• Title, Summary, Keyword: Creative problem-solving

Search Result 607, Processing Time 0.049 seconds

Enhancing the Creative Problem Solving Skill by Using the CPS Learning Model for Seventh Grade Students with Different Prior Knowledge Levels

  • Cojorn, Kanyarat;Koocharoenpisal, Numphon;Haemaprasith, Sunee;Siripankaew, Pramuan
    • Journal of The Korean Association For Science Education
    • /
    • v.32 no.8
    • /
    • pp.1333-1344
    • /
    • 2012
  • This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

The Relationship between Creative Problem Solving in Science and Cognitive Strategies in Elementary School Students (초등학교 아동의 과학 창의적 문제 해결과 인지 전략과의 관계)

  • Lee, Hye-Joo
    • Journal of Korean Elementary Science Education
    • /
    • v.26 no.3
    • /
    • pp.286-294
    • /
    • 2007
  • This study investigated the relationship between elementary school students' creative problem solving skills in terms of science and cognitive strategies. Creative problem solving in science was measured by 4 variables; appropriateness, scientific ability, concreteness, and originality. Cognitive strategies were measured by 6 variables; surface(rehearsal), deep(elaboration and organization), and metacognitive strategies(planning, monitoring, and regulating). The KEDI Creative Problems Solving Test in Science(Cho et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 72 subjects. Data were analyzed by means of Pearson's correlation and multiple regression analysis. Our findings indicated a positive correlation between creative problem solving in science and cognitive strategies. The surface cognitive strategy (rehearsal) positively predicted the total score, the scientific ability's score, the concrete score, and the original score of creative problem solving in science. The deep cognitive strategy(organization) positively predicted the appropriate score and the metacognitive strategy(planning) positively predicted the original score of scientific creative problem solving skills.

  • PDF

Creative Problem Solving Process using TRIZ Contradiction Analysis (트리즈의 모순분석을 활용한 창의적 문제해결 실습과정)

  • Kim, Taioun
    • Journal of Engineering Education Research
    • /
    • v.18 no.3
    • /
    • pp.39-45
    • /
    • 2015
  • Many methods have been suggested for a creative problem solving approach. TRIZ approach is ranked top in its practical application because it is originated from the real patent analysis. This approach is assumed to be generic which can be applied to any types of problems regardless of problem type and its domain. The objective of this study is to propose a creative problem solving approach using TRIZ's contradiction analysis, then introduce a case study of applying this approach to a creative design coursework. Main topic covers a creative problem solving approach, a problem definition using TRIZ contradiction analysis, finding invention principles, and problem solving from the generic approach. For the course project, Roborobo tool is adopted to implement the design concept. This coursework helps students finding a general problem solving approach, and applying a generic solution for their specific problem domain.

Cognitive and Creative Characteristics Related to Creative Problem Solving : A Comparison Between Intellectually Gifted and Average Children (아동의 창의적 문제해결력과 관련이 있는 인지 및 창의성 요인 : 영재아와 보통아간 비교분석)

  • Yoon, Cho-Hee
    • Korean Journal of Child Studies
    • /
    • v.26 no.5
    • /
    • pp.281-295
    • /
    • 2005
  • The study investigated cognitive and creative characteristics related to creative problem solving of intellectually gifted and average children. Fourth and 6th graders from elementary schools in I and B cities and gifted classes in K and I cities were administered the KEDI group IQ test and categorized into gifted(above IQ 125) and average(IQ 90-109) groups. A total of 371 children were selected through this procedure and were tested on formal operational tasks, general metacognitive knowledge, creativity characteristics scales, and creative problem solving tasks. Gifted children were superior to average children on all cognitive and creativity characteristics. For the gifted, grade and metacognition were significant predictors of creative problem solving in the verbal area, and all cognitive and creativity characteristics were significant predictors in the math area. For the average children, grade and metacognition were significant predictors of creative problem solving in the verbal area, and only grade was a significant predictor in the math area.

  • PDF

Integrating Creative Problem Solving into the Field of Fashion Education

  • Oh, Keunyoung
    • Fashion, Industry and Education
    • /
    • v.15 no.1
    • /
    • pp.59-65
    • /
    • 2017
  • Fashion professionals these days agree that changes in the fashion business are essential and highly value creativity as a genuine source for generating new ideas in fashion products as well as fashion business practices. As fashion professionals deal with problems of which solutions do not exist or that need innovative solutions for brand or product differentiation in the fast-paced environments, interest in creativity and creative problem solving in the field has increased; therefore, fashion educators have realized that there has been an increasing need for incorporating creativity or creative problem solving into the fashion curriculum. In this study, the researcher intended to review previous research on the use of creative problem solving in classrooms in various disciplines including the field of fashion education to provide insights and suggestions for fashion educators to integrate creative problem solving into the fashion education curriculum. Previous attempts to apply creative problem solving to solve issues in fashion classrooms have mostly limited to promoting divergent thinking techniques. It is suggested for fashion educators as well as fashion students to consider creative problem solving as a process consisting of the four distinct stages in which both divergent and convergent thinking techniques should be properly utilized stimulating various thinking strategies.

The Effects and Development of Project-Based STEAM Program (프로젝트 기반 STEAM 프로그램 개발 및 적용 효과)

  • Lee, Sang-Gyun;Lee, Ha-Lyong
    • Journal of the Korean Society of Earth Science Education
    • /
    • v.6 no.1
    • /
    • pp.78-86
    • /
    • 2013
  • The purpose of this study is to analyze the effects of the Project based STEAM program on primary students' Problem solving process and creative personality. Based on the concept of project based learning and STEAM derived from a literature review, a learning program has been developed and applied to 28 elementary 4-6th students. Problem Solving Process and Creative personality tests were conducted before and after Project based STEAM program lessons. The results of this study are as follows. (1)Project-based STEAM was affected all components of problem solving process. (2) Project-based STEAM was affected all eight components of creative personality positively, (3) after using Project-based STEAM was good reaction by students. As a result, the elementary science class with Project-based STEAM had problem solving process for positive educational effect and creative personality. it means the science class with creative personality has potential possibilities and value to develop problem solving process and creative personality.

The Role of Intuition and Logic in Creative Problem Solving Process (창의적인 문제해결과정에서의 직관과 논리의 역할)

  • 이대현
    • The Mathematical Education
    • /
    • v.38 no.2
    • /
    • pp.159-164
    • /
    • 1999
  • The purpose of this paper is to find role of in and logic in creative problem solving process. Intuition and logic have played an important role in creative problem solving process. Nevertheless, Intuition has been treated less importantly than logic. Therefore, I intend to review the role of intuition, and then the relationship of intuition and logic, and the role of intuition and logic in creative problem solving process. Although intuition gives an important clue in problem solving process, it may sometimes cause an error. This fact gives an idea that intuition and logic have to be harmoniously cultivated. In fact, Intuition and logic have been playing a complementary role in creative problem solving process. A creative learner is regarded as a mathematician of his age. It must be through intuition and logic that he/she solves the problem creatively, just as a mathematician invents the new mathematical fact through unconscious and conscious process. In this respective, teachers also should make every effort to cultivate intuition and logic themselves.

  • PDF

A Study on Creative Design and Practice using CPS(Creative Problem Solving) (CPS(Creative Problem Solving)를 활용한 창의적 설계 및 실습에 관한 연구)

  • Hong, Sung-Do;Huh, Yong-Jeong
    • The Journal of Korean Institute for Practical Engineering Education
    • /
    • v.4 no.2
    • /
    • pp.1-6
    • /
    • 2012
  • This paper introduces a model of practice education for creative problem solving, using five steps on CPS. Learners can get the motivation about development of creative thinking and problem solving skill through the theory of CPS. Furthermore, they can apply problem solving skill to various problem. As a result of the study, the learners could realize the importance of the problem definition and the creative problem solving method. We proposed a guideline about five steps of CPS method and a method about idea evaluation. So, we established the education model about leaners can get the creative problem-solving skill more efficiently.

  • PDF

The Relationship between Mathematically Gifted Elementary Students' Math Creative Problem Solving Ability and Metacognition (초등수학영재의 수학 창의적 문제해결력과 메타인지와의 관계)

  • Shin, Seung Yoon;Ryu, Sung Rim
    • Education of Primary School Mathematics
    • /
    • v.17 no.2
    • /
    • pp.95-111
    • /
    • 2014
  • The purpose of this study is to determine the relationship between metacognition and math creative problem solving ability. Specific research questions set up according to the purpose of this study are as follows. First, what relation does metacognition has with creative math problem-solving ability of mathematically gifted elementary students? Second, how does each component of metacognition (i.e. metacognitive knowledge, metacognitive regulation, metacognitive experiences) influences the math creative problem solving ability of mathematically gifted elementary students? The present study was conducted with a total of 80 fifth grade mathematically gifted elementary students. For assessment tools, the study used the Math Creative Problem Solving Ability Test and the Metacognition Test. Analyses of collected data involved descriptive statistics, computation of Pearson's product moment correlation coefficient, and multiple regression analysis by using the SPSS Statistics 20. The findings from the study were as follows. First, a great deal of variability between individuals was found in math creative problem solving ability and metacognition even within the group of mathematically gifted elementary students. Second, significant correlation was found between math creative problem solving ability and metacognition. Third, according to multiple regression analysis of math creative problem solving ability by component of metacognition, it was found that metacognitive knowledge is the metacognitive component that relatively has the greatest effect on overall math creative problem-solving ability. Fourth, results indicated that metacognitive knowledge has the greatest effect on fluency and originality among subelements of math creative problem solving ability, while metacognitive regulation has the greatest effect on flexibility. It was found that metacognitive experiences relatively has little effect on math creative problem solving ability. This findings suggests the possibility of metacognitive approach in math gifted curricula and programs for cultivating mathematically gifted students' math creative problem-solving ability.

Analysis of Structural Relationships Among Predictors of Creative Problem Solving in Engineering (공학분야 대학생의 창의적 문제해결에 영향을 미치는 지식융합 변인의 구조적 관계 분석)

  • PARK, Sung-Mi;YANG, Hwang-Kyu
    • Journal of Fisheries and Marine Sciences Education
    • /
    • v.27 no.4
    • /
    • pp.963-972
    • /
    • 2015
  • This study examined the impact of variables(collaboration, convergence motive, convergence thinking) on the creativity problem solving of engineering college students. 522 students among engineering colleges in Pusan and Ulsan were sampled. For the statistical analysis, analysis of covariance structure by AMOS 18.0 was applied. Results from structural equation modeling analyses indicated that a hypothesized model produced a better fit to the data than a comparative structural model. The hypothesized model shows the following results. On the basis of the hypothesized model, collaboration effected to directly convergence motive and creative problem solving, and convergence motive effected to directly convergence thinking, convergence motive effected to directly creative problem solving, convergence thinking effected to directly creative problem solving, and collaboration effected to indirectly convergence thinking by convergence motive. Therefore this study suggested the collaboration, convergence motive and convergence thinking are significantly variables to facilitate the creative problem solving for knowledge fusion in engineering.