Creative problem solving in primary school students

Abstract

AimsTwo studies are reported to give insight in the nature of creative problem solving in primary school students. Study 1 focused on the process and aimed to determine to what extent behaviors in response to a task matched the Creative Problem Solving model (CPS model; Isaksen et al., 2011; Treffinger, 1995). Study 2 focused on the product and aimed to determine the relations among creative problem solving outcomes and the overlap of these outcomes with divergent thinking and academic achievement outcomes. Sample13 fourth graders participated in Study 1; 594 fourth, fifth, and sixth graders participated in Study 2. MethodsIn study 1, students were asked to think aloud while completing a structured task. Their behaviors were coded based on the CPS model. In study 2, students completed similar tasks for three problem situations. Students’ ideas were rated on four CPS indicators. A measurement model and structural model were tested. ResultsStudy 1 showed that behaviors could be described with the CPS model. All elements were found: understanding the challenge, generating ideas, preparing for action, and planning your approach. The number of utterances within elements and the sequence of the creative problem solving processes varied across students. Study 2 showed that the relations of the creative problem solving indicators corresponded with theory and with relations found in earlier studies. ConclusionsThe CPS model can be applied in the primary school context and creative problem solving capability is already evident in primary school students.