Aesthetics, Modalities, Evolution, and Creativity: Commentary on Friedman et al. (2024)

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.

This paper introduces how several hands-on activities fostering the development of creative thinking as a fundamental part of the youth's entrepreneurial mindset are used. Students in various disciplines from the Pennsylvania State University-Berks Campus served as mentors for a primarily middle-school and high-school group of students and teachers during the service-learning workshops conducted in the rural municipality of San Jose de Cusmapa, Nicaragua. After an introduction to creativity and creative problem solving, the participants were able to devise innovative ideas for the creation of a business for a product or service in their community. The feedback obtained from the participants evidences that the workshop was effective in teaching them how to develop and expand their entrepreneurial mindset through creativity and creative problem solving activities. In this paper, it is discussed how working individually and collectively to resolve a series of creative problem solving activities expanded the students' ideas throughout the different stages of the business creation process.

The development and evaluation of the effect of creative problem-solving program on young children’s creativity and character

Gazprom Neft Science and Technology Center tailors various system engineering methods and other practices to the agenda of oil and gas industry. Resulting consistent approaches will produce a sort of work book enabling management of complex projects throughout the Upstream perimeter. Value-Driven Engineering is a strategic approach to system engineering that optimizes several disciplines within a single model. For example, complex project components are broken down into simpler elements, making it easier to find responsible action officers. Planning is broken down into phases that make it easier to meet the assigned deadlines. It allows you to fragmentize the end product at the design and management phase with a view to edit the product's configuration during the work. Essentially, the VDE approach best resembles a step-by-step guide to putting together a construction made up of multiple elements: without this guide, building the elements into one piece is a much harder job. System engineering is being successfully employed by NASA and aircraft industry today. The approach helps bring together numerous correlated technologies in spacecraft and aircraft building. In the oil industry, BP and Shell are the pioneers in using VDE. Seeking to tailor the system engineering approaches to the applied problems of Gazprom Neft, the Company engineers deliver work in several stages. Stage one is a look back study of projects that covers all the aspects of oil production, from seismic survey to field operation. To build the optimal concept, a project team studies special literature and existing practices in related sectors, essentially among foreign counterparts. The Company has already analyzed the existing research breakthroughs, best practices and digital tools. Even though VDE will chiefly focus on the development of new reservoirs, its individual practices may be successfully utilized at existing assets. Oil and gas production system is growing more complex every day because of the number of control elements and uncertainties that the oil and gas Company has to face at the early stages of planning a future asset. Development of each product, from concept to final implementation, involves a number of lifecycle stages; the sequence of these stages and the necessary toolkit for each stage is identified by the area of expertise known as system engineering. System engineering works perfectly if a certain product or system has existing equivalents, but engineers today may have to handle their tasks in absence of equivalent solutions, which necessitates engagement of creative competences. Development of such competences and inventive problem solving are in the focus of the area of expertise known as creative problem solving that relies on the TRIZ methods (TRIZ = theory of inventive problem solving). Technology intelligence is the area of expertise that focuses on aggregation of experience and employment of solutions from related industries or even from fundamental science. It allows engineering teams to work in an orderly and consistent fashion to find appropriate solutions in nature or in other areas of expertise and to accumulate such solutions in the Company's knowledge cloud. Development of complex systems and products, which include reservoir management, requires multidisciplinary engineering teams. An area of expertise known as team leadership is designed to make collaboration among team members more efficient. Value-Driven Engineering (VDE) is premised on the fundamental principles of systematic thinking of an engineer and human creativity. The conceptual framework of Value-Driven Engineering is shown in Figure 1. Figure 1 Conceptual framework of Value-Driven Engineering The concept involves four key areas of expertise: System engineering, i.e. the set of practices to control the technological system/product development process; Inventive problem solving, i.e. the methods and tools used to catalyze creative competence and problem solving skills; Technology intelligence, i.e. management of comprehensive scouting for human resources and new technologies; Team leadership, i.e. step-by-step guide to transform a group of specialists into a successful team by means of identifying the optimal team size and balance of roles and building a leadership system (goal, mission). This article provides a detailed outlook on the above methods and practices of tackling the challenges faced by the oil and gas industry.

In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.

Abstract: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 featuresof inquiry. The key strategy of the CPS learning model is using real life problem situations to provide studentsopportunities 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 learningmodel was “matter and properties of matter” that consists of 3 learning units: Matter, Solution, and Acid-BaseSolution.The process to assess the effectiveness of the learning model used the experimental design of the Pretest-PosttestControl-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At thesame time, students at the same grade level in the control group learned by conventional learning model. The learningmodels and students' prior knowledge levels were served as the independent variables. The creative problem solvingskill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in allaspects, the students' mean scores of creative problem solving between students in experimental group and controlgroup were significantly different at the .05 level. Also, the progression of students' creative problem solving skillswas found highly progressed at the later instructional periods. When comparing the creative problem solving scoresbetween groups of students with different levels of prior knowledge, the differences of their creative problem solvingscores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective inenhancing the students' creative problem solving skill.Key words: Creative Problem Solving (CPS) Learning Model, Five essential features of inquiry, Creative ProblemSolving SkillSrinakharinwirot University, Thailand∙

The purpose of this research was to study changes in early childhood students’ creative problem solving abilities comparing between before and after the intervention of STEM education learning activities. The sample group were male and female early childhood aged between 5-6 years studying in Soonthornwattana School, Chaiyaphum Province, 2nd semester, academic year of 2017. Methodology was the quasi-experiment design. The STEM education activities provided students to organize the nine square grid movement activities. Early childhood children’s creative thinking and problem solving ability was collected by the behavior observation form of creative problem solving skills (FCPS). The FCPS items consists of 12 items that represent the 3 items of access to problems, 3 items of thinking of a solution, 3 items of selection and preparation of problem solving, and 3 items of planning for solving problems. Then, each item of the FCPS was analysed for descriptive statistics. The results showed that early childhood who have been organized activities according to STEM Education’s theoretical concepts have developed more creative problem solving skills, with an average score of 14.63 and after the event will have a score of 24.27. When considering each aspect of the experiment, it was found that early childhood have creative problem-solving skills. Which has higher scores each week Shows that early childhood who have organized activities according to STEM Education’s theoretical concepts have higher creative problem-solving skills which is in accordance with the assumptions set forth.

The study evaluated, in a sample of 230 adolescents (147 males and 83 females, mean age = 16.67) and a sample of 181 young people (21 males and 160 females, mean age = 22.57), the relationships between time perspective and the following personal skills: coping styles, perceived efficacy on affect regulation, and creative divergent problem solving. Results highlight that future time perspective increases in value from adolescence to youth, while present time perspective decreases. Future time perspective is correlated with creative problem solving and problem solving coping style in both age groups, while present time perspective is positively correlated with expression of positive emotions in both age groups. Results are discussed also for their relevance for school educational and training programs.

Creativity is an important issue in the world of collaboration and it is widely accepted that techniques of creativity can energize participants and improve effectiveness of meetings. Specifically these techniques have been applied to 'creative problem solving'. This paper analyses why it can be difficult to be creative in conventional meetings and describes some current techniques for encouraging creativity. The paper then suggests that some of the features of Electronic Meetings naturally improve creativity and describes some research to measure creativity in meetings. A working agenda for creative problem solving in an Electronic Meeting is described. Creativity not an end in itself; creativity is a means to an end. The final objective of 'creative problem solving' is to get better results for the organization (e.g. increased profits, improved customer service, reduced cost, protection of the environment).

This qualitative case study sought to describe a single organization and examined how their learning experience affected students' creativity as they developed a solution to a challenging social problem. Creative problem solving and the investment theory of creativity acted as theoretical frameworks. Three research questions guided this study: (1) What does social innovation mean to students? (2) How do students develop a creative solution to a challenging social problem? (3) How do students persuade others that their creative solution is valuable? Purposeful sampling recruited eleven participants to provide insight to all aspects of the case. Data collection included interviews, focus groups, site observations, field notes, and document review. Data was analyzed using direct interpretation, multiple coding strategies, categorical aggregation, inductive and comparative analysis. Nine themes emerged to describe: (1) the meaning of social innovation to students; (2) how they developed creative solutions; and (3) how they persuaded others their idea had value. Findings led to five conclusions: (1) social innovation means designing new solutions to make the world a better place; (2) intentionally designing empathy into all phases of social innovation improves the creative process and its outcome; (3) social innovation is not a solo endeavor; (4) experiential learning using design thinking enhances creative thinking and problem solving; and (5) impactful storytelling animates a social problem and its potential solution to capture emotion and create meaning and excitement for social innovation. Intentional empathy and impactful storytelling were defined by this researcher based on findings. This study concluded that Changemakers' high-impact learning model stimulates creative thinking and nurtures problem solving skills.

The purpose of this study was to determine the effect of the Creative Problem Solving (CPS) learning model on students' critical thinking skills in the material relations and functions and student responses to the CPS learning model. This research is a quasi-experiment. The results of the study obtained a regression equation Y = 62.1621 + 15.7094X with a coefficient of determination of 23% which indicates that there is a positive influence. The average value of mathematical critical thinking abilities of students who take part in the learning with the CPS model is 77.87, while expository learning is 62.16. Analysis of student responses to the CPS learning model was obtained: (1) 97.3% expressed interest in the CPS learning model and 2.7% expressed no interest; (2) A total of 98.2% stated that there were benefits obtained by students using the CPS learning model and 1.8% stated that there were no benefits obtained; (3) A total of 90.74% stated that there were no obstacles experienced during the learning process using the CPS learning model and 9.26% stated that they experienced problems; (4) 96.22% expect that the CPS learning model is used in the learning process and 3.78% do not expect to be used. So, it was concluded that the student response was very positive towards the CPS learning model because the percentage that stated the agreement was 95.62% greater than the one who expressed disagreement namely 4.38%.

Creative Problem Solving (CPS) enhances adaptability, fosters innovation, and improves productivity. However, integrating CPS in education remains challenging. This study examines trends, key themes, and gaps in CPS research within education from 2007 to 2024 through bibliometric analysis. Data was collected from Scopus due to its extensive interdisciplinary coverage and credibility in indexing peer-reviewed journals in education, psychology, and cognitive sciences. A total of 68 publications were selected based on relevance to CPS in education and journal type. The analysis focused on publication trends, thematic developments, and methodological approaches. Findings indicate that traditional curricula emphasizing rote memorization hinder CPS integration. Innovative approaches such as problem-based learning, project-based learning, and STEM education offer potential solutions. Between 2007 and 2018, research mainly explored CPS concepts. In 2019, the focus shifted towards instructional models, with 2020 marking the peak of CPS-related publications. Strategies supporting CPS development include automated assessment tools, flipped learning, and interdisciplinary approaches. Thematic analysis highlights the connection between CPS, creativity, and problem-solving. The study identifies significant advancements in CPS research, with implications for curriculum development, teacher training, and policy-making. Emerging technologies, including artificial intelligence (AI) and virtual reality (VR), show promise in expanding CPS applications in education. Future research should explore technology-enhanced CPS strategies to further enhance problem-solving skills across various educational contexts.

This paper is intended to present on-going efforts on scaffolding for Creative Problem Solving (CPS) through question-prompts for freshmen’s Project-Based Community Service Learning, and to reveal the correlation of scaffolding creative problem solving through question prompts with students’ process and outcomes of their self-regulated learning and creative problemsolving in their problem-based community service learning projects. The presented results were based on the available data from the current investigation conducted in the course of one semester. Student participants were freshmen who were involved in the required community service learning projects. Participating students were assigned to the community service learning sites, required to provide innovative solutions to the problems they identified on the sites, and facilitated with the designed interventions of question prompts on self-regulated learning and creative problem solving, which included metacognitive prompts, procedural prompts, elaboration prompts, and reflective prompts, as well as prompts for creative problem solving strategies. The presented results were based on analysis of data collected through students’ process journals and project reports. The students’ utilization of question prompts, and self-regulated learning and creative problem process and outcomes were quantified first by employing the specific rubrics. Correlation analyses of question prompts with both process and outcomes of students’ project-based service learning were conducted. The analysis reveals that question prompts are positively related with important components of self-regulated learning process and creative problem solving outcomes. It implies that scaffolding through question prompts could play an important role in the process and outcomes of self-regulated learning and creative problem solving. The limitations of current findings and suggestions for future research are also discussed.

In this paper, the purpose is to verify the effects for creative problem solving(CPS) applied program for creativity·personality education based on film to promote the creativity and creative personality of pre-kindergarten teachers will take place. The development procedure for this creative problem solving(CPS) applied film-based creativity·personality education program followed a total of 6 steps: first, the diagnosis of the need for the development of creativity·personality education program. Second, the setting of a basic direction for creativity·personality education, third, the selection of the list of movies. Fourth, the configuration and development of a lesson plan for creative problem solving(CPS) applied creativity·personality education program, fifth, the verification of feasibility for the activity proposal for Received (September 09, 2015), Review Result(September 25, 2015) Accepted(October 12, 2015), Published(December 31, 2015) Dept. Early Childhood Education, GiMi Univ., 37, Yaeunro, Gumi, Gyeongbuk 730-711, Korea email: versus486@gumi.ac.kr The effects on creative thinking and creativity·personality of creativity.personality educational program applying creative problem solving based on movie for pre-kindergarten teacher Copyright c 2015 HSST 400 creativity·personality education, and sixth, the completion of 10 final activity proposals for creative problem solving(CPS) applied creativity·personality education based on film. Hence the class for creative problem solving(CPS) applied creativity·personality education activities based on film follows a six-step creative problem solving(CPS) procedure. The results for the effectiveness of such creativity·personality education program have shown significant positive effects in overall creativity, fluency, originality, elaboration, and openness. Also, that have shown significant positive effects in overall creative personality, curiosity, originality, risk-taking, problem obsession, and openness in this program.

본 연구는 여대생의 공감이 창의적 문제해결력에 미치는 영향과 그 관계에서 진로탄력성의 매개효과를 분석하는데 목적이 있다. 이를 위해 서울 소재 D대학교 여학생 365명을 대상으로 공감, 진로탄력성, 창의적 문제해결력에 대한 측정도구를 활용해 설문조사를 실시하고 빈도분석, t-검정, 일원배치 분산분석, 상관관계 분석, 다중선형회귀분석 등을 수행하였다. 연구 결과는 다음과 같다. 첫째, 여대생의 학년에 따라 공감과 창의적 문제해결력의 유의한 차이가 검증되었고, 진로탄력성의 차이는 검증되지 않았다. 전공에 대한 차이 검증은 창의적 문제해결력에서는 유의한 차이가 드러났으나, 공감과 진로탄력성에는 차이가 드러나지 않았다. 둘째, 공감, 진로탄력성, 창의적 문제해결력 간의 정적 상관관계가 증명되었다. 셋째, 공감은 창의적 문제해결력에 영향을 미치는 것으로 드러났다. 넷째, 공감과 창의적 문제해결력 관계에서 진로탄력성의 매개효과 검증 결과 진로탄력성이 둘 간의 관계를 부분매개 하는 것으로 나타났다. 여대생의 창의적 문제해결력을 높이기 위한 진로탄력성과 공감 관련 교육과 프로그램의 필요성을 제언하였다.The purpose of this study is to analyze the mediating effects of career resilience on the relationship between empathy and creative problem solving(CPS) of female university students. For this purpose, on the subjects of 365 female students from D university located in Seoul, Korea through measuring tools for CPS, empathy, and career resilience, this study conducted frequency analysis, factor analysis, reliability analysis, t-test, one‐way ANOVA, correlation analysis, and multiple linear regression analysis, etc. The results of the study are as follows. First, with regard to difference in empathy, career resilience and CPS, in terms of grade of female students, significant differences were observed in empathy and CPS, but there was no significant difference in career resilience. Also, in terms of major, significant difference was observed in CPS, but there were no significant differences in empathy and career resilience. Second, from the results of analyzing correlation between empathy, career resilience and CPS, it was found that there was a statistically positive correlation in all variables. Third, female students empathy had significant effects on CPS. Fourth, the career resilience proved to have a partial mediating effect in relation to empathy and CPS. To enhance CPS of female students, this study suggested the necessity of diverse education and programs that can raise empathy and career resilience.