elaboration of participant output on a variety of different tasks. This study assesses the degree to which creativity can be identified based on linguistic features of participants' language while completing collaborative…

Analysis of junior high school students' difficulty in resolving rectangular conceptual problems

NASA Astrophysics Data System (ADS)

Utami, Aliksia Kristiana Dwi; Mardiyana, Pramudya, Ikrar

2017-08-01

Geometry is one part of the mathematics that must be learned in school and it has important effects on the development of creative thinking skills of learners, but in fact, there are some difficulties experienced by the students. This research focuses on analysis difficulty in resolving rectangular conceptual problems among junior high school students in every creative thinking skills level. This research used a descriptive method aimed to identify the difficulties and cause of the difficulties experienced by five students. The difficulties are associated with rectangular shapes and related problems. Data collection was done based on students' work through test, interview, and observations. The result revealed that student' difficulties in understanding the rectangular concept can be found at every creative thinking skills level. The difficulties are identifying the objects rectangular in the daily life except for a rectangle and square, analyzing the properties of rectangular shapes, and seeing the interrelationships between figures.

Education of Sustainability Engineers

NASA Astrophysics Data System (ADS)

Oleschko, K.; Perrier, E.; Tarquis, A. M.

2010-05-01

It's not the same to educate the sustainable engineers as to prepare the engineers of Sustainability. In the latter case all existing methods of inventive creativity (Altshuller, 1988) should be introduced in the teaching and research processes in order to create a culture of innovation at a group. The Theory of Inventing Problem Solving (TRIZ) is based on the pioneer works of Genrich Altshuller (1988) and his associated. Altshuller reviewed over 2 million patents beginning in 1946 (Orlov, 2006) and developed the Laws of Evolution of Technological Systems; An Algorithm for Inventive Problem Solving (ARIZ); forty typical Techniques for Overcoming System Conflicts (TOSC); a system of 76 Standard Approaches to Inventive Problems (Standards) etc. (Fey and Rivin, 1997). Nowadays, "a theory and constructive instrument package for the controlled synthesis of ideas and the focused transformation of the object to be improved" (Orlov, 2006) are used with high efficacy as the teaching and thinking inventive problem-solving methods in some high schools (Barak and Mesika, 2006; Sokoi et al., 2008) as well as a framework for research (Moehrle, 2005) in construction industry (Zhang et al., 2009); chemical engineering (Cortes Robles et al., 2008) etc. In 2005 US Congress passed the innovation act with the intent of increasing research investment (Gupta, 2007), while China had included inventive principles of TRIZ in strategy and decision making structure design (Kai Yang, 2010). The integrating of TRIZ into eco-innovation diminishes the common conflicts between technology and environment (Chang and Chen, 2004). In our presentation we show discuss some examples of future patents elaborated by the master degree students of Queretaro University, Faculty of Engineering, Mexico using TRIZ methods. References 1. Altshuller, G., 1988. Creativity as an Exact Science. Gordon and Breach, New York. 2. Chang, Hsiang-Tang and Chen, Jahau Lewis, 2004. The conflict-problem-solving CAD software integrating TRIZ into eco-innovation. Advances in Engineering Software, 35: 553-566. 3. Cortes Robles, G., Negny, S. and Le Lann, J.M., 2008. Case-based reasoning and TRIZ: A coupling for innovative conception in Chemical Engineering. Chemical Engineering and Processing: Process Intensification, 48 (1): 239-249. 4. Gupta, P., 2007. Real Innovation Commentary. http://www. RealInnovation.com. 5. Kai Yang, 2010. Inventive principles of TRIZ with Chinás 36 strategies. TRIZ J., 1-20. 6. Moehrle, M. G., 2005. What is TRIZ? From conceptual basics to a framework for research. Social Science research Network, http://papers.ssrn.com/sol13/papers.cfm?abstract_id=674062. 7. Orlov, M., 2006. Inventive Thinking through TRIZ. A practical Guide, Springer, Berlin, 351. 8. Zhang, X., Mao, X. and AbouRizk, S.M, 2009. Developing a knowledge management system for improved value engineering practices in the construction industry. Automation in Construction, 18 (6): 777-789. 9. Sokol, A., Oget, D., Sonntag, M. and Khomenko, N., 2008. The development of inventive thinking skills in the upper secondary language classroom. Thinking Skills and Creativity, 3 (1): 34-46.

Learning problem-solving skills in a distance education physics course

NASA Astrophysics Data System (ADS)

Rampho, G. J.; Ramorola, M. Z.

2017-10-01

In this paper we present the results of a study on the effectiveness of combinations of delivery modes of distance education in learning problem-solving skills in a distance education introductory physics course. A problem-solving instruction with the explicit teaching of a problem-solving strategy and worked-out examples were implemented in the course. The study used the ex post facto research design with stratified sampling to investigate the effect of the learning of a problem-solving strategy on the problem-solving performance. The number of problems attempted and the mean frequency of using a strategy in solving problems in the three course presentation modes were compared. The finding of the study indicated that combining the different course presentation modes had no statistically significant effect in the learning of problem-solving skills in the distance education course.

A Study of Early Childhood Teachers' Conceptions of Creativity in Hong Kong

ERIC Educational Resources Information Center

Cheung, Rebecca Hun Ping; Mok, Magdalena Mo Ching

2013-01-01

The study aimed to uncover the conceptions of creativity among early childhood teachers in Hong Kong. The sample comprised 563 early childhood teachers. Factor analysis supported the multidimensional hypothesis of teachers' conceptions of creativity. Five dimensions were found: novelty, product, problem solving, cognitive processes and personal…

Creativity among Geomatical Engineering Students

ERIC Educational Resources Information Center

Keh, Lim Keng; Ismail, Zaleha; Yusof, Yudariah Mohammad

2017-01-01

This research aims to find out the creativity among the geomatical engineering students. 96 geomatical engineering students participated in the research. They were divided into 24 groups of 4 students. Each group were asked to solve a real world problem collaboratively with their creative thinking. Their works were collected and then analysed as…

Proposal Savvy: Creating Successful Proposals for Media Projects.

ERIC Educational Resources Information Center

Parsigian, Elise K.

Suggesting that the need for creative thinking, creative problem solving, and creative presentations binds the components of the field of communication (journalism, advertising, and public relations), this book presents a guide to proposal thinking and proposal writing for anyone in the field of communication. The book helps readers evaluate,…

Trends in Children's Video Game Play: Practical but Not Creative Thinking

ERIC Educational Resources Information Center

Hamlen, Karla R.

2013-01-01

Prior research has found common trends among children's video game play as related to gender, age, interests, creativity, and other descriptors. This study re-examined the previously reported trends by utilizing principal components analysis with variables such as creativity, general characteristics, and problem-solving methods to determine…

Imagination Unlimited: A Guide for Creative Problem Solving, Upper Elementary Summer School.

ERIC Educational Resources Information Center

Cleveland Public Schools, OH. Div. of Major Work Classes.

The guide gives procedures for helping gifted upper elementary school students in Major Work classes utilize their imagination. Appropriate literary quotes introduce a discussion on creativity, which involves the imaginative recombination of known ideas into something new. Considered are obstacles that work against creativity such as mental…

An Empirical Study of the Construct Validity of Social Creativity

ERIC Educational Resources Information Center

Mouchiroud, Christophe; Bernoussi, Aurore

2008-01-01

Creativity can be broadly defined as a combination of interacting individual and environmental resources leading to the production of valuable solutions. This paper concentrates on the type of creativity that can be expressed in solving social problems. After reviewing the potentially relevant psychological and contextual variables intervening in…

The Effect of Learning Environments Based on Problem Solving on Students' Achievements of Problem Solving

ERIC Educational Resources Information Center

Karatas, Ilhan; Baki, Adnan

2013-01-01

Problem solving is recognized as an important life skill involving a range of processes including analyzing, interpreting, reasoning, predicting, evaluating and reflecting. For that reason educating students as efficient problem solvers is an important role of mathematics education. Problem solving skill is the centre of mathematics curriculum.…

Commentary: Teaching creativity and innovative thinking in medicine and the health sciences.

PubMed

Ness, Roberta B

2011-10-01

The National Academies of Science recently criticized the state of scientific innovation and competitiveness in the United States. Evaluations of already-established creativity training programs--examining a broad array of students, from school age to adult and with a wide range of abilities--have shown that such courses improve thinking skills, attitudes, and performance. Although academic medicine provides informal training in creativity and innovation, it has yet to incorporate formal instruction on these topics into medical education. A number of existing, thoughtfully constructed and evaluated creativity programs in other fields provide a pedagogical basis for developing creativity training programs for the health sciences. The content of creativity training programs typically includes instruction and application in (1) divergent thinking, (2) problem solving, and (3) creative production. Instructional formats that have been shown to elicit the best outcomes are an admixture of lectures, discussion, and guided practice. A pilot program to teach innovative thinking to health science students at the University of Texas includes instruction in recognizing and finding alternatives to frames or habitual cognitive patterns, in addition to the constructs already mentioned. As innovation is the engine of scientific progress, the author, founder of Innovative Thinking, the creativity training pilot program at the University of Texas, argues in this commentary that academic health centers should implement and evaluate new methods for enhancing science students' innovative thinking to keep the United States as a worldwide leader in scientific discovery.

Problem-Solving Training: Effects on the Problem-Solving Skills and Self-Efficacy of Nursing Students

ERIC Educational Resources Information Center

Ancel, Gulsum

2016-01-01

Problem Statement: Problem-Solving (PS) skills have been determined to be an internationally useful strategy for better nursing. That is why PS skills underlie all nursing practice, teamwork, and health care management, and are a main topic in undergraduate nursing education. Thus, there is a need to develop effective methods to teach…

Transcutaneous vagus nerve stimulation (tVNS) enhances divergent thinking.

PubMed

Colzato, Lorenza S; Ritter, Simone M; Steenbergen, Laura

2018-03-01

Creativity is one of the most important cognitive skills in our complex and fast-changing world. Previous correlative evidence showed that gamma-aminobutyric acid (GABA) is involved in divergent but not convergent thinking. In the current study, a placebo/sham-controlled, randomized between-group design was used to test a causal relation between vagus nerve and creativity. We employed transcutaneous vagus nerve stimulation (tVNS), a novel non-invasive brain stimulation technique to stimulate afferent fibers of the vagus nerve and speculated to increase GABA levels, in 80 healthy young volunteers. Creative performance was assessed in terms of divergent thinking (Alternate Uses Task) and convergent thinking tasks (Remote Associates Test, Creative Problem Solving Task, Idea Selection Task). Results demonstrate active tVNS, compared to sham stimulation, enhanced divergent thinking. Bayesian analysis reported the data to be inconclusive regarding a possible effect of tVNS on convergent thinking. Therefore, our findings corroborate the idea that the vagus nerve is causally involved in creative performance. Even thought we did not directly measure GABA levels, our results suggest that GABA (likely to be increased in active tVNS condition) supports the ability to select among competing options in high selection demand (divergent thinking) but not in low selection demand (convergent thinking). Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Creativity and Innovation: Theory, Research, and Practice

ERIC Educational Resources Information Center

Plucker, Jonathan A., Ed.

2016-01-01

Creativity and innovation are frequently mentioned as key 21st-century skills for career and life success. Indeed, recent research provides evidence that the jobs of the future will increasingly require the ability to bring creative solutions to complex problems. And creativity is often the spice of life, that little extra something that makes the…

Journey into Problem Solving: A Gift from Polya

ERIC Educational Resources Information Center

Lederman, Eric

2009-01-01

In "How to Solve It", accomplished mathematician and skilled communicator George Polya describes a four-step universal solving technique designed to help students develop mathematical problem-solving skills. By providing a glimpse at the grace with which experts solve problems, Polya provides definable methods that are not exclusive to…

Large-scale brain network associated with creative insight: combined voxel-based morphometry and resting-state functional connectivity analyses.

PubMed

Ogawa, Takeshi; Aihara, Takatsugu; Shimokawa, Takeaki; Yamashita, Okito

2018-04-24

Creative insight occurs with an "Aha!" experience when solving a difficult problem. Here, we investigated large-scale networks associated with insight problem solving. We recruited 232 healthy participants aged 21-69 years old. Participants completed a magnetic resonance imaging study (MRI; structural imaging and a 10 min resting-state functional MRI) and an insight test battery (ITB) consisting of written questionnaires (matchstick arithmetic task, remote associates test, and insight problem solving task). To identify the resting-state functional connectivity (RSFC) associated with individual creative insight, we conducted an exploratory voxel-based morphometry (VBM)-constrained RSFC analysis. We identified positive correlations between ITB score and grey matter volume (GMV) in the right insula and middle cingulate cortex/precuneus, and a negative correlation between ITB score and GMV in the left cerebellum crus 1 and right supplementary motor area. We applied seed-based RSFC analysis to whole brain voxels using the seeds obtained from the VBM and identified insight-positive/negative connections, i.e. a positive/negative correlation between the ITB score and individual RSFCs between two brain regions. Insight-specific connections included motor-related regions whereas creative-common connections included a default mode network. Our results indicate that creative insight requires a coupling of multiple networks, such as the default mode, semantic and cerebral-cerebellum networks.

The Problem-Solving Nemesis: Mindless Manipulation.

ERIC Educational Resources Information Center

Hawkins, Vincent J.

1987-01-01

Indicates that only 21% of respondents (secondary school math teachers) used computer-assisted instruction for tutorial work, physical models to interpret abstract concepts, or real-life application of the arithmetic or algebraic manipulation. Recommends that creative teaching methods be applied to problem solving. (NKA)

Metacognitive skills and students' motivation toward chemical equilibrium problem solving ability: A correlational study on students of XI IPA SMAN 2 Banjarmasin

NASA Astrophysics Data System (ADS)

Muna, Khairiatul; Sanjaya, Rahmat Eko; Syahmani, Bakti, Iriani

2017-12-01

The demand for students to have metacognitive skills and problem solving ability can be seen in the core competencies of the 2013 curriculum. Metacognitive skills are the skills which affect students' success in solving problems depending on students' motivation. This explains the possibility of the relationship between metacognition and motivation in affecting students' achievement including problem solving. Due to the importance of metacognitive skills to solve problems and the possible relationship between metacognition and motivation, a study to find the relationship among the variables is necessary to conduct, particularly on chemistry problem solving. This one shot case study using quantitative method aimed to investigate the correlation between metacognitive skills and motivation toward problem solving ability focusing on chemical equilibrium. The research population was students of grade XI of majoring Science of Banjarmasin Public High Scool 2 (XI IPA SMAN 2 Banjarmasin) with the samples of 33 students obtained by using purposive sampling technique. The research data were collected using test and non-test and analyzed using multiple regression in SPSS 21. The results of this study showed that (1) the students' metacognitive skills and motivation correlated positively with coefficient of +0.450 to problem solving ability on chemical equilibrium: (2) inter-variables of students' motivation (self-efficacy, active learning strategies, science/chemistry learning value, performance goal, achievement goal, and learning environment stimulations) correlated positively to metacognitive skills with the correlation coefficients of +0.580, +0.537, +0.363, +0.241, +0.516, and +0.271, respectively. Based on the results, it is necessary for teachers to implement learning which develops students' metacognitive skills and motivation, such as learning with scientific approach. The implementation of the learning is also supposed to be complemented with the use of learning device, such as student worksheet, to help students use their metacognitive skills in solving problems, particularly on chemistry subject.

Creater-cizes: Creativity Exercises.

ERIC Educational Resources Information Center

Rule, Michael

1998-01-01

Creativity exercises, or creater-cizes, can help camp staff generate ideas and solve problems. Common techniques are brainstorming, story-boarding, analogies and metaphors, association and free association, spinning, and lists. Defines and gives examples of each technique. (SAS)

Does Problem-Based Learning Improve Problem Solving Skills?--A Study among Business Undergraduates at Malaysian Premier Technical University

ERIC Educational Resources Information Center

Kadir, Z. Abdul; Abdullah, N. H.; Anthony, E.; Salleh, B. Mohd; Kamarulzaman, R.

2016-01-01

Problem-based Learning (PBL) approach has been widely used in various disciplines since it is claimed to improve students' soft skills. However, empirical supports on the effect of PBL on problem solving skills have been lacking and anecdotal in nature. This study aimed to determine the effect of PBL approach on students' problem solving skills…

The Effect of Problem Based Learning (PBL) Instruction on Students' Motivation and Problem Solving Skills of Physics

ERIC Educational Resources Information Center

Argaw, Aweke Shishigu; Haile, Beyene Bashu; Ayalew, Beyene Tesfaw; Kuma, Shiferaw Gadisa

2017-01-01

Through the learning of physics, students will acquire problem solving skills which are relevant to their daily life. Determining the best way in which students learn physics takes a priority in physics education. The goal of the present study was to determine the effect of problem based learning strategy on students' problem solving skills and…

Mathematics creative thinking levels based on interpersonal intelligence

NASA Astrophysics Data System (ADS)

Kuncorowati, R. H.; Mardiyana; Saputro, D. R. S.

2017-12-01

Creative thinking ability was one of student’s ability to determine various alternative solutions toward mathematics problem. One of indicators related to creative thinking ability was interpersonal intelligence. Student’s interpersonal intelligence would influence to student’s creativity. This research aimed to analyze creative thinking ability level of junior high school students in Karanganyar using descriptive method. Data was collected by test, questionnaire, interview, and documentation. The result showed that students with high interpersonal intelligence achieved third and fourth level in creative thinking ability. Students with moderate interpersonal intelligence achieved second level in creative thinking ability and students with low interpersonal intelligence achieved first and zero level in creative thinking ability. Hence, students with high, moderate, and low interpersonal intelligence could solve mathematics problem based on their mathematics creative thinking ability.

Assertiveness and problem solving in midwives.

PubMed

Yurtsal, Zeliha Burcu; Özdemir, Levent

2015-01-01

Midwifery profession is required to bring solutions to problems and a midwife is expected to be an assertive person and to develop midwifery care. This study was planned to examine the relationship between assertiveness and problem-solving skills of midwives. This cross-sectional study was conducted with 201 midwives between July 2008 and February 2009 in the city center of Sivas. The Rathus Assertiveness Schedule (RAS) and Problem Solving Inventory (PSI) were used to determine the level of assertiveness and problem-solving skills of midwives. Statistical methods were used as mean, standard deviation, percentage, Student's T, ANOVA and Tukey HSD, Kruskal Wallis, Fisher Exact, Pearson Correlation and Chi-square tests and P < 0.05. The RAS mean scores and the PSI mean scores showed statistically significant differences in terms of a midwife's considering herself as a member of the health team, expressing herself within the health care team, being able to say "no" when necessary, cooperating with her colleagues, taking part in problem-solving skills training. A statistically significant negative correlation was found between the RAS and PSI scores. The RAS scores decreased while the problem-solving scores increased (r: -0451, P < 0.01). There were significant statistical differences between assertiveness levels and problem solving skills of midwives, and midwives who were assertive solved their problems better than did others. Assertiveness and problem-solving skills training will contribute to the success of the midwifery profession. Midwives able to solve problems, and display assertive behaviors will contribute to the development of midwifery profession.

The Relationship between Mathematical Problem-Solving Skills and Self-Regulated Learning through Homework Behaviours, Motivation, and Metacognition

ERIC Educational Resources Information Center

Özcan, Zeynep Çigdem

2016-01-01

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving…

The Effects of Training and Other Factors on Problem Solving in Students

ERIC Educational Resources Information Center

Puran, Robabeh; Behzadi, Mohamad Hasan; Shahvarani, Ahmad; Lotfi, Farhad Hosseinzadeh

2017-01-01

The purpose of this article is to identify the factors which affect students' creative thinking in problem solving. The research which was performed was quasi-experimental. It used one experimental group and two control groups from three second-grade high school classes. They received either traditional, active or heuristic problem-solving…

Nonfiction Literature that Highlights Inquiry: How "Real" People Solve "Real" Problems

ERIC Educational Resources Information Center

Zarnowski, Myra; Turkel, Susan

2011-01-01

In this article, the authors explain how nonfiction literature can demonstrate the nature of problem solving within disciplines such as math, science, and social studies. This literature illustrates what it means to puzzle over problems, to apply disciplinary thinking, and to develop creative solutions. The authors look closely at three examples…

An Investigation of Maternal Emotion Socialization Behaviors, Children's Self-Perceptions, and Social Problem-Solving Skills

ERIC Educational Resources Information Center

Ozkan, Hurside Kubra; Aksoy, Ayse Belgin

2017-01-01

Purpose: The present study aims to investigate maternal emotion socialization, children's self-perception, and social problem-solving skills. In addition, this study describes the association between the levels of children's self-perception and social problem-solving skills. Research Methods: This is a quantitative study adopting a relational…

The Investigation of Elementary Mathematics Teacher Candidates' Problem Solving Skills According to Various Variables

ERIC Educational Resources Information Center

Kaya, Deniz; Izgiol, Dilek; Kesan, Cenk

2014-01-01

The aim was to determine elementary mathematics teacher candidates' problem solving skills and analyze problem solving skills according to various variables. The data were obtained from total 306 different grade teacher candidates receiving education in Department of Elementary Mathematics Education, Buca Faculty of Education, Dokuz Eylul…

Understanding Adults' Strong Problem-Solving Skills Based on PIAAC

ERIC Educational Resources Information Center

Hämäläinen, Raija; De Wever, Bram; Nissinen, Kari; Cincinnato, Sebastiano

2017-01-01

Purpose: Research has shown that the problem-solving skills of adults with a vocational education and training (VET) background in technology-rich environments (TREs) are often inadequate. However, some adults with a VET background do have sound problem-solving skills. The present study aims to provide insight into the socio-demographic,…

Assessing Leadership and Problem-Solving Skills and Their Impacts in the Community.

ERIC Educational Resources Information Center

Rohs, F. Richard; Langone, Christine A.

1993-01-01

A pretest-posttest control group design was used to assess the leadership and problem-solving skills of 281 participants and 110 controls in a statewide community leadership development program. Quantitative and qualitative data demonstrate that the program has been a catalyst to influence leadership and problem-solving skills for community…

Examining the Critical Thinking Dispositions and the Problem Solving Skills of Computer Engineering Students

ERIC Educational Resources Information Center

Özyurt, Özcan

2015-01-01

Problem solving is an indispensable part of engineering. Improving critical thinking dispositions for solving engineering problems is one of the objectives of engineering education. In this sense, knowing critical thinking and problem solving skills of engineering students is of importance for engineering education. This study aims to determine…

Quality Tools and TRIZ Based Quality Improvement Case Study at PT ‘X’ A Plastic Moulding Manufacturing Industry

NASA Astrophysics Data System (ADS)

Wirawan, Christina; Chandra, Fory

2016-02-01

Theory of Inventive Problem Solving (TRIZ) is a creative encouraging problem solving method. TRIZ is prepared by Altshuller for product design. Altshuller prepared contradiction matrix and suggestion to solve contradictions usually occur in product design. This paper try to combine TRIZ with quality tools such as Pareto and Fault Tree Analysis (FTA) to solve contradiction in quality improvement problem, neither than product design problem. Pareto used to identify defect priority, FTA used to analysis and identify root cause of defect. When there is contradiction in solving defect causes, TRIZ used to find creative problem solving. As a case study, PT ’X’, a plastic molding manufacturing industry was taken. PT ‘X’ using traditional press machine to produce plastic thread cone. There are 5 defect types that might occur in plastic thread cone production, incomplete form, dirty, mottle, excessive form, rugged. Research about quality improvement effort using DMAIC at PT ‘X’ have been done by Fory Candra. From this research, defect types, priority, root cause from FTA, recommendation from FMEA. In this research, from FTA reviewed, contradictions found among causes troublesome quality improvement efforts. TRIZ used to solve the contradictions and quality improvement effort can be made effectively.

Design Studio.

ERIC Educational Resources Information Center

Draze, Dianne; Palouda, Annelise

This book presents information about 10 areas of design, with the main emphasis on graphic design. One section presents the creative problem solving process and provides practice in using this process to solve design problems. Students are given a glimpse of other areas of design, including fashion, industrial, architectural, decorative,…

Nanomedicine: Problem Solving to Treat Cancer

ERIC Educational Resources Information Center

Hemling, Melissa A.; Sammel, Lauren M.; Zenner, Greta; Payne, Amy C.; Crone, Wendy C.

2006-01-01

Many traditional classroom science and technology activities often ask students to complete prepackaged labs that ensure that everyone arrives at the same "scientifically accurate" solution or theory, which ignores the important problem-solving and creative aspects of scientific research and technological design. Students rarely have the…

Creative Problem Solving as Sequential BVSR: Exploration (Total Ignorance) versus Elimination (Informed Guess)

ERIC Educational Resources Information Center

Simonton, Dean Keith

2013-01-01

Although the theory that creativity requires blind variation and selective retention (BVSR) is now more than a half-century old, only recently has BVSR theory undergone appreciable conceptual development, including formal three-parameter definitions of both creativity and sightedness. In this article, these new developments are for the first time…

Fostering Creativity through Inquiry and Adventure in Informal Learning Environment Design

ERIC Educational Resources Information Center

Doering, Aaron; Henrickson, Jeni

2015-01-01

Self-directed, inquiry-based learning opportunities focused on transdisciplinary real-world problem solving have been shown to foster creativity in learners. What tools might we provide classroom teachers to scaffold them and their students through this creative process? This study examines an online informal learning environment and the role the…

Art-Integration through Making Dioramas of Women Mathematicians' Lives Enhances Creativity and Motivation

ERIC Educational Resources Information Center

Rule, Audrey C.; Atwood-Blaine, Dana; Edwards, Clayton M.; Gordon, Mindy M.

2016-01-01

Creativity is essential for solving problems in the workplace, natural environment, and everyday life, necessitating that creativity be nurtured in schools. Identification of factors that intrinsically motivate students to learn difficult or initially unappealing content is also important. This project, in which 24 racially diverse fifth grade…

Serious and Playful Inquiry: Epistemological Aspects of Collaborative Creativity

ERIC Educational Resources Information Center

Sullivan, Florence R.

2011-01-01

This paper presents the results of a micro-genetic analysis of the development of a creative solution arrived at by students working collaboratively to solve a robotics problem in a sixth grade science classroom. Results indicate that four aspects of the enacted curriculum proved important to developing the creative solution, including the…

Promoting Creativity in the Kitchen: Digital Lessons from the Learning Environment

ERIC Educational Resources Information Center

Surgenor, Dawn; McMahon-Beattie, Una S. M.; Burns, Amy; Hollywood, Lynsey E.

2016-01-01

Creativity and learning are heightened when individuals are exposed to problem-solving activity (Y. Cho, Chung, Choi, Sea, & Baek, 2013); however, while creativity has historically been promoted in schools, educationalists experience difficulty in integrating it meaningfully to the curriculum (Y. Cho et al., 2013). This is relevant in terms of…

Learning Domains and the Process of Creativity

ERIC Educational Resources Information Center

Reid, Anna; Petocz, Peter

2004-01-01

Creativity is viewed in different ways in different disciplines: in education it is called "innovation", in business it is "entrepreneurship", in mathematics it is often equated with "problem solving", and in music it is "performance" or "composition". A creative product in different domains is measured against the norms of that domain, with its…

From Rhetoric to Reality: Designing Activities to Foster Creativity

ERIC Educational Resources Information Center

Cropley, David H.

2014-01-01

As teachers strive to make sense of and implement knowledge of creativity that is available from the research community, school librarians are called upon to help turn rhetoric into reality. Developing the creativity habit is far more meaningful and effective if the classroom activity is representative of the real-world problem-solving process.…

Problem-solving skills appraisal mediates hardiness and suicidal ideation among malaysian undergraduate students.

PubMed

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2015-01-01

Recent evidence suggests that suicidal ideation is increased among university students, it is essential to increase our knowledge concerning the etiology of suicidal ideation among university students. This study was conducted to examine the relationships between problem-solving skills appraisal, hardiness, and suicidal ideation among university students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) as a potential mediator between hardiness and suicidal ideation. The participants consisted of 500 undergraduate students from Malaysian public universities. Structural Equation Modelling (SEM) estimated that undergraduate students with lower hardiness, poor problem-solving confidence, external personal control of emotion, and avoiding style was associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) partially mediated the relationship between hardiness and suicidal ideation. These findings underline the importance of studying mediating processes that explain how hardiness affects suicidal ideation.

Problem-solving skills in high school biology: The effectiveness of the IMMEX problem-solving assessment software

NASA Astrophysics Data System (ADS)

Palacio-Cayetano, Joycelin

"Problem-solving through reflective thinking should be both the method and valuable outcome of science instruction in America's schools" proclaimed John Dewey (Gabel, 1995). If the development of problem-solving is a primary goal of science education, more problem-solving opportunities must be an integral part of K-16 education. To examine the effective use of technology in developing and assessing problem-solving skills, a problem-solving authoring, learning, and assessment software, the UCLA IMMEX Program-Interactive Multimedia Exercises-was investigated. This study was a twenty-week quasi-experimental study that was implemented as a control-group time series design among 120 tenth grade students. Both the experimental group (n = 60) and the control group (n = 60) participated in a problem-based learning curriculum; however, the experimental group received regular intensive experiences with IMMEX problem-solving and the control group did not. Problem-solving pretest and posttest were administered to all students. The instruments used were a 35-item Processes of Biological Inquiry Test and an IMMEX problem-solving assessment test, True Roots. Students who participated in the IMMEX Program achieved significant (p <.05) gains in problem-solving skills on both problem-solving assessment instruments. This study provided evidence that IMMEX software is highly efficient in evaluating salient elements of problem-solving. Outputs of students' problem-solving strategies revealed that unsuccessful problem solvers primarily used the following four strategies: (1) no data search strategy, students simply guessed; (2) limited data search strategy leading to insufficient data and premature closing; (3) irrelevant data search strategy, students focus in areas bearing no substantive data; and (4) extensive data search strategy with inadequate integration and analysis. On the contrary, successful problem solvers used the following strategies; (1) focused search strategy coupled with the ability to fill in knowledge gaps by accessing the appropriate resources; (2) targeted search strategy coupled with high level of analytical and integration skills; and (3) focused search strategy coupled with superior discrimination, analytical, and integration skills. The strategies of students who were successful and unsuccessful solving IMMEX problems were consistent with those of expert and novice problem solvers identified in the literature on problem-solving.

Investigating the psychological resilience, self-confidence and problem-solving skills of midwife candidates.

PubMed

Ertekin Pinar, Sukran; Yildirim, Gulay; Sayin, Neslihan

2018-05-01

The high level of psychological resilience, self-confidence and problem solving skills of midwife candidates play an important role in increasing the quality of health care and in fulfilling their responsibilities towards patients. This study was conducted to investigate the psychological resilience, self-confidence and problem-solving skills of midwife candidates. It is a convenience descriptive quantitative study. Students who study at Health Sciences Faculty in Turkey's Central Anatolia Region. Midwife candidates (N = 270). In collection of data, the Personal Information Form, Psychological Resilience Scale for Adults (PRSA), Self-Confidence Scale (SCS), and Problem Solving Inventory (PSI) were used. There was a negatively moderate-level significant relationship between the Problem Solving Inventory scores and the Psychological Resilience Scale for Adults scores (r = -0.619; p = 0.000), and between Self-Confidence Scale scores (r = -0.524; p = 0.000). There was a positively moderate-level significant relationship between the Psychological Resilience Scale for Adults scores and the Self-Confidence Scale scores (r = 0.583; p = 0.000). There was a statistically significant difference (p < 0.05) between the Problem Solving Inventory and the Psychological Resilience Scale for Adults scores according to getting support in a difficult situation. As psychological resilience and self-confidence levels increase, problem-solving skills increase; additionally, as self-confidence increases, psychological resilience increases too. Psychological resilience, self-confidence, and problem-solving skills of midwife candidates in their first-year of studies are higher than those who are in their fourth year. Self-confidence and psychological resilience of midwife candidates aged between 17 and 21, self-confidence and problem solving skills of residents of city centers, psychological resilience of those who perceive their monthly income as sufficient are high. Psychological resilience and problem-solving skills for midwife candidates who receive social support are also high. The fact that levels of self-confidence, problem-solving skills and psychological resilience of fourth-year students are found to be low presents a situation that should be taken into consideration. Copyright © 2018 Elsevier Ltd. All rights reserved.

Learning the Creative Potential of Students by Mining a Word Association Task

ERIC Educational Resources Information Center

Olivares-Rodríguez, Cristian; Guenaga, Mariluz

2015-01-01

Creativity is a relevant skill for human beings in order to overcome complex problems and reach novel solutions based on unexpected associations of concepts. Thus, the education of creativity becomes relevant, but there are not tools to automatically track the creative potential of learners over time. This work provides a novel set of behavioural…

Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Freeman-Green, Shaqwana M.; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth

2015-01-01

This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic-based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe…

Assessing problem-solving skills in construction education with the virtual construction simulator

NASA Astrophysics Data System (ADS)

Castronovo, Fadi

The ability to solve complex problems is an essential skill that a construction and project manager must possess when entering the architectural, engineering, and construction industry. Such ability requires a mixture of problem-solving skills, ranging from lower to higher order thinking skills, composed of cognitive and metacognitive processes. These skills include the ability to develop and evaluate construction plans and manage the execution of such plans. However, in a typical construction program, introducing students to such complex problems can be a challenge, and most commonly the learner is presented with only part of a complex problem. To support this challenge, the traditional methodology of delivering design, engineering, and construction instruction has been going through a technological revolution, due to the rise of computer-based technology. For example, in construction classrooms, and other disciplines, simulations and educational games are being utilized to support the development of problem-solving skills. Previous engineering education research has illustrated the high potential that simulations and educational games have in engaging in lower and higher order thinking skills. Such research illustrated their capacity to support the development of problem-solving skills. This research presents evidence supporting the theory that educational simulation games can help with the learning and retention of transferable problem-solving skills, which are necessary to solve complex construction problems. The educational simulation game employed in this study is the Virtual Construction Simulator (VCS). The VCS is a game developed to provide students in an engaging learning activity that simulates the planning and managing phases of a construction project. Assessment of the third iteration of the VCS(3) game has shown pedagogical value in promoting students' motivation and a basic understanding of construction concepts. To further evaluate the benefits on problem-solving skills, a new version of the VCS(4) was developed, with new building modules and assessment framework. The design and development of the VCS4 leveraged research in educational psychology, multimedia learning, human-computer interaction, and Building Information Modeling. In this dissertation the researcher aimed to evaluate the pedagogical value of the VCS4 in fostering problem-solving skills. To answer the research questions, a crossover repeated measures quasi-experiment was designed to assess the educational gains that the VCS can provide to construction education. A group of 34 students, attending a fourth-year construction course at a university in the United States was chosen to participate in the experiment. The three learning modules of the VCS were used, which challenged the students to plan and manage the construction process of a wooden pavilion, the steel erection of a dormitory, and the concrete placement of the same dormitory. Based on the results the researcher was able to provide evidence supporting the hypothesis that the chosen sample of construction students were able to gain and retain problem-solving skills necessary to solve complex construction simulation problems, no matter what the sequence with which these modules were played. In conclusion, the presented results provide evidence supporting the theory that educational simulation games can help the learning and retention of transferable problem-solving skills, which are necessary to solve complex construction problems.

Teaching Problem-Solving Skills to Nuclear Engineering Students

ERIC Educational Resources Information Center

Waller, E.; Kaye, M. H.

2012-01-01

Problem solving is an essential skill for nuclear engineering graduates entering the workforce. Training in qualitative and quantitative aspects of problem solving allows students to conceptualise and execute solutions to complex problems. Solutions to problems in high consequence fields of study such as nuclear engineering require rapid and…

Perceived Problem Solving Skills: As a Predictor of Prospective Teachers' Scientific Epistemological Beliefs

ERIC Educational Resources Information Center

Temel, Senar

2016-01-01

This study aims to determine the level of perceived problem solving skills of prospective teachers and the relations between these skills and their scientific epistemological beliefs. The study was conducted in the fall semester of 2015-2016 academic year. Prospective teachers were applied Problem Solving Inventory which was developed by Heppner…

Teaching Social Skills to Adults with Intellectual Disabilities: A Comparison of External Control and Problem-Solving Interventions

ERIC Educational Resources Information Center

O'Reilly, Mark F.; Lancioni, Giulio E.; Sigafoos, Jeff; O'Donoghue, Deirdre; Lacey, Claire; Edrisinha, Chaturi

2004-01-01

We compared the effectiveness of a problem-solving and an external control intervention to teach social skills to five adults with mild intellectual disabilities. The social skills of ''responding to corrective feedback'' and ''managing conflict'' were targeted for intervention. Each participant received the problem-solving intervention with one…

Toward Teaching Methods that Develop Learning and Enhance Problem Solving Skills in Engineering Students

ERIC Educational Resources Information Center

Loji, K.

2012-01-01

Problem solving skills and abilities are critical in life and more specifically in the engineering field. Unfortunately, significant numbers of South African students who are accessing higher education lack problem solving skills and this results in poor academic performance jeopardizing their progress especially from first to second year. On the…

The Effects of Authentic Tasks on Preservice Teachers' Attitudes towards Classes and Problem Solving Skills

ERIC Educational Resources Information Center

Kocyigit, Sinan; Zembat, Rengin

2013-01-01

This study aimed to investigate the effects of authentic tasks on preschool preservice teachers' attitudes towards the course and problem solving skills. The study was designed in accordance with the pretest-posttest control group model. The data were collected by using the "Problem Solving Skills Inventory", the "Course Attitude…

A Study about Problem Solving Skill Variable in Terms of Some Variables of Footballers Who Play Football Professionally

ERIC Educational Resources Information Center

Akpinar, Selahattin

2012-01-01

The aim of this study is to present the problem solving skill levels of sportsmen who play football professionally, and to determine whether problem solving skill levels differ according to sportsmen's, sports club, age, marital status, parents' educational status, father's occupation, occupation in the game, year of playing football…

Promoting Access to Common Core Mathematics for Students with Severe Disabilities through Mathematical Problem Solving

ERIC Educational Resources Information Center

Spooner, Fred; Saunders, Alicia; Root, Jenny; Brosh, Chelsi

2017-01-01

There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a…

Investigating Pre-Service Science Teachers' Critical Thinking Dispositions and Problem Solving Skills in Terms of Different Variables

ERIC Educational Resources Information Center

Yenice, Nilgun

2011-01-01

This study was conducted to examine pre-service science teachers' critical thinking dispositions and problem solving skills based on gender, grade level and graduated high school variables. Also relationship between pre-service science teachers' critical thinking dispositions and problem solving skills was examined based on gender, grade level and…

How can we improve problem solving in undergraduate biology? Applying lessons from 30 years of physics education research.

PubMed

Hoskinson, A-M; Caballero, M D; Knight, J K

2013-06-01

If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research.

Creativity: Incubation as a Special Case of Reminiscence.

ERIC Educational Resources Information Center

Dorsel, Thomas N.

1979-01-01

Similarities between features of incubation in creative problem solving and reminiscence are pointed out and the author suggests that incubation may merely be a special type of reminiscence. Note: For related information, see EC 120 232-238. (CL)

Assertiveness and problem solving in midwives

PubMed Central

Yurtsal, Zeliha Burcu; Özdemir, Levent

2015-01-01

Background: Midwifery profession is required to bring solutions to problems and a midwife is expected to be an assertive person and to develop midwifery care. This study was planned to examine the relationship between assertiveness and problem-solving skills of midwives. Materials and Methods: This cross-sectional study was conducted with 201 midwives between July 2008 and February 2009 in the city center of Sivas. The Rathus Assertiveness Schedule (RAS) and Problem Solving Inventory (PSI) were used to determine the level of assertiveness and problem-solving skills of midwives. Statistical methods were used as mean, standard deviation, percentage, Student's T, ANOVA and Tukey HSD, Kruskal Wallis, Fisher Exact, Pearson Correlation and Chi-square tests and P < 0.05. Results: The RAS mean scores and the PSI mean scores showed statistically significant differences in terms of a midwife's considering herself as a member of the health team, expressing herself within the health care team, being able to say “no” when necessary, cooperating with her colleagues, taking part in problem-solving skills training. A statistically significant negative correlation was found between the RAS and PSI scores. The RAS scores decreased while the problem-solving scores increased (r: -0451, P < 0.01). Conclusions: There were significant statistical differences between assertiveness levels and problem solving skills of midwives, and midwives who were assertive solved their problems better than did others. Assertiveness and problem-solving skills training will contribute to the success of the midwifery profession. Midwives able to solve problems, and display assertive behaviors will contribute to the development of midwifery profession. PMID:26793247

Building Capacity in the Public Utility Sectors of Basra, Iraq

DTIC Science & Technology

2007-10-01

has a broad range of academic and personal interests in fields that use the creative application of quantitative analysis and systems thinking to solve ... comprehensive study by Tokyo Engineering Consultants Co., Ltd. [5] references a joint United Nations Development Program (UNDP) Iraqi Central Organization...creative solutions to solve this problem. We then develop a means to evaluate and rank these potential solutions using the stakeholder values as the

Contribution of problem-solving skills to fear of recurrence in breast cancer survivors.

PubMed

Akechi, Tatuo; Momino, Kanae; Yamashita, Toshinari; Fujita, Takashi; Hayashi, Hironori; Tsunoda, Nobuyuki; Iwata, Hiroji

2014-05-01

Although fear of recurrence is a major concern among breast cancer survivors after surgery, no standard strategies exist that alleviate their distress. This study examined the association of patients' problem-solving skills and fear of recurrence and psychological distress among breast cancer survivors. Randomly selected, ambulatory, female patients with breast cancer participated in this study. They were asked to complete the Concerns about Recurrence Scale (CARS) and the Hospital Anxiety and Depression Scale. Multiple regression analyses were used to examine their associations. Data were obtained from 317 patients. Patients' problem-solving skills were significantly associated with all subscales of fear of recurrence and overall worries measured by the CARS. In addition, patients' problem-solving skills were significantly associated with both their anxiety and depression. Our findings warrant clinical trials to investigate effectiveness of psychosocial intervention program, including enhancing patients' problem-solving skills and reducing fear of recurrence among breast cancer survivors.

Diversification of the Higher Mining Education Financing in Globalization Era

NASA Astrophysics Data System (ADS)

Frolova, Victoria; Dolina, Olga; Shpil'kina, Tatyana

2017-11-01

In the current conditions of global competition, the development of new mining technologies, the requirements to labor resources, their skills and creative potential are increasing. The tasks facing the mining industry cannot be solved without highly qualified personnel, especially managers, engineers and technicians, specialists who possess the knowledge and competences necessary for the development of science and technology of mining, and ensuring mining industrial safety. The authors analyze personnel problems and financing of mining higher education, conclude that there is a need to develop social partnership and diversify the sources of funding for training, advanced training and retraining of personnel for mining and processing of solid mineral deposits.

A Study on the Application of Creative Problem Solving Teaching to Statistics Teaching

ERIC Educational Resources Information Center

Hu, Ridong; Xiaohui, Su; Shieh, Chich-Jen

2017-01-01

Everyone would encounter the life issue of solving complicated problems generated by economic behaviors among all activities for making a living. Various life problems encountered therefore could be generalized by economic statistics. In other words, a lot of important events in daily life are related to economic statistics. For this reason,…

Clinical Immersion: An Approach for Fostering Cross-disciplinary Communication and Innovation in Nursing and Engineering Students.

PubMed

Geist, Melissa J; Sanders, Robby; Harris, Kevin; Arce-Trigatti, Andrea; Hitchcock-Cass, Cary

2018-05-24

A faculty team from nursing and chemical engineering developed a course that brought together students from each discipline for cross-disciplinary, team-based clinical immersion and collaboration. Health care processes and devices are rapidly changing, and nurses are uniquely positioned to be bedside innovators to improve patient care delivery. During each clinical immersion, the student teams rotated through various hospital units where they identified problems and worked together in the university's makerspace (iMaker Space) to design and build prototypes to improve health outcomes. Data from the Critical thinking Assessment Test provided evidence of gains in critical-thinking and problem-solving skills, while the problems identified in the clinical setting and prototypes developed demonstrated the impact of bringing nursing and engineering students together to design innovations. When challenged to identify authentic problems during their clinical immersion, the teams of nursing and engineering students proposed creative solutions and developed commercially viable prototypes.

Does Teaching Problem-Solving Skills Matter? An Evaluation of Problem-Solving Skills Training for the Treatment of Social and Behavioral Problems in Children

ERIC Educational Resources Information Center

Bushman, Bryan B.; Peacock, Gretchen Gimpel

2010-01-01

Problem-solving skills training (PSST) has been proposed as a potentially effective addition to behavioral parent training (PT). However, it is not clear whether PSST specifically increases the benefits provided by PT. In this study, PT + PSST was compared to PT + nondirective therapy in a sample of 26 families. All parents received PT. Following…

Developing Creative and Critical Thinking Abilities in Business Graduates: The Value of Experiential Learning Techniques

ERIC Educational Resources Information Center

Hannon, Stephen; McBride, Hugh; Burns, Barbara

2004-01-01

Educational programmes should promote an ethos of lifelong learning and develop in graduates the capacity for long-term personal and professional development through self-learning and reflection. A business degree programme should seek to produce graduates who are confident, creative thinkers with the capacity to solve problems, think creatively,…

Re-Examining the Relationship between Need for Cognition and Creativity: Predicting Creative Problem Solving across Multiple Domains

ERIC Educational Resources Information Center

Watts, Logan L.; Steele, Logan M.; Song, Hairong

2017-01-01

Prior studies have demonstrated inconsistent findings with regard to the relationship between need for cognition and creativity. In our study, measurement issues were explored as a potential source of these inconsistencies. Structural equation modeling techniques were used to examine the factor structure underlying the 18-item need for cognition…

Creativity, Social Justice and Human Rights within Adult Education

ERIC Educational Resources Information Center

Brown, Susannah

2015-01-01

In this paper, the author describes philosophical concepts of adult learning and their application as integrated with creative problem solving within the context of social justice and human rights. The context is framed by the work of the United Nations (1992) which emphasizes importance of women's roles and creativity in the process of forming a…

Consequential Creativity: Student Competency and Lateral Thinking Incorporation in Architectural Education

ERIC Educational Resources Information Center

Hamza, Tamer S.; Hassan, Doaa K.

2016-01-01

Creativity is an original cognitive ability and problem solving process which enables individuals to use their intelligence in a way that is unique and directed toward coming up with a product. Architectural education is one of the fields in which human creativity has been exhibited; because, it can be defined as a design study that correlates…

Chrysalis: Nurturing Creative and Independent Thought in Children. Grades 4-12.

ERIC Educational Resources Information Center

McKisson, Micki

The intent of this book is to provide the framework for educational experiences designed to develop creativity, self-reliance, and a sense of independence in the students' approach to learning. It is comprised of eight units on a variety of themes. Each unit stresses the use of thinking processes, such as creativity and problem solving. Emphasis…

Humor adds the creative touch to CQI teams.

PubMed

Balzer, J W

1994-07-01

The health care industry is looking to continuous quality improvement as a process to both improve patient care and promote cost effectiveness. Interdisciplinary teams are learning to work together and to use data-driven problem solving. Humor adds a creative and welcome touch to the process that makes it easier and more fun to work in teams. The team leader or facilitator who uses humor along the journey sanctions the risk-taking behavior that accompanies creative solutions to tough problems.

Connecting Learning & Technology for Effective Lesson Plan Design.

ERIC Educational Resources Information Center

Seamon, Mary P.

This paper focuses on the design of effective lesson plans using the Internet. Effective lesson design helps students to explore ideas, acquire and synthesize information, and frame and solve problems. The creative problem solving which depends upon context, interrelationships, and real-world activities is available through Internet projects.…

Using Depth Intuition in Creative Problem Solving and Strategic Innovation.

ERIC Educational Resources Information Center

Markley, O. W.

1988-01-01

The article describes four step-by-step methods to sharpen intuitive capacities for problem-solving and innovation. Visionary and transpersonal knowledge processes are tapped to gain access to relatively deep levels of intuition. The methods are considered useful for overcoming internal blockages or resistance, developing organizational mission…

Utilizing the Bicycle for Non-Traditional Activities

ERIC Educational Resources Information Center

Maina, Michael P.; Maina, Julie Schlegel; Sebek, Ludek; Hoffmanova, Jana; Kane, Jennifer Jackson

2012-01-01

This article examines the bicycle as not simply a means of transportation or as an exercise device, but rather as a vehicle for teambuilding and problem solving activities within a physical education curriculum. The activities described in this article focus on bike-centered initiatives that foster creative problem solving. They have universal…

The implementation of Project-Based Learning in courses Audio Video to Improve Employability Skills

NASA Astrophysics Data System (ADS)

Sulistiyo, Edy; Kustono, Djoko; Purnomo; Sutaji, Eddy

2018-04-01

This paper presents a project-based learning (PjBL) in subjects with Audio Video the Study Programme Electro Engineering Universitas Negeri Surabaya which consists of two ways namely the design of the prototype audio-video and assessment activities project-based learning tailored to the skills of the 21st century in the form of employability skills. The purpose of learning innovation is applying the lab work obtained in the theory classes. The PjBL aims to motivate students, centering on the problems of teaching in accordance with the world of work. Measures of learning include; determine the fundamental questions, designs, develop a schedule, monitor the learners and progress, test the results, evaluate the experience, project assessment, and product assessment. The results of research conducted showed the level of mastery of the ability to design tasks (of 78.6%), technical planning (39,3%), creativity (42,9%), innovative (46,4%), problem solving skills (the 57.1%), skill to communicate (75%), oral expression (75%), searching and understanding information (to 64.3%), collaborative work skills (71,4%), and classroom conduct (of 78.6%). In conclusion, instructors have to do the reflection and make improvements in some of the aspects that have a level of mastery of the skills less than 60% both on the application of project-based learning courses, audio video.

Scaffolding the Development of Problem-Solving Skills in Chemistry: Guiding Novice Students out of Dead Ends and False Starts

ERIC Educational Resources Information Center

Yuriev, Elizabeth; Naidu, Som; Schembri, Luke S.; Short, Jennifer L.

2017-01-01

To scaffold the development of problem-solving skills in chemistry, chemistry educators are exploring a variety of instructional techniques. In this study, we have designed, implemented, and evaluated a problem-solving workflow--''Goldilocks Help''. This workflow builds on work done in the field of problem solving in chemistry and provides…

Reliability and Validity of a Procedure to Measure Diagnostic Reasoning and Problem-Solving Skills Taught in Predoctoral Orthodontic Education.

ERIC Educational Resources Information Center

Albanese, Mark A.; Jacobs, Richard M.

1990-01-01

The reliability and validity of a procedure to measure diagnostic-reasoning and problem-solving skills taught in predoctoral orthodontic education were studied using 68 second year dental students. The procedure includes stimulus material and 33 multiple-choice items. It is a feasible way of assessing problem-solving skills in dentistry education…

Contributions of Self-Efficacy and Problem Solving Skills on Secretaries' Job Performance in Ogun State Public Service, Nigeria

ERIC Educational Resources Information Center

Abosede, Subuola Catherine; Adesanya, Adebimpe Olusola

2017-01-01

This study is aimed at determining the contributions of self-efficacy and problem solving skills to the job performance of secretaries. The study also ascertained the relationship among self-efficacy, problem solving skills and job performance of the secretaries. The study employed the descriptive research design. Ten (10) secretaries were…

Elementary School Students Perception Levels of Problem Solving Skills

ERIC Educational Resources Information Center

Yavuz, Günes; Yasemin, Deringöl; Arslan, Çigdem

2017-01-01

The purpose of this study is to reveal the perception levels of problem solving skills of elementary school students. The sample of the study is formed by totally 264 elementary students attending to 5th, 6th, 7th and 8th grade in a big city in Turkey. Data were collected by means of "Perception Scale for Problem Solving Skills" which…

An Overview of Problem Solving Studies in Physics Education

ERIC Educational Resources Information Center

Ince, Elif

2018-01-01

Education policies today aim to raise individuals with 21st Century skills considered as a universal necessity and problem-solving skill is the one of the skills that have emerged as a requirement of the 21st century. Teaching problem solving is one of the most important topics of physics education, it is also the field where students have the…

Design Packing to Safely Mail Raw Spaghetti. Grades 3-5.

ERIC Educational Resources Information Center

Rushton, Erik; Ryan, Emily; Swift, Charles

This activity is designed to build creative skills based on an everyday problem. The scenario that sometimes packages are dropped and letters get bent is used. How can a special delivery be protected from such unfortunate mishaps? Students use their creative skills to determine a way to mail raw spaghetti. A way to safely package the raw spaghetti…

Threshold Concepts in the Development of Problem-Solving Skills

ERIC Educational Resources Information Center

Wismath, Shelly; Orr, Doug; MacKay, Bruce

2015-01-01

Problem-solving skills are often identified as a key component of 21st century education. This study collected data from students enrolled in a university-level Liberal Education science course called "Problems and Puzzles," which introduced students to the theory and practice of problem solving via puzzles. Based on classroom…

Problem-Solving Skills Appraisal Mediates Hardiness and Suicidal Ideation among Malaysian Undergraduate Students

PubMed Central

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2015-01-01

Objectives Recent evidence suggests that suicidal ideation is increased among university students, it is essential to increase our knowledge concerning the etiology of suicidal ideation among university students. This study was conducted to examine the relationships between problem-solving skills appraisal, hardiness, and suicidal ideation among university students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) as a potential mediator between hardiness and suicidal ideation. Methods The participants consisted of 500 undergraduate students from Malaysian public universities. Results Structural Equation Modelling (SEM) estimated that undergraduate students with lower hardiness, poor problem-solving confidence, external personal control of emotion, and avoiding style was associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) partially mediated the relationship between hardiness and suicidal ideation. Conclusion These findings underline the importance of studying mediating processes that explain how hardiness affects suicidal ideation. PMID:25830229

An evaluation of the problem-solving ability of diplomates from a comprehensive nursing programme.

PubMed

Makhathini, J T; Uys, L R

1996-10-01

The aim of this South African study was to obtain a measurement of the problem-solving ability of diplomates from a basic nursing programme with this skill included in its programme objectives. The problem-solving skills of diplomates from this programme were compared with those of first years to determine if there is an improvement in the problem-solving skills. A comparison was also made with a different basic programmes not claiming to teach problem-solving. The research design selected for this study was the ex post facto design. Data were collected using the Triple Jump Method which is an interview technique. The findings suggested that the level of the problem-solving skills of the comprehensive nursing programme diplomate is not satisfactory. There was, however, some improvement in the problem-solving ability from the first to the fourth year. The level of performance of the fourth years was slightly higher than that of the third years of the three-year nursing programme, who were used as the control group. Recommendations on selection teaching and evaluation of students, as well as further research, were made.

Group training in interpersonal problem-solving skills for workplace adaptation of adolescents and adults with Asperger syndrome: a preliminary study.

PubMed

Bonete, Saray; Calero, María Dolores; Fernández-Parra, Antonio

2015-05-01

Adults with Asperger syndrome show persistent difficulties in social situations which psychosocial treatments may address. Despite the multiple studies focusing on social skills interventions, only some have focused specifically on problem-solving skills and have not targeted workplace adaptation training in the adult population. This study describes preliminary data from a group format manual-based intervention, the Interpersonal Problem-Solving for Workplace Adaptation Programme, aimed at improving the cognitive and metacognitive process of social problem-solving skills focusing on typical social situations in the workplace based on mediation as the main strategy. A total of 50 adults with Asperger syndrome received the programme and were compared with a control group of typical development. The feasibility and effectiveness of the treatment were explored. Participants were assessed at pre-treatment and post-treatment on a task of social problem-solving skills and two secondary measures of socialisation and work profile using self- and caregiver-report. Using a variety of methods, the results showed that scores were significantly higher at post-treatment in the social problem-solving task and socialisation skills based on reports by parents. Differences in comparison to the control group had decreased after treatment. The treatment was acceptable to families and subject adherence was high. The Interpersonal Problem-Solving for Workplace Adaptation Programme appears to be a feasible training programme. © The Author(s) 2014.

The Relationship of Social Problem-Solving Skills and Dysfunctional Attitudes with Risk of Drug Abuse among Dormitory Students at Isfahan University of Medical Sciences

PubMed Central

Nasrazadani, Ehteram; Maghsoudi, Jahangir; Mahrabi, Tayebeh

2017-01-01

Background: Dormitory students encounter multiple social factors which cause pressure, such as new social relationships, fear of the future, and separation from family, which could cause serious problems such as tendency toward drug abuse. This research was conducted with the goal to determine social problem-solving skills, dysfunctional attitudes, and risk of drug abuse among dormitory students of Isfahan University of Medical Sciences, Iran. Materials and Methods: This was a descriptive-analytical, correlational, and cross-sectional research. The research sample consisted of 211 students living in dormitories. The participants were selected using randomized quota sampling method. The data collection tools included the Social Problem-Solving Inventory (SPSI), Dysfunctional Attitude Scale (DAS), and Identifying People at Risk of Addiction Questionnaire. Results: The results indicated an inverse relationship between social problem-solving skills and risk of drug abuse (P = 0.0002), a direct relationship between dysfunctional attitude and risk of drug abuse (P = 0.030), and an inverse relationship between social problem-solving skills and dysfunctional attitude among students (P = 0.0004). Conclusions: Social problem-solving skills have a correlation with dysfunctional attitudes. As a result, teaching these skills and the way to create efficient attitudes should be considered in dormitory students. PMID:28904539

The Relationship of Social Problem-Solving Skills and Dysfunctional Attitudes with Risk of Drug Abuse among Dormitory Students at Isfahan University of Medical Sciences.

PubMed

Nasrazadani, Ehteram; Maghsoudi, Jahangir; Mahrabi, Tayebeh

2017-01-01

Dormitory students encounter multiple social factors which cause pressure, such as new social relationships, fear of the future, and separation from family, which could cause serious problems such as tendency toward drug abuse. This research was conducted with the goal to determine social problem-solving skills, dysfunctional attitudes, and risk of drug abuse among dormitory students of Isfahan University of Medical Sciences, Iran. This was a descriptive-analytical, correlational, and cross-sectional research. The research sample consisted of 211 students living in dormitories. The participants were selected using randomized quota sampling method. The data collection tools included the Social Problem-Solving Inventory (SPSI), Dysfunctional Attitude Scale (DAS), and Identifying People at Risk of Addiction Questionnaire. The results indicated an inverse relationship between social problem-solving skills and risk of drug abuse ( P = 0.0002), a direct relationship between dysfunctional attitude and risk of drug abuse ( P = 0.030), and an inverse relationship between social problem-solving skills and dysfunctional attitude among students ( P = 0.0004). Social problem-solving skills have a correlation with dysfunctional attitudes. As a result, teaching these skills and the way to create efficient attitudes should be considered in dormitory students.

Exploring Early Childhood Preservice Teachers' Problem-Solving Skills through Socioscientific Inquiry Approach

ERIC Educational Resources Information Center

Fadzil, Hidayah Mohd

2017-01-01

Developing problem solving skills is often accepted as a desirable goal in many educational settings. However, there is little evidence to support that students are better problem solvers after graduating. The students can solve routine problems but they confronted difficulties when adapting their prior knowledge for the solution of new problems.…

How Can We Improve Problem Solving in Undergraduate Biology? Applying Lessons from 30 Years of Physics Education Research

PubMed Central

Hoskinson, A.-M.; Caballero, M. D.; Knight, J. K.

2013-01-01

If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research. PMID:23737623

Problem-Solving Skills and Suicidal Ideation Among Malaysian College Students: the Mediating Role of Hopelessness.

PubMed

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2016-04-01

Recent evidence suggests that suicidal ideation has increased among Malaysian college students over the past two decades; therefore, it is essential to increase our knowledge concerning the etiology of suicidal ideation among Malaysian college students. This study was conducted to examine the relationships between problem-solving skills, hopelessness, and suicidal ideation among Malaysian college students. The participants included 500 undergraduate students from two Malaysian public universities who completed the self-report questionnaires. Structural equation modeling estimated that college students with poor problem-solving confidence, external personal control of emotion, and avoiding style were more likely to report suicidal ideation. Hopelessness partially mediated the relationship between problem-solving skills and suicidal ideation. These findings reinforce the importance of poor problem-solving skills and hopelessness as risk factors for suicidal ideation among college students.

The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition

NASA Astrophysics Data System (ADS)

Çiğdem Özcan, Zeynep

2016-04-01

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students' homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students' mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).

Emotion dysregulation, problem-solving, and hopelessness.

PubMed

Vatan, Sevginar; Lester, David; Gunn, John F

2014-04-01

A sample of 87 Turkish undergraduate students was administered scales to measure hopelessness, problem-solving skills, emotion dysregulation, and psychiatric symptoms. All of the scores from these scales were strongly associated. In a multiple regression, hopelessness scores were predicted by poor problem-solving skills and emotion dysregulation.

Project-Based Learning Using Discussion and Lesson-Learned Methods via Social Media Model for Enhancing Problem Solving Skills

ERIC Educational Resources Information Center

Jewpanich, Chaiwat; Piriyasurawong, Pallop

2015-01-01

This research aims to 1) develop the project-based learning using discussion and lesson-learned methods via social media model (PBL-DLL SoMe Model) used for enhancing problem solving skills of undergraduate in education student, and 2) evaluate the PBL-DLL SoMe Model used for enhancing problem solving skills of undergraduate in education student.…

Synectics: An Explanation of the Process and Some Comments on its Application in the Secondary School.

ERIC Educational Resources Information Center

Marran, James F.; Rogan, Donald V.

Synectics is a method of creative problem solving through the use of metaphor and apparent irrelevancy developed by William J. J. Gordon. The process involves rational knowledge of the problem to be solved, irrational improvisations that lead to fertile associations creating new approaches to the problem, and euphoric state that is essential in…

Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

ERIC Educational Resources Information Center

McDonald, Scott Douglas

2017-01-01

Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and…

Creative Thinking Ability to Increase Student Mathematical of Junior High School by Applying Models Numbered Heads Together

ERIC Educational Resources Information Center

Lince, Ranak

2016-01-01

Mathematical ability of students creative thinking is a component that must be mastered by the student. Mathematical creative thinking plays an important role, both in solving the problem and well, even in high school students. Therefore, efforts are needed to convey ideas in mathematics. But the reality is not yet developed the ability to…

Inhibitory Control as a Core Process of Creative Problem Solving and Idea Generation from Childhood to Adulthood

ERIC Educational Resources Information Center

Cassotti, Mathieu; Agogué, Marine; Camarda, Anaëlle; Houdé, Olivier; Borst, Grégoire

2016-01-01

Developmental cognitive neuroscience studies tend to show that the prefrontal brain regions (known to be involved in inhibitory control) are activated during the generation of creative ideas. In the present article, we discuss how a dual-process model of creativity--much like the ones proposed to account for decision making and reasoning--could…

The "Reverse Case Study:" Enhancing Creativity in Case-Based Instruction in Leadership Studies

ERIC Educational Resources Information Center

Atkinson, Timothy N.

2014-01-01

In this application brief I share a case study assignment I used in my "Leadership in Complex Organizations" classes to promote creativity in problem solving. I sorted Ph.D. students into two teams and trained them to use creative writing techniques to "encode" theory into their own cases. A sense of competition emerged. Later,…

Social problem solving, autobiographical memory, trauma, and depression in women with borderline personality disorder and a history of suicide attempts.

PubMed

Maurex, Liselotte; Lekander, Mats; Nilsonne, Asa; Andersson, Eva E; Asberg, Marie; Ohman, Arne

2010-09-01

The primary aim of this study was to compare the retrieval of autobiographical memory and the social problem-solving performance of individuals with borderline personality disorder (BPD) and a history of suicide attempts, with and without concurrent diagnoses of depression and/or post-traumatic stress disorder (PTSD), to that of controls. Additionally, the relationships between autobiographical memory, social problem-solving skills, and various clinical characteristics were examined in the BPD group. Individuals with BPD who had made at least two suicide attempts were compared to controls with regard to specificity of autobiographical memory and social problem-solving skills. Autobiographical memory specificity and social problem-solving skills were further studied in the BPD group by comparing depressed participants to non-depressed participants; and autobiographical memory specificity was also studied by comparing participants with and without PTSD. A total of 47 women with a diagnosis of BPD and 30 controls completed the Autobiographical Memory Test, assessing memory specificity, and the means-end problem solving-procedure, measuring social problem-solving skills. The prevalence of suicidal/self-injurious behaviour, and the exposure to violence, was also assessed in the BPD group. Compared to controls, participants with BPD showed reduced specificity of autobiographical memory, irrespective of either concurrent depression, previous depression, or concurrent PTSD. The depressed BPD group displayed poor problem-solving skills. Further, an association between unspecific memory and poor problem-solving was displayed in the BPD group. Our results confirmed that reduced specificity of autobiographical memory is an important characteristic of BPD individuals with a history of suicide attempt, independent of depression, or PTSD. Reduced specificity of autobiographical memory was further related to poor social problem-solving capacity in the BPD group.

Skill Acquisition: Compilation of Weak-Method Problem Solutions.

ERIC Educational Resources Information Center

Anderson, John R.

According to the ACT theory of skill acquisition, cognitive skills are encoded by a set of productions, which are organized according to a hierarchical goal structure. People solve problems in new domains by applying weak problem-solving procedures to declarative knowledge they have about this domain. From these initial problem solutions,…

Measuring Problem Solving Skills in "Portal 2"

ERIC Educational Resources Information Center

Shute, Valerie J.; Wang, Lubin

2013-01-01

This paper examines possible improvement to problem solving skills as a function of playing the video game "Portal 2." Stealth assessment is used in the game to evaluate students' problem solving abilities--specifically basic and flexible rule application. The stealth assessment measures will be validated against commonly accepted…

The effectiveness of problem-based learning on students’ problem solving ability in vector analysis course

NASA Astrophysics Data System (ADS)

Mushlihuddin, R.; Nurafifah; Irvan

2018-01-01

The student’s low ability in mathematics problem solving proved to the less effective of a learning process in the classroom. Effective learning was a learning that affects student’s math skills, one of which is problem-solving abilities. Problem-solving capability consisted of several stages: understanding the problem, planning the settlement, solving the problem as planned, re-examining the procedure and the outcome. The purpose of this research was to know: (1) was there any influence of PBL model in improving ability Problem solving of student math in a subject of vector analysis?; (2) was the PBL model effective in improving students’ mathematical problem-solving skills in vector analysis courses? This research was a quasi-experiment research. The data analysis techniques performed from the test stages of data description, a prerequisite test is the normality test, and hypothesis test using the ANCOVA test and Gain test. The results showed that: (1) there was an influence of PBL model in improving students’ math problem-solving abilities in vector analysis courses; (2) the PBL model was effective in improving students’ problem-solving skills in vector analysis courses with a medium category.

Memory Inhibition as a Critical Factor Preventing Creative Problem Solving

ERIC Educational Resources Information Center

Gómez-Ariza, Carlos J.; del Prete, Francesco; Prieto del Val, Laura; Valle, Tania; Bajo, M. Teresa; Fernandez, Angel

2017-01-01

The hypothesis that reduced accessibility to relevant information can negatively affect problem solving in a remote associate test (RAT) was tested by using, immediately before the RAT, a retrieval practice procedure to hinder access to target solutions. The results of 2 experiments clearly showed that, relative to baseline, target words that had…

Aha! Voila! Eureka! Bilingualism and Insightful Problem Solving

ERIC Educational Resources Information Center

Cushen, Patrick J.; Wiley, Jennifer

2011-01-01

What makes a person able to solve problems creatively? One interesting factor that may contribute is experience with multiple languages from an early age. Bilingual individuals who acquire two languages by the age of 6 have been shown to demonstrate superior performance on a number of thinking tasks that require flexibility. However, bilingual…

Promoting Staff Support in Schools: Solution Circles

ERIC Educational Resources Information Center

Brown, Emma; Henderson, Linda

2012-01-01

The Solution Circle (SC) approach is a flexible tool which encourages participants to maintain a positive, creative approach to problem-solving. This project focussed on the introduction of this approach to staff in a primary and a secondary school. The rationale was to implement a problem-solving/discussion tool that would allow staff to utilise…

Role of Beliefs and Emotions in Numerical Problem Solving in University Physics Education

ERIC Educational Resources Information Center

Bodin, Madelen; Winberg, Mikael

2012-01-01

Numerical problem solving in classical mechanics in university physics education offers a learning situation where students have many possibilities of control and creativity. In this study, expertlike beliefs about physics and learning physics together with prior knowledge were the most important predictors of the quality of performance of a task…

Quickfire Challenges to Inspire Problem Solving

ERIC Educational Resources Information Center

Harper, Suzanne R.; Cox, Dana C.

2017-01-01

In the authors' attempts to incorporate problem solving into their mathematics courses, they have found that student ambition and creativity are often hampered by feelings of risk, as many students are conditioned to value a produced solution over the actual process of building one. Eliminating risk is neither possible nor desired. The challenge,…

Improving Creative Problem-Solving in a Sample of Third Culture Kids

ERIC Educational Resources Information Center

Lee, Young Ju; Bain, Sherry K.; McCallum, R. Steve

2007-01-01

We investigated the effects of divergent thinking training (with explicit instruction) on problem-solving tasks in a sample of Third Culture Kids (Useem and Downie, 1976). We were specifically interested in whether the children's originality and fluency in responding increased following instruction, not only on classroom-based worksheets and the…

Problem Solving with Patents

ERIC Educational Resources Information Center

Moore, Jerilou; Sumrall, William J.

2008-01-01

Exploring our patent system is a great way to engage students in creative problem solving. As a result, the authors designed a teaching unit that uses the study of patents to explore one avenue in which scientists and engineers do science. Specifically, through the development of an idea, students learn how science and technology are connected.…

Schizotypy and Performance on an Insight Problem-Solving Task: The Contribution of Persecutory Ideation.

PubMed

Cosgrave, Jan; Haines, Ross; Golodetz, Stuart; Claridge, Gordon; Wulff, Katharina; van Heugten-van der Kloet, Dalena

2018-01-01

Insight problem solving is thought to underpin creative thought as it incorporates both divergent (generating multiple ideas and solutions) and convergent (arriving at the optimal solution) thinking approaches. The current literature on schizotypy and creativity is mixed and requires clarification. An alternate approach was employed by designing an exploratory web-based study using only correlates of schizotypal traits (paranoia, dissociation, cognitive failures, fantasy proneness, and unusual sleep experiences) and examining which (if any) predicted optimal performance on an insight problem-solving task. One hundred and twenty-one participants were recruited online from the general population and completed the number reduction task. The discovery of the hidden rule (HR) was used as a measure of insight. Multivariate logistic regression analyses highlighted persecutory ideation to best predict the discovery of the HR (OR = 1.05; 95% CI 1.01-1.10, p = 0.017), with a one-point increase in persecutory ideas corresponding to the participant being 5% more likely to discover the HR. This result suggests that persecutory ideation, above other schizotypy correlates, may be involved in insight problem solving.

The development of a culture of problem solving with secondary students through heuristic strategies

NASA Astrophysics Data System (ADS)

Eisenmann, Petr; Novotná, Jarmila; Přibyl, Jiří; Břehovský, Jiří

2015-12-01

The article reports the results of a longitudinal research study conducted in three mathematics classes in Czech schools with 62 pupils aged 12-18 years. The pupils were exposed to the use of selected heuristic strategies in mathematical problem solving for a period of 16 months. This was done through solving problems where the solution was the most efficient if heuristic strategies were used. The authors conducted a two-dimensional classification of the use of heuristic strategies based on the work of Pólya (2004) and Schoenfeld (1985). We developed a tool that allows for the description of a pupil's ability to solve problems. Named, the Culture of Problem Solving (CPS), this tool consists of four components: intelligence, text comprehension, creativity and the ability to use existing knowledge. The pupils' success rate in problem solving and the changes in some of the CPS factors pre- and post-experiment were monitored. The pupils appeared to considerably improve in the creativity component. In addition, the results indicate a positive change in the students' attitude to problem solving. As far as the teachers participating in the experiment are concerned, a significant change was in their teaching style to a more constructivist, inquiry-based approach, as well as their willingness to accept a student's non-standard approach to solving a problem. Another important outcome of the research was the identification of the heuristic strategies that can be taught via long-term guided solutions of suitable problems and those that cannot. Those that can be taught include systematic experimentation, guess-check-revise and introduction of an auxiliary element. Those that cannot be taught (or can only be taught with difficulty) include the strategies of specification and generalization and analogy.

Conceptual and procedural knowledge community college students use when solving a complex science problem

NASA Astrophysics Data System (ADS)

Steen-Eibensteiner, Janice Lee

2006-07-01

A strong science knowledge base and problem solving skills have always been highly valued for employment in the science industry. Skills currently needed for employment include being able to problem solve (Overtoom, 2000). Academia also recognizes the need for effectively teaching students to apply problem solving skills in clinical settings. This thesis investigates how students solve complex science problems in an academic setting in order to inform the development of problem solving skills for the workplace. Students' use of problem solving skills in the form of learned concepts and procedural knowledge was studied as students completed a problem that might come up in real life. Students were taking a community college sophomore biology course, Human Anatomy & Physiology II. The problem topic was negative feedback inhibition of the thyroid and parathyroid glands. The research questions answered were (1) How well do community college students use a complex of conceptual knowledge when solving a complex science problem? (2) What conceptual knowledge are community college students using correctly, incorrectly, or not using when solving a complex science problem? (3) What problem solving procedural knowledge are community college students using successfully, unsuccessfully, or not using when solving a complex science problem? From the whole class the high academic level participants performed at a mean of 72% correct on chapter test questions which was a low average to fair grade of C-. The middle and low academic participants both failed (F) the test questions (37% and 30% respectively); 29% (9/31) of the students show only a fair performance while 71% (22/31) fail. From the subset sample population of 2 students each from the high, middle, and low academic levels selected from the whole class 35% (8/23) of the concepts were used effectively, 22% (5/23) marginally, and 43% (10/23) poorly. Only 1 concept was used incorrectly by 3/6 of the students and identified as a misconception. One of 21 (5%) problem-solving pathway characteristics was used effectively, 7 (33%) marginally, and 13 (62%) poorly. There were very few (0 to 4) problem-solving pathway characteristics used unsuccessfully most were simply not used.

A randomized trial of teen online problem solving: efficacy in improving caregiver outcomes after brain injury.

PubMed

Wade, Shari L; Walz, Nicolay C; Carey, JoAnne; McMullen, Kendra M; Cass, Jennifer; Mark, Erin; Yeates, Keith Owen

2012-11-01

To examine the results of a randomized clinical trial (RCT) of Teen Online Problem Solving (TOPS), an online problem solving therapy model, in increasing problem-solving skills and decreasing depressive symptoms and global distress for caregivers of adolescents with traumatic brain injury (TBI). Families of adolescents aged 11-18 who sustained a moderate to severe TBI between 3 and 19 months earlier were recruited from hospital trauma registries. Participants were assigned to receive a web-based, problem-solving intervention (TOPS, n = 20), or access to online resources pertaining to TBI (Internet Resource Comparison; IRC; n = 21). Parent report of problem solving skills, depressive symptoms, global distress, utilization, and satisfaction were assessed pre- and posttreatment. Groups were compared on follow-up scores after controlling for pretreatment levels. Family income was examined as a potential moderator of treatment efficacy. Improvement in problem solving was examined as a mediator of reductions in depression and distress. Forty-one participants provided consent and completed baseline assessments, with follow-up assessments completed on 35 participants (16 TOPS and 19 IRC). Parents in both groups reported a high level of satisfaction with both interventions. Improvements in problem solving skills and depression were moderated by family income, with caregivers of lower income in TOPS reporting greater improvements. Increases in problem solving partially mediated reductions in global distress. Findings suggest that TOPS may be effective in improving problem solving skills and reducing depressive symptoms for certain subsets of caregivers in families of adolescents with TBI.

Calculation and word problem-solving skills in primary grades - Impact of cognitive abilities and longitudinal interrelations with task-persistent behaviour.

PubMed

Jõgi, Anna-Liisa; Kikas, Eve

2016-06-01

Primary school math skills form a basis for academic success down the road. Different math skills have different antecedents and there is a reason to believe that more complex math tasks require better self-regulation. The study aimed to investigate longitudinal interrelations of calculation and problem-solving skills, and task-persistent behaviour in Grade 1 and Grade 3, and the effect of non-verbal intelligence, linguistic abilities, and executive functioning on math skills and task persistence. Participants were 864 students (52.3% boys) from 33 different schools in Estonia. Students were tested twice - at the end of Grade1 and at the end of Grade 3. Calculation and problem-solving skills, and teacher-rated task-persistent behaviour were measured at both time points. Non-verbal intelligence, linguistic abilities, and executive functioning were measured in Grade 1. Cross-lagged structural equation modelling indicated that calculation skills depend on previous math skills and linguistic abilities, while problem-solving skills require also non-verbal intelligence, executive functioning, and task persistence. Task-persistent behaviour in Grade 3 was predicted by previous problem-solving skills, linguistic abilities, and executive functioning. Gender and mother's educational level were added as covariates. The findings indicate that math skills and self-regulation are strongly related in primary grades and that solving complex tasks requires executive functioning and task persistence from children. Findings support the idea that instructional practices might benefit from supporting self-regulation in order to gain domain-specific, complex skill achievement. © 2015 The British Psychological Society.

The Effect of an Extended Wilderness Education Experience on Ill-Structured Problem-Solving Skill Development in Emerging Adult Students

ERIC Educational Resources Information Center

Collins, Rachel H.

2014-01-01

In a society that is becoming more dynamic, complex, and diverse, the ability to solve ill-structured problems has become an increasingly critical skill. Emerging adults are at a critical life stage that is an ideal time to develop the skills needed to solve ill-structured problems (ISPs) as they are transitioning to adult roles and starting to…

A Comparison of Students in Physical Education and Sports College and the Students in Other Departments in Terms of Problem Solving Skills

ERIC Educational Resources Information Center

Görücü, Alpaslan; Cantav, Erkan

2017-01-01

In this research, it is aimed to analyze the problem solving skills of university students in terms of different variables and to analyze the differences among the levels of perceived problem solving skill of the students of Physical Education and Sports College and other branch students. The sample consists of the university students from the…

Improving Critical Skills Using Wikis and CGPS in a Physics Classroom

NASA Astrophysics Data System (ADS)

Mohottala, H. E.

2016-10-01

We report the combined use of Wikispaces (wikis) and collaborative group problem solving (CGPS) sessions conducted in introductory-level calculus-based physics classes. As a part of this new teaching tool, some essay-type problems were posted on the wiki page on a weekly basis and students were encouraged to participate in problem solving without providing numerical final answers but only the steps. Each week students were further evaluated on problem solving skills, opening up more opportunity for peer interaction through CGPS. Students developed a set of skills in decision making, problem solving, communication, negotiation, critical and independent thinking, and teamwork through the combination of wikis and CGPS.

Enabling Metacognitive Skills for Mathematics Problem Solving: A Collective Case Study of Metacognitive Reflection and Awareness

ERIC Educational Resources Information Center

Jagals, Divan; van der Walt, Marthie

2016-01-01

Metacognition encompasses knowledge and regulation that, through reflection, sustain problem solving behaviour. How metacognitive awareness is constructed from reflection on metacognitive knowledge and regulation and how these reflections enable metacognitive skills for Mathematics problem solving remain unclear. Three secondary schools…

Longitudinal mediators of social problem solving in spina bifida and typical development.

PubMed

Landry, Susan H; Taylor, Heather B; Swank, Paul R; Barnes, Marcia; Juranek, Jenifer

2013-05-01

The current study examined the role of early executive functions (EF) and social language (SL) as well as responsive parenting as mediators of the effect of group on social problem-solving skills at 7 years of age for children with spina bifida and typically developing children. A mediation analysis was used to determine if the effect of having spina bifida on school age social problem-solving skills was mediated through the effect of group on EF/SL at 3 years of age and responsive parenting at 12 and 18 months. As part of a larger longitudinal study, 103 infants (n = 49 with spina bifida; n = 54 typically developing) received measures of EF/SL at 3 years of age and mother-infant play interactions at 12 and 18 months of age were coded for a range of responsive parenting behaviors. Social problem-solving skills were measured with a game-like observational task at 7 years of age. Group had a direct relation with later social problem-solving as well as an indirect relation through early EF/SL skills that, in turn, had a direct relation with later social problem solving. An indirect effect of responsive parenting on later social skills also was found through a direct effect on EF/SL skills. Early precursors of school age difficulties with social problem solving observed for children with spina bifida can be explained, in part, by difficulties in the first 3 years of life with EF/SL. Early responsive parenting appears to positively affect the development of these EF/SL skills. Implications for early intervention are an outcome of this study.

The Use of Classroom Assessment to Explore Problem Solving Skills Based on Pre-Service Teachers’ Cognitive Style Dimension in Basic Physics Course

NASA Astrophysics Data System (ADS)

Rahmawati; Rustaman, Nuryani Y.; Hamidah, Ida; Rusdiana, Dadi

2017-02-01

The aim of this study was to explore the use of assessment strategy which can measure problem solving skills of pre-service teachers based on their cognitive style in basic physics course. The sample consisted of 95 persons (male = 15, female = 75). This study used an exploratory research with observation techniques by interview, questionnaire, and test. The results indicated that the lecturer only used paper-pencil test assessment strategy to measure pre-service teachers’ achievement and also used conventional learning strategy. It means that the lecturer did not measure pre-services’ thinking process in learning, like problem solving skills. One of the factors which can influence student problem solving skills is cognitive style as an internal factor. Field Dependent (FD) and Field Independent (FI) are two cognitive styles which were measured with using Group Embedded Figure Test (GEFT) test. The result showed that 82% of pre-service teachers were FD cognitive style and only 18% of pre-service teachers had FI cognitive style. Furthermore, these findings became the fundamental design to develop a problem solving assessment model to measure pre-service teachers’ problem solving skills and process in basic physics course.

Engaging the creative to better build science into water resource solutions

NASA Astrophysics Data System (ADS)

Klos, P. Z.

2014-12-01

Psychological thought suggests that social engagement with an environmental problem requires 1) cognitive understanding of the problem, 2) emotional engagement with the problem, and 3) perceived efficacy that there is something we can do to solve the problem. Within the water sciences, we form problem-focused, cross-disciplinary teams to help address complex water resource problems, but often we only seek teammates from other disciplines within the realms of engineering and the natural/social sciences. Here I argue that this science-centric focus fails to fully solve these water resource problems, and often the science goes unheard because it is heavily cognitive and lacks the ability to effectively engage the audience through crucial social-psychological aspects of emotion and efficacy. To solve this, future cross-disciplinary collaborations that seek to include creative actors from the worlds of art, humanities, and design can begin to provide a much stronger overlap of the cognition, emotion, and efficacy needed to communicate the science, engage the audience, and create the solutions needed to solve or world's most complex water resource problems. Disciplines across the arts, sciences, and engineering all bring unique strengths that, through collaboration, allow for uniquely creative modes of art-science overlap that can engage people through additions of emotion and efficacy that compliment the science and go beyond the traditional cognitive approach. I highlight examples of this art-science overlap in action and argue that water resource collaborations like these will be more likely to have their hydrologic science accepted and applied by those who decide on water resource solutions. For this Pop-up Talk session, I aim to share the details of this proposed framework in the context of my own research and the work of others. I hope to incite discussion regarding the utility and relevance of this framework as a future option for other water resource collaboratives working to solve hydrologic issues across the globe.

Going to a Psychologist, Psychiatrist, or Therapist

MedlinePlus

... skills. Kids learn to use these skills to solve problems. A therapist gives praise and support as ... Therapists help you practice what you're learning. Solve problems. Your therapist will ask about how problems ...

Editorial: Computational Creativity, Concept Invention, and General Intelligence

NASA Astrophysics Data System (ADS)

Besold, Tarek R.; Kühnberger, Kai-Uwe; Veale, Tony

2015-12-01

Over the last decade, computational creativity as a field of scientific investigation and computational systems engineering has seen growing popularity. Still, the levels of development between projects aiming at systems for artistic production or performance and endeavours addressing creative problem-solving or models of creative cognitive capacities is diverging. While the former have already seen several great successes, the latter still remain in their infancy. This volume collects reports on work trying to close the accrued gap.

Enhancing chemistry problem-solving achievement using problem categorization

NASA Astrophysics Data System (ADS)

Bunce, Diane M.; Gabel, Dorothy L.; Samuel, John V.

The enhancement of chemistry students' skill in problem solving through problem categorization is the focus of this study. Twenty-four students in a freshman chemistry course for health professionals are taught how to solve problems using the explicit method of problem solving (EMPS) (Bunce & Heikkinen, 1986). The EMPS is an organized approach to problem analysis which includes encoding the information given in a problem (Given, Asked For), relating this to what is already in long-term memory (Recall), and planning a solution (Overall Plan) before a mathematical solution is attempted. In addition to the EMPS training, treatment students receive three 40-minute sessions following achievement tests in which they are taught how to categorize problems. Control students use this time to review the EMPS solutions of test questions. Although problem categorization is involved in one section of the EMPS (Recall), treatment students who received specific training in problem categorization demonstrate significantly higher achievement on combination problems (those problems requiring the use of more than one chemical topic for their solution) at (p = 0.01) than their counterparts. Significantly higher achievement for treatment students is also measured on an unannounced test (p = 0.02). Analysis of interview transcripts of both treatment and control students illustrates a Rolodex approach to problem solving employed by all students in this study. The Rolodex approach involves organizing equations used to solve problems on mental index cards and flipping through them, matching units given when a new problem is to be solved. A second phenomenon observed during student interviews is the absence of a link in the conceptual understanding of the chemical concepts involved in a problem and the problem-solving skills employed to correctly solve problems. This study shows that explicit training in categorization skills and the EMPS can lead to higher achievement in complex problem-solving situations (combination problems and unannounced test). However, such achievement may be limited by the lack of linkages between students' conceptual understanding and improved problem-solving skill.

Effects of the Problem-Posing Approach on Students' Problem Solving Skills and Metacognitive Awareness in Science Education

NASA Astrophysics Data System (ADS)

Akben, Nimet

2018-05-01

The interrelationship between mathematics and science education has frequently been emphasized, and common goals and approaches have often been adopted between disciplines. Improving students' problem-solving skills in mathematics and science education has always been given special attention; however, the problem-posing approach which plays a key role in mathematics education has not been commonly utilized in science education. As a result, the purpose of this study was to better determine the effects of the problem-posing approach on students' problem-solving skills and metacognitive awareness in science education. This was a quasi-experimental based study conducted with 61 chemistry and 40 physics students; a problem-solving inventory and a metacognitive awareness inventory were administered to participants both as a pre-test and a post-test. During the 2017-2018 academic year, problem-solving activities based on the problem-posing approach were performed with the participating students during their senior year in various university chemistry and physics departments throughout the Republic of Turkey. The study results suggested that structured, semi-structured, and free problem-posing activities improve students' problem-solving skills and metacognitive awareness. These findings indicated not only the usefulness of integrating problem-posing activities into science education programs but also the need for further research into this question.

A Comparison of the Effects of LOGO Use and Teacher-Directed Problem-Solving Instruction on the Problem-Solving Skills, Achievement, and Attitudes of Low, Average, and High Achieving Junior High School Learners.

ERIC Educational Resources Information Center

Dalton, David W.

This comparison of the effects of LOGO use with the use of teacher-directed problem-solving instruction, and with conventional mathematics instruction, focused on the problem-solving ability, basic skills achievement, and attitudes of junior high school learners. Students (N=97) in five seventh grade mathematics classes were systematically…

Implementation of basic chemistry experiment based on metacognition to increase problem-solving and build concept understanding

NASA Astrophysics Data System (ADS)

Zuhaida, A.

2018-04-01

Implementation of the experiment have the three aspects of the goal: 1) develop basic skills of experimenting; 2) develop problem-solving skills with a scientific approach; 3) improve understanding of the subject matter. On the implementation of the experiment, students have some weaknesses include: observing, identifying problems, managing information, analyzing, and evaluating. This weakness is included in the metacognition indicator.The objective of the research is to implementation of Basic Chemistry Experiment based on metacognition to increase problem-solving skills and build concept understanding for students of Science Education Department. The method of this research is a quasi- experimental method with pretest-posttest control group design. Problem-solving skills are measured through performance assessments using rubrics from problem solving reports, and results presentation. The conceptual mastery is measured through a description test. The result of the research: (1) improve the problem solving skills of the students with very high category; (2) increase the students’ concept understanding better than the conventional experiment with the result of N-gain in medium category, and (3) increase student's response positively for learning implementation. The contribution of this research is to extend the implementation of practical learning for some subjects, and to improve the students' competence in science.

Analysis of creative mathematical thinking ability by using model eliciting activities (MEAs)

NASA Astrophysics Data System (ADS)

Winda, A.; Sufyani, P.; Elah, N.

2018-05-01

Lack of creative mathematical thinking ability can lead to not accustomed with open ended problem. Students’ creative mathematical thinking ability in the first grade at one of junior high school in Tangerang City is not fully developed. The reason of students’ creative mathematical thinking ability is not optimally developed is so related with learning process which has done by the mathematics teacher, maybe the learning design that teacher use is unsuitable for increasing students’ activity in the learning process. This research objective is to see the differences in students’ ways of answering the problems in terms of students’ creative mathematical thinking ability during the implementation of Model Eliciting Activities (MEAs). This research use post-test experimental class design. The indicators for creative mathematical thinking ability in this research arranged in three parts, as follow: (1) Fluency to answer the problems; (2) Flexibility to solve the problems; (3) Originality of answers. The result of this research found that by using the same learning model and same instrument from Model Eliciting Activities (MEAs) there are some differences in the way students answer the problems and Model Eliciting Activities (MEAs) can be one of approach used to increase students’ creative mathematical thinking ability.

Self-Affirmation Improves Problem-Solving under Stress

PubMed Central

Creswell, J. David; Dutcher, Janine M.; Klein, William M. P.; Harris, Peter R.; Levine, John M.

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings. PMID:23658751

Self-affirmation improves problem-solving under stress.

PubMed

Creswell, J David; Dutcher, Janine M; Klein, William M P; Harris, Peter R; Levine, John M

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings.

The development and evaluation of a web-based programme to support problem-solving skills following brain injury.

PubMed

Powell, Laurie Ehlhardt; Wild, Michelle R; Glang, Ann; Ibarra, Summer; Gau, Jeff M; Perez, Amanda; Albin, Richard W; O'Neil-Pirozzi, Therese M; Wade, Shari L; Keating, Tom; Saraceno, Carolyn; Slocumb, Jody

2017-10-24

Cognitive impairments following brain injury, including difficulty with problem solving, can pose significant barriers to successful community reintegration. Problem-solving strategy training is well-supported in the cognitive rehabilitation literature. However, limitations in insurance reimbursement have resulted in fewer services to train such skills to mastery and to support generalization of those skills into everyday environments. The purpose of this project was to develop and evaluate an integrated, web-based programme, ProSolv, which uses a small number of coaching sessions to support problem solving in everyday life following brain injury. We used participatory action research to guide the iterative development, usability testing, and within-subject pilot testing of the ProSolv programme. The finalized programme was then evaluated in a between-subjects group study and a non-experimental single case study. Results were mixed across studies. Participants demonstrated that it was feasible to learn and use the ProSolv programme for support in problem solving. They highly recommended the programme to others and singled out the importance of the coach. Limitations in app design were cited as a major reason for infrequent use of the app outside of coaching sessions. Results provide mixed evidence regarding the utility of web-based mobile apps, such as ProSolv to support problem solving following brain injury. Implications for Rehabilitation People with cognitive impairments following brain injury often struggle with problem solving in everyday contexts. Research supports problem solving skills training following brain injury. Assistive technology for cognition (smartphones, selected apps) offers a means of supporting problem solving for this population. This project demonstrated the feasibility of a web-based programme to address this need.

Prospective Teachers' Problem Solving Skills and Self-Confidence Levels

ERIC Educational Resources Information Center

Gursen Otacioglu, Sena

2008-01-01

The basic objective of the research is to determine whether the education that prospective teachers in different fields receive is related to their levels of problem solving skills and self-confidence. Within the mentioned framework, the prospective teachers' problem solving and self-confidence levels have been examined under several variables.…

Internet Addiction Levels and Problem-Solving Skills in the Teaching Profession: An Investigation

ERIC Educational Resources Information Center

Ibili, Emin

2017-01-01

In this research, the relationship between Internet addiction levels among teaching candidates and their problem-solving aptitude and self-efficacy perceptions towards the teaching profession was investigated. In addition, the effects of gender, department, Internet use and sporting habits on the Internet addiction, problem-solving skills and…

An Intervention Framework Designed to Develop the Collaborative Problem-Solving Skills of Primary School Students

ERIC Educational Resources Information Center

Gu, Xiaoqing; Chen, Shan; Zhu, Wenbo; Lin, Lin

2015-01-01

Considerable effort has been invested in innovative learning practices such as collaborative inquiry. Collaborative problem solving is becoming popular in school settings, but there is limited knowledge on how to develop skills crucial in collaborative problem solving in students. Based on the intervention design in social interaction of…

Measuring Problem Solving Skills in Plants vs. Zombies 2

ERIC Educational Resources Information Center

Shute, Valerie J.; Moore, Gregory R.; Wang, Lubin

2015-01-01

We are using stealth assessment, embedded in "Plants vs. Zombies 2," to measure middle-school students' problem solving skills. This project started by developing a problem solving competency model based on a thorough review of the literature. Next, we identified relevant in-game indicators that would provide evidence about students'…

Teachers Beliefs in Problem Solving in Rural Malaysian Secondary Schools

ERIC Educational Resources Information Center

Palraj, Shalini; DeWitt, Dorothy; Alias, Norlidah

2017-01-01

Problem solving is the highest level of cognitive skill. However, this skill seems to be lacking among secondary school students. Teachers' beliefs influence the instructional strategies used for students' learning. Hence, it is important to understand teachers' beliefs so as to improve the processes for teaching problem solving. The purpose of…

Brain and Creativity

NASA Astrophysics Data System (ADS)

Oliverio, A.

Creativity can be considered from different points of view. Afirst possibility is to trace its natural history in mammals, mostly in non human primates. A second one is to consider mental processes, such as analogies, that may result in creative associations as evident in many fields, from arts to sciences. These two approaches lead to a better understanding of cognitive systems at the roots of creative behaviour. A third strategy relies on an analysis of primary and secondary states of mind characterizing flow and creativity. Flow, the mental state of operation in which a person is fully immersed in what he or she is doing, typical of intense problem solving activities, has been explained in terms of reduced prefrontal activity. While it is not difficult to carry out tests of problem solving activity, creativity is much more elusive and it is not easy to measure it. Thus, flow has often been simplistically assimilated to creativity and it has been assumed that also creati ve performance depends on low prefrontal activity. It is instead proposed that creativity involves two consecutive steps: 1. Generation of novelty, mostly in the ventral striatum. 2. Analysis of novelty by the prefrontal cortex that transforms it into creative behaviour. The emergence of creativity has been explained through a Darwinian process based upon the classic variation-selection procedure. Thus, basal ganglia, with their implicit strategies and memories, may be regarded as a mechanism that continuously generates novelty (variation) while the prefrontal cortex, possibly its dorsolateral areas, may be considered as the computational mechanism that transforms novelty (selection) into explicit creative behaviours.

Problem-solving skills and hardiness as protective factors against stress in Iranian nurses.

PubMed

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2014-02-01

Nursing is a stressful occupation, even when compared with other health professions; therefore, it is necessary to advance our knowledge about the protective factors that can help reduce stress among nurses. The present study sought to investigate the associations among problem-solving skills and hardiness with perceived stress in nurses. The participants, 252 nurses from six private hospitals in Tehran, completed the Personal Views Survey, the Perceived Stress Scale, and the Problem-Solving Inventory. Structural Equation Modeling (SEM) was used to analyse the data and answer the research hypotheses. As expected, greater hardiness was associated with low levels of perceived stress, and nurses low in perceived stress were more likely to be considered approachable, have a style that relied on their own sense of internal personal control, and demonstrate effective problem-solving confidence. These findings reinforce the importance of hardiness and problem-solving skills as protective factors against perceived stress among nurses, and could be important in training future nurses so that hardiness ability and problem-solving skills can be imparted, allowing nurses to have more ability to control their perceived stress.

The Acquisition of Problem-Solving Skills in Mathematics: How Animations Can Aid Understanding of Structural Problem Features and Solution Procedures

ERIC Educational Resources Information Center

Scheiter, Katharina; Gerjets, Peter; Schuh, Julia

2010-01-01

In this paper the augmentation of worked examples with animations for teaching problem-solving skills in mathematics is advocated as an effective instructional method. First, in a cognitive task analysis different knowledge prerequisites are identified for solving mathematical word problems. Second, it is argued that so called hybrid animations…

Examining the Role of Web 2.0 Tools in Supporting Problem Solving during Case-Based Instruction

ERIC Educational Resources Information Center

Koehler, Adrie A.; Newby, Timothy J.; Ertmer, Peggy A.

2017-01-01

As learners solve complex problems, such as the ones present in case narratives, they need instructional support. Potentially, Web 2.0 applications can be useful to learners during case-based instruction (CBI), as their affordances offer creative and collaborative opportunities. However, there is limited research available on how the affordances…

Changing Channels: Activities Promoting Media Smarts and Creative Problem Solving for Kids.

ERIC Educational Resources Information Center

Hoffman, Eric

When children have healthy ways to process the news and information they see on television, they are better prepared to approach conflict peacefully and solve problems in their everyday lives. This guide presents activities for children to help them learn to think critically about what they see on television, to resolve conflicts productively, and…

Creativity in Unique Problem-Solving in Mathematics and Its Influence on Motivation for Learning

ERIC Educational Resources Information Center

Bishara, Saied

2016-01-01

This research study investigates the ability of students to tackle the solving of unique mathematical problems in the domain of numerical series, verbal and formal, and its influence on the motivation of junior high students with learning disabilities in the Arab sector. Two instruments were used to collect the data: mathematical series were…

Training versus engagement as paths to cognitive enrichment with aging.

PubMed

Stine-Morrow, Elizabeth A L; Payne, Brennan R; Roberts, Brent W; Kramer, Arthur F; Morrow, Daniel G; Payne, Laura; Hill, Patrick L; Jackson, Joshua J; Gao, Xuefei; Noh, Soo Rim; Janke, Megan C; Parisi, Jeanine M

2014-12-01

While a training model of cognitive intervention targets the improvement of particular skills through instruction and practice, an engagement model is based on the idea that being embedded in an intellectually and socially complex environment can impact cognition, perhaps even broadly, without explicit instruction. We contrasted these 2 models of cognitive enrichment by randomly assigning healthy older adults to a home-based inductive reasoning training program, a team-based competitive program in creative problem solving, or a wait-list control. As predicted, those in the training condition showed selective improvement in inductive reasoning. Those in the engagement condition, on the other hand, showed selective improvement in divergent thinking, a key ability exercised in creative problem solving. On average, then, both groups appeared to show ability-specific effects. However, moderators of change differed somewhat for those in the engagement and training interventions. Generally, those who started either intervention with a more positive cognitive profile showed more cognitive growth, suggesting that cognitive resources enabled individuals to take advantage of environmental enrichment. Only in the engagement condition did initial levels of openness and social network size moderate intervention effects on cognition, suggesting that comfort with novelty and an ability to manage social resources may be additional factors contributing to the capacity to take advantage of the environmental complexity associated with engagement. Collectively, these findings suggest that training and engagement models may offer alternative routes to cognitive resilience in late life. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Training versus Engagement as Paths to Cognitive Enrichment with Aging

PubMed Central

Stine-Morrow, Elizabeth A. L.; Payne, Brennan R.; Roberts, Brent W.; Kramer, Arthur F.; Morrow, Daniel G.; Payne, Laura; Hill, Patrick L.; Jackson, Joshua J.; Gao, Xuefei; Noh, Soo Rim; Janke, Megan C.; Parisi, Jeanine M.

2015-01-01

While a training model of cognitive intervention targets the improvement of particular skills through instruction and practice, an engagement model is based on the idea that being embedded in an intellectually and socially complex environment can impact cognition, perhaps even broadly, without explicit instruction. We contrasted these two models of cognitive enrichment by randomly assigning healthy older adults to a home-based inductive reasoning training program, a team-based competitive program in creative problem solving, or to a wait-list control. As predicted, those in the training condition showed selective improvement in inductive reasoning. Those in the engagement condition, on the other hand, showed selective improvement in divergent thinking, a key ability exercised in creative problem solving. On average, then, both groups appeared to show ability-specific effects. However, moderators of change differed somewhat for those in the engagement and training interventions. Generally, those who started either intervention with a more positive cognitive profile showed more cognitive growth, suggesting that cognitive resources enabled individuals to take advantage of environmental enrichment. Only in the engagement condition did initial levels of openness and social network size moderate intervention effects on cognition, suggesting that comfort with novelty and an ability to manage social resources may be additional factors contributing to the capacity to take advantage of the environmental complexity associated with engagement. Collectively, these findings suggest that training and engagement models may offer alternative routes to cognitive resilience in late life. PMID:25402337

Teaching Teamwork and Problem Solving Concurrently

ERIC Educational Resources Information Center

Goltz, Sonia M.; Hietapelto, Amy B.; Reinsch, Roger W.; Tyrell, Sharon K.

2008-01-01

Teamwork and problem-solving skills have frequently been identified by business leaders as being key competencies; thus, teaching methods such as problem-based learning and team-based learning have been developed. However, the focus of these methods has been on teaching one skill or the other. A key argument for teaching the skills concurrently is…

New hope for the health care field.

PubMed

Mabbett, P

1993-03-01

Creativity is required for solving many of the problems that face the health care system. As a group, caregivers tend to underestimate their own creativity and its potential impact on the systems in which they work. This article reviews common misconceptions about creativity and describes forces that erode its expression. Suggestions are made for how creativity can be increased within traditional-practice settings. Steps in a creative process are reviewed as well as internal and external factors that support the occurrence of creative moments. The benefits to be gained from increased creativity range from practical improvements within the system to personal gratification for individual caregivers.

Experimental Studies of Incubation: Searching for the Elusive.

ERIC Educational Resources Information Center

Olton, Robert M.

1979-01-01

The author discusses the phenomenon of incubation in creative problem solving, distinguishes it from "creative worrying" and "tip of the tongue" experiences, and reviews research to indicate a lack of evidence of incubation's existence in well-controlled studies. Note: For related information, see EC 120 232-238. (CL)

The Creative Child

ERIC Educational Resources Information Center

Leader, Wendy

2012-01-01

Jen and Michael agreed that it felt like a mixed blessing when the kindergarten teacher told them she thought their daughter was "very creative." The teacher had commented on Allison's love of dramatic and imaginative play, her bold and expressive artwork, her knack for solving problems with numbers and shapes, and her delight in finding…

Creative Performances and Gifted Education: Studies from Art Education

ERIC Educational Resources Information Center

Thomas, Kerry

2017-01-01

This paper acknowledges that there is widespread support in Gifted Education for students' creative aptitudes to be identified as a domain that includes imagination, originality, fluency, and problem solving. I explore where and when these concepts originated and briefly identify how they are represented in Gifted Education. Then various…

Improving mathematical problem solving skills through visual media

NASA Astrophysics Data System (ADS)

Widodo, S. A.; Darhim; Ikhwanudin, T.

2018-01-01

The purpose of this article was to find out the enhancement of students’ mathematical problem solving by using visual learning media. The ability to solve mathematical problems is the ability possessed by students to solve problems encountered, one of the problem-solving model of Polya. This preliminary study was not to make a model, but it only took a conceptual approach by comparing the various literature of problem-solving skills by linking visual learning media. The results of the study indicated that the use of learning media had not been appropriated so that the ability to solve mathematical problems was not optimal. The inappropriateness of media use was due to the instructional media that was not adapted to the characteristics of the learners. Suggestions that can be given is the need to develop visual media to increase the ability to solve problems.

The effects of computer-simulated experiments on high school biology students' problem-solving skills and achievement

NASA Astrophysics Data System (ADS)

Carmack, Gay Lynn Dickinson

2000-10-01

This two-part quasi-experimental repeated measures study examined whether computer simulated experiments have an effect on the problem solving skills of high school biology students in a school-within-a-school magnet program. Specifically, the study identified episodes in a simulation sequence where problem solving skills improved. In the Fall academic semester, experimental group students (n = 30) were exposed to two simulations: CaseIt! and EVOLVE!. Control group students participated in an internet research project and a paper Hardy-Weinberg activity. In the Spring academic semester, experimental group students were exposed to three simulations: Genetics Construction Kit, CaseIt! and EVOLVE! . Spring control group students participated in a Drosophila lab, an internet research project, and Advanced Placement lab 8. Results indicate that the Fall and Spring experimental groups experienced significant gains in scientific problem solving after the second simulation in the sequence. These gains were independent of the simulation sequence or the amount of time spent on the simulations. These gains were significantly greater than control group scores in the Fall. The Spring control group significantly outscored all other study groups on both pretest measures. Even so, the Spring experimental group problem solving performance caught up to the Spring control group performance after the third simulation. There were no significant differences between control and experimental groups on content achievement. Results indicate that CSE is as effective as traditional laboratories in promoting scientific problem solving and that CSE is a useful tool for improving students' scientific problem solving skills. Moreover, retention of problem solving skills is enhanced by utilizing more than one simulation.

Dementia

MedlinePlus

... living. Functions affected include memory, language skills, visual perception, problem solving, self-management, and the ability to ... living. Functions affected include memory, language skills, visual perception, problem solving, self-management, and the ability to ...

Critical Thinking Skills of an Eighth Grade Male Student with High Mathematical Ability in Solving Problem

NASA Astrophysics Data System (ADS)

Ismail

2018-01-01

This study aims to describe student’s critical thinking skill of grade VIII in solving mathematical problem. A qualitative research was conducted to a male student with high mathematical ability. Student’s critical thinking skill was obtained from a depth task-based interview. The result show that male student’s critical thinking skill of the student as follows. In understanding the problem, the student did categorization, significance decoding, and meaning clarification. In devising a plan he examined his ideas, detected his argument, analyzed his argument and evaluated his argument. During the implementation phase, the skill that appeared were analyzing of the argument and inference skill such as drawing conclusion, deliver alternative thinking, and problem solving skills. At last, in rechecking all the measures, they did self-correcting and self-examination.

Development of a problem solving evaluation instrument; untangling of specific problem solving assets

NASA Astrophysics Data System (ADS)

Adams, Wendy Kristine

The purpose of my research was to produce a problem solving evaluation tool for physics. To do this it was necessary to gain a thorough understanding of how students solve problems. Although physics educators highly value problem solving and have put extensive effort into understanding successful problem solving, there is currently no efficient way to evaluate problem solving skill. Attempts have been made in the past; however, knowledge of the principles required to solve the subject problem are so absolutely critical that they completely overshadow any other skills students may use when solving a problem. The work presented here is unique because the evaluation tool removes the requirement that the student already have a grasp of physics concepts. It is also unique because I picked a wide range of people and picked a wide range of tasks for evaluation. This is an important design feature that helps make things emerge more clearly. This dissertation includes an extensive literature review of problem solving in physics, math, education and cognitive science as well as descriptions of studies involving student use of interactive computer simulations, the design and validation of a beliefs about physics survey and finally the design of the problem solving evaluation tool. I have successfully developed and validated a problem solving evaluation tool that identifies 44 separate assets (skills) necessary for solving problems. Rigorous validation studies, including work with an independent interviewer, show these assets identified by this content-free evaluation tool are the same assets that students use to solve problems in mechanics and quantum mechanics. Understanding this set of component assets will help teachers and researchers address problem solving within the classroom.

Looking for Creativity: Where Do We Look When We Look for New Ideas?

PubMed Central

Salvi, Carola; Bowden, Edward M.

2016-01-01

Recent work using the eye movement monitoring technique has demonstrated that when people are engaged in thought they tend to disengage from the external world by blinking or fixating on an empty portion of the visual field, such as a blank wall, or out the window at the sky. This ‘looking at nothing’ behavior has been observed during thinking that does not explicitly involve visual imagery (mind wandering, insight in problem solving, memory encoding and search) and it is associated with reduced analysis of the external visual environment. Thus, it appears to indicate (and likely facilitate) a shift of attention from external to internal stimuli that benefits creativity and problem solving by reducing the cognitive load and enhancing attention to internally evolving activation. We briefly mention some possible reasons to collect eye movement data in future studies of creativity. PMID:26913018

Problem Solving in Relation to Resources in Everyday Life in Families of Children with Disabilities: A Pilot Study

ERIC Educational Resources Information Center

Ylven, Regina; Granlund, Mats; Persson, Carina

2012-01-01

Problem solving is recognized as a skill, helping families of children with disabilities to manage problems in everyday life. Family problem-solving skills may therefore be seen as an important outcome of a child and youth habilitation service. The aim of this pilot feasibility study was to examine the design of a future web-based questionnaire…

Problem Solving Skills of People Doing Sporty Recreation Activities in Karaman Province

ERIC Educational Resources Information Center

Birol, Sefa Sahan

2015-01-01

The aim of the study is to examine the problem solving skills of people who are doing sporty recreation activities in Karaman Province. A total of 143 people participated in this study (51 females and 92 males) Their age mean was 1.2168 ± 0.41350. Problem Solving Inventory, developed by Heppner and Peterson, was used to measure the problem solving…

Designing students’ worksheet based on open-ended approach to foster students’ creative thinking skills

NASA Astrophysics Data System (ADS)

Romli, S.; Abdurrahman; Riyadi, B.

2018-01-01

This study aimed at designing an open-ended worksheet to enhance students’ creative thinking skills. The study was conducted at one private school in Bandar Lampung, Indonesia. The participants of the study were twenty students of tenth grade students and two physics teachers. This study used descriptive data. Data were collected by analyzing qualitative data, literature and focus group discussion to gain information about students’ conceptions of physics in the context of open-ended learning. The result showed that students needed innovative learning resources in form of open ended-based worksheet which could give the students an opportunity to develop various solutions related to physics problem. Therefore, students’ creative thinking skill could be improved.

Learning Problem-Solving through Making Games at the Game Design and Learning Summer Program

ERIC Educational Resources Information Center

Akcaoglu, Mete

2014-01-01

Today's complex and fast-evolving world necessitates young students to possess design and problem-solving skills more than ever. One alternative method of teaching children problem-solving or thinking skills has been using computer programming, and more recently, game-design tasks. In this pre-experimental study, a group of middle school…

Using the Big Six Information Skills as a Metacognitive Scaffold To Solve Information Based Problems.

ERIC Educational Resources Information Center

Wolf, Sara Elizabeth; Brush, Thomas

The purpose of this research study was to determine whether a specific information problem-solving skills model was an effective metacognitive scaffold for students solving information-based problems. Specifically, 35 eighth grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma…

Promoting Collaborative Problem-Solving Skills in a Course on Engineering Grand Challenges

ERIC Educational Resources Information Center

Zou, Tracy X. P.; Mickleborough, Neil C.

2015-01-01

The ability to solve problems with people of diverse backgrounds is essential for engineering graduates. A course on engineering grand challenges was designed to promote collaborative problem-solving (CPS) skills. One unique component is that students need to work both within their own team and collaborate with the other team to tackle engineering…

A Problem-Solving Framework to Assist Students and Teachers in STEM Courses

ERIC Educational Resources Information Center

Phillips, Jeffrey A.; Clemmer, Katharine W.; McCallum, Jeremy E. B.; Zachariah, Thomas M.

2017-01-01

Well-developed, problem-solving skills are essential for any student enrolled in a science, technology, engineering, and mathematics (STEM) course as well as for graduates in the workforce. One of the most essential skills is the ability to monitor one's own progress and understanding while solving a problem. Successful monitoring during the…

The dynamics of student learning within a high school virtual reality design class

NASA Astrophysics Data System (ADS)

Morales, Teresa M.

This mixed method study investigated knowledge and skill development of high school students in a project-based VR design class, in which 3-D projects were developed within a student-centered, student-directed environment. This investigation focused on student content learning, and problem solving. Additionally the social dynamics of the class and the role of peer mentoring were examined to determine how these factors influenced student behavior and learning. Finally, parent and teachers perceptions of the influence of the class were examined. The participants included freshmen through senior students, parents, teachers and the high school principal. Student interviews and classroom observations were used to collect data from students, while teachers and parents completed surveys. The results of this study suggested that this application of virtual reality (VR) learning environment promoted the development of; meaningful cognitive experiences, creativity, leadership, global socialization, problem solving and a deeper understanding of academic content. Further theoretical implications for 3-D virtual reality technology are exceedingly promising, and warrant additional research and development as an instructional tool for practical use.

The Application of Problem Solving Method on Science Teacher Trainees on the Solution of the Environmental Problems

ERIC Educational Resources Information Center

Dogru, Mustafa

2008-01-01

Helping students to improve their problems solving skills is the primary target of science teacher trainees. In modern science, for training the students, methods should be used for improving their thinking skills, making connections with events and concepts and scientific operations skills rather than information and definition giving. One of…

Effect of training problem-solving skill on decision-making and critical thinking of personnel at medical emergencies

PubMed Central

Heidari, Mohammad; Shahbazi, Sara

2016-01-01

Background: The aim of this study was to determine the effect of problem-solving training on decision-making skill and critical thinking in emergency medical personnel. Materials and Methods: This study is an experimental study that performed in 95 emergency medical personnel in two groups of control (48) and experimental (47). Then, a short problem-solving course based on 8 sessions of 2 h during the term, was performed for the experimental group. Of data gathering was used demographic and researcher made decision-making and California critical thinking skills questionnaires. Data were analyzed using SPSS software. Results: The finding revealed that decision-making and critical thinking score in emergency medical personnel are low and problem-solving course, positively affected the personnel’ decision-making skill and critical thinking after the educational program (P < 0.05). Conclusions: Therefore, this kind of education on problem-solving in various emergency medicine domains such as education, research, and management, is recommended. PMID:28149823

The effect of critical thinking education on nursing students' problem-solving skills.

PubMed

Kanbay, Yalçın; Okanlı, Ayşe

2017-06-01

The aim of this study is to examine the effect of critical thinking education on nursing students' problem-solving skills. This study was conducted with 93 nursing students, 49 in the control group and 44 in the education group. The California Critical Thinking Disposition Inventory and the Problem-solving Inventory were administered to them before and after 12 weeks of critical thinking education. The education group's mean critical thinking score was 253.61 on the pretest and 268.72 on the posttest. This increase was statistically significant (p < .001). The posttest mean score of the control group fell to 258.18 on the posttest after a pretest mean score of 260.79, and this difference was statistically significant (p < .001). According to the posttest results, the problem-solving skills of education group increased significantly (p < .001), while the control group's score fell significantly (p < .001). This study determined that critical thinking education improves problem-solving skills.

Incubation and Intuition in Creative Problem Solving.

PubMed

Gilhooly, Kenneth J

2016-01-01

Creative problem solving, in which novel solutions are required, has often been seen as involving a special role for unconscious processes (Unconscious Work) which can lead to sudden intuitive solutions (insights) when a problem is set aside during incubation periods. This notion of Unconscious Work during incubation periods is supported by a review of experimental studies and particularly by studies using the Immediate Incubation paradigm. Other explanations for incubation effects, in terms of Intermittent Work or Beneficial Forgetting are considered. Some recent studies of divergent thinking, using the Alternative Uses task, carried out in my laboratory regarding Immediate vs. Delayed Incubation and the effects of resource competition from interpolated activities are discussed. These studies supported a role for Unconscious Work as against Intermittent Conscious work or Beneficial Forgetting in incubation.

Incubation and Intuition in Creative Problem Solving

PubMed Central

Gilhooly, Kenneth J.

2016-01-01

Creative problem solving, in which novel solutions are required, has often been seen as involving a special role for unconscious processes (Unconscious Work) which can lead to sudden intuitive solutions (insights) when a problem is set aside during incubation periods. This notion of Unconscious Work during incubation periods is supported by a review of experimental studies and particularly by studies using the Immediate Incubation paradigm. Other explanations for incubation effects, in terms of Intermittent Work or Beneficial Forgetting are considered. Some recent studies of divergent thinking, using the Alternative Uses task, carried out in my laboratory regarding Immediate vs. Delayed Incubation and the effects of resource competition from interpolated activities are discussed. These studies supported a role for Unconscious Work as against Intermittent Conscious work or Beneficial Forgetting in incubation. PMID:27499745

Firing the Executive: When an Analytic Approach to Problem Solving Helps and Hurts

ERIC Educational Resources Information Center

Aiello, Daniel A.; Jarosz, Andrew F.; Cushen, Patrick J.; Wiley, Jennifer

2012-01-01

There is a general assumption that a more controlled or more focused attentional state is beneficial for most cognitive tasks. However, there has been a growing realization that creative problem solving tasks, such as the Remote Associates Task (RAT), may benefit from a less controlled solution approach. To test this hypothesis, in a 2x2 design,…

Solving Real World Problems with Alternate Reality Gaming: Student Experiences in the Global Village Playground Capstone Course Design

ERIC Educational Resources Information Center

Dondlinger, Mary Jo; McLeod, Julie K.

2015-01-01

The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering complex problem solving, as well as critical and creative thinking. In the GVP, students work on simulated and real-world problems…

Personality, problem solving, and adolescent substance use.

PubMed

Jaffee, William B; D'Zurilla, Thomas J

2009-03-01

The major aim of this study was to examine the role of social problem solving in the relationship between personality and substance use in adolescents. Although a number of studies have identified a relationship between personality and substance use, the precise mechanism by which this occurs is not clear. We hypothesized that problem-solving skills could be one such mechanism. More specifically, we sought to determine whether problem solving mediates, moderates, or both mediates and moderates the relationship between different personality traits and substance use. Three hundred and seven adolescents were administered the Substance Use Profile Scale, the Social Problem-Solving Inventory-Revised, and the Personality Experiences Inventory to assess personality, social problem-solving ability, and substance use, respectively. Results showed that the dimension of rational problem solving (i.e., effective problem-solving skills) significantly mediated the relationship between hopelessness and lifetime alcohol and marijuana use. The theoretical and clinical implications of these results were discussed.

Large-scale studies on the transferability of general problem-solving skills and the pedagogic potential of physics

NASA Astrophysics Data System (ADS)

Mashood, K. K.; Singh, Vijay A.

2013-09-01

Research suggests that problem-solving skills are transferable across domains. This claim, however, needs further empirical substantiation. We suggest correlation studies as a methodology for making preliminary inferences about transfer. The correlation of the physics performance of students with their performance in chemistry and mathematics in highly competitive problem-solving examinations was studied using a massive database. The sample sizes ranged from hundreds to a few hundred thousand. Encouraged by the presence of significant correlations, we interviewed 20 students to explore the pedagogic potential of physics in imparting transferable problem-solving skills. We report strategies and practices relevant to physics employed by these students which foster transfer.

EFFECTIVENESS OF PROBLEM BASED LEARNING AS A STRATEGY TO FOSTER PROBLEM SOLVING AND CRITICAL REASONING SKILLS AMONG MEDICAL STUDENTS.

PubMed

Asad, Munazza; Iqbal, Khadija; Sabir, Mohammad

2015-01-01

Problem based learning (PBL) is an instructional approach that utilizes problems or cases as a context for students to acquire problem solving skills. It promotes communication skills, active learning, and critical thinking skills. It encourages peer teaching and active participation in a group. It was a cross-sectional study conducted at Al Nafees Medical College, Isra University, Islamabad, in one month duration. This study was conducted on 193 students of both 1st and 2nd year MBBS. Each PBL consists of three sessions, spaced by 2-3 days. In the first session students were provided a PBL case developed by both basic and clinical science faculty. In Session 2 (group discussion), they share, integrate their knowledge with the group and Wrap up (third session), was concluded at the end. A questionnaire based survey was conducted to find out overall effectiveness of PBL sessions. Teaching through PBLs greatly improved the problem solving and critical reasoning skills with 60% students of first year and 71% of 2nd year agreeing that the acquisition of knowledge and its application in solving multiple choice questions (MCQs) was greatly improved by these sessions. They observed that their self-directed learning, intrinsic motivation and skills to relate basic concepts with clinical reasoning which involves higher order thinking have greatly enhanced. Students found PBLs as an effective strategy to promote teamwork and critical thinking skills. PBL is an effective method to improve critical thinking and problem solving skills among medical students.

Readings in Life Skills. Readings and Appendices A-N.

ERIC Educational Resources Information Center

Conger, D. Stuart; And Others

Life Skills are problem solving behaviors appropriately and responsibly used in the management of one's life. This book is a collection of papers on the theory, practice and evaluation of Life Skills, and an expanded version of the fifth edition of "Life Skills: A Course In Applied Problem Solving." It includes essays on the purposes and…

The Investigation of Science Process Skills of Elementary School Teachers in Terms of Some Variables: Perspectives from Turkey

ERIC Educational Resources Information Center

Aydogdu, Bülent; Erkol, Mehmet; Erten, Nuran

2014-01-01

Individuals benefit from science process skills while trying to solve problems through research (Bagci-Kiliç, 2003). To solve these problems individuals must acquire sufficient science process skills. Teachers must be able to understand these skills so that students can obtain the required proficiency (Mutisya, Rotich & Rotich, 2013). This…

The Transitory Phase to the Attainment of Self-Regulatory Skill in Mathematical Problem Solving

ERIC Educational Resources Information Center

Lazakidou, G.; Paraskeva, F.; Retalis, S.

2007-01-01

Three phases of development of self-regulatory skill in the domain of mathematical problem solving were designed to examine students' behaviour and the effects on their problem solving ability. Forty-eight Grade 4 students (10 year olds) participated in this pilot study. The students were randomly assigned to one of three groups, each representing…

The Problem-Solving Skills of the Teachers in Various Branches

ERIC Educational Resources Information Center

Temel, Veysel

2015-01-01

The aim of this study was to determine the problem-solving skills of the teachers in various branches in Çat town of Erzurum Province in Turkey, using some variables. A total of 153 teachers (84 females, 69 males and age: 1.6536±0.72837) from different departments participated in the study. Problem Solving Inventory, developed by Heppner and…

Cognitive and Motivational Impacts of Learning Game Design on Middle School Children

ERIC Educational Resources Information Center

Akcaoglu, Mete

2013-01-01

In today`s complex and fast-evolving world, problem solving is an important skill to possess. For young children to be successful at their future careers, they need to have the "skill" and the "will" to solve complex problems that are beyond the well-defined problems that they learn to solve at schools. One promising approach…

Social Problem-Solving Skills of Children in Terms of Maternal Acceptance-Rejection Levels

ERIC Educational Resources Information Center

Tepeli, Kezban; Yilmaz, Elif

2013-01-01

This study was conducted to find an answer to the question of "Do social problem-solving skills of 5-6 years old children differentiate depending on the levels of maternal acceptance rejection?" The participants of the study included 359 5-6 years old children and their mothers. Wally Social Problem-Solving Test and PARQ (Parental…

Investigation of Problem-Solving and Problem-Posing Abilities of Seventh-Grade Students

ERIC Educational Resources Information Center

Arikan, Elif Esra; Ünal, Hasan

2015-01-01

This study aims to examine the effect of multiple problem-solving skills on the problem-posing abilities of gifted and non-gifted students and to assess whether the possession of such skills can predict giftedness or affect problem-posing abilities. Participants' metaphorical images of problem posing were also explored. Participants were 20 gifted…

The Effect of Training Problem-Solving Skills on Coping Skills of Depressed Nursing and Midwifery Students

PubMed Central

Ebrahimi, Hossein; Barzanjeh Atri, Shirin; Ghavipanjeh, Somayeh; Farnam, Alireza; Gholizadeh, Leyla

2013-01-01

Introduction: Nurses have a considerable role in caring and health promotion. Depressed nurses are deficient in their coping skills that are important in mental health. This study evaluated the effectiveness of training problem-solving skills on coping skills of depressed nursing and midwifery students. Methods: The Beck Depression Scale and coping skills questionnaire were administered in Tabriz and Urmia nursing and midwifery schools. 92 students, who had achieved a score above 10 on the Beck Depression Scale, were selected. 46 students as study group and 46 students as control group were selected randomly. The intervention group received six sessions of problem-solving training within three weeks. Finally, after the end of sessions, coping skills and depression scales were administered and analyzed for both groups. Results: Comparing the mean coping skills showed that before the intervention there were no significant differences between the control and study groups. However, after the intervention, a significant difference was observed between the control group and the study group. By comparing the mean coping skills before and after the intervention, a significant difference was observed in the study group. Conclusion: Training problem-solving skills increased the coping skills of depressed students. According to the role of coping skills in people's mental health, increasing coping skills can promote mental health, provide the basis for caring skills, and improve the quality of nurses’ caring skills. PMID:25276704

Mind Wandering and the Incubation Effect in Insight Problem Solving

ERIC Educational Resources Information Center

Tan, Tengteng; Zou, Hong; Chen, Chuansheng; Luo, Jin

2015-01-01

Although many anecdotes suggest that creative insights often arise during mind wandering, empirical research is still sparse. In this study, the number reduction task (NRT) was used to assess whether insightful solutions were related to mind wandering during the incubation stage of the creative process. An experience sampling paradigm was used to…