Creative Problem Solving Ability Research Articles

Can elementary school teachers assess students’ creative problem solving abilities?

The extent to which teacher assessments reflect students' abilities in creative problem solving, i.e., the ability to produce original, complete, and practical ideas, was examined. 610 Dutch students from 4th to 6th grade were assessed with two tasks. The alignment between teachers (N = 26) and trained raters (N = 2) was studied for both absolute assessments and the relative ordering of students' scores. The main finding of this study was that elementary school teachers were able to assess creative problem solving in a relative way. Teachers' creative problem solving assessments were not affected by students’ gender or academic achievement.

The Effects of Learner-Content Interaction and Creative Problem Solving Ability on Learning Outcomes: Focused on the Moderating Effect of SNS Utilization

The Effects of Learner-Content Interaction and Creative Problem Solving Ability on Learning Outcomes: Focused on the Moderating Effect of SNS Utilization

The Effect of Project-Based Learning Method on Creative Problem-Solving in Students of the Entrepreneurship Study Program, Indonesian University of Education

The effectiveness of learning is significant in preparing students' skills paradigms. This research aims to instill the influence of the Project Based Learning (PjBL) method on students' Creative problem-solving abilities in the context of entrepreneurship learning. This research focuses on Indonesian Education University Entrepreneurship Study Program students who have taken the Start-up course. Creative problem-solving skills are considered important in preparing students to face the demands of an increasingly complex world of work. The research method used is quantitative with a descriptive verification approach, and data collection is carried out through questionnaires. The results of the research show that project-based Learning (PjBL) has a significant influence on increasing creative problem-solving abilities in students of the Entrepreneurship Study Program at the Indonesian University of Education. This research shows that Project Based Learning significantly improves the quality of Creative Problem Solving for Entrepreneurship Study Program Students at Universitas Pendidikan Indonesia

Development of Problem-Based Mobile Augmented Reality Application to Enhance Creative Problem-Solving Skills for Undergraduate Students

This study aims to develop a problem-based mobile augmented reality (AR) application to enhance creative problem-solving skills among undergraduate students. The research involves an experiment conducted on a sample group of 30 undergraduate students enrolled in the maintenance of computers and audio-visual equipment course, selected through a simple random sampling method. The instruments used in the study included structured interview questions, needs assessment questionnaires, quality evaluation of mobile applications, evaluation of the learning plan, measurement of creative problem-solving ability, and satisfaction surveys. The data obtained were analyzed using mean, standard deviation, dependent t-test, and effect size statistics. The findings demonstrated that the developed mobile application achieved the highest quality level, with an average value of 4.62 (SD = 0.64). The mobile application efficiency reached 75.48 out of 75.16, meeting the established threshold of 75 out of 75. Using the mobile application led to statistically significant improvements in creative problem-solving skills after the learning process, with scores higher than those before learning at the 0.05 level. The effect size was 6.61, indicating a large impact. Additionally, student satisfaction with the mobile application was reported as the highest.

학생 현장탐방형 META-HyFlex 혁신 수업모형이 대학생의 자기주도학습역량, 창의적 문제해결역량 향상에 미치는 영향

Objectives The purpose of this study is to analyze the effect of META-HyFlex(Meta-HyFlex) innovation class model on the improvement of students' self-directed learning competency and creative problem solving competency.
 Methods The subjects of this study were college students who enrolled in the required courses at the basic level of major at S University. The experiment was conducted in the first semester of 2018 before the onset of COVID-19 and the second semester of 2022 when the META-HyFlex innovation class model was introduced in the post-corona period.A pre-test was conducted with a total of 23 questions, including 13 self-directed learning competencies and 10 creative problem-solving abilities, which were self-reported check items before the class started, and the homogeneity between the groups was confirmed.
 Results As a result of analyzing the change trajectory of the experimental group and the comparative group, it was found that the self-directed learning ability and the creative problem solving ability improvement effect were significant in the 2022 class (face-to-face class) in which the META-HyFlex innovation class model was introduced to strengthen the successful student experience.
 Conclusions The META-HyFlex Innovative Teaching-Learning Model is a class design focused on enhancing class effectiveness. It integrates knowledge of various disciplines and learners can perform multidisciplinary, practical, and cooperative tasks to foster self-directed learning and creative problem solving skills.This study for the improvement of future core competencies of university students can be provided as basic data for educational outcomes to improve the quality of education and will contribute to the advancement of customized experience- based education for the improvement of future core competencies of university students in the era of future transition.

Effects of team-based Ubiquitous learning model on students’ achievement and creative problem-solving abilities

Effects of team-based Ubiquitous learning model on students’ achievement and creative problem-solving abilities

메이커 교육 프로그램이 초등 예비교사의 창의적 문제해결력에 미치는 효과

The purpose of this study was to verify the effects of maker education programs on the creative problem-solving ability of preservice elementary teachers. For such purpose, maker education program for preservice elementary teachers was developed, and its effect was verified by applying such program. The development of the maker education program was carried out in the preparation, development, and improvement steps, and the verification of its effect was carried out by applying the pretest-posttest design with a single group targeting 20 preservice elementary teachers in their freshman year. The collected data were analyzed by conducting a matching sample t-test at a significance level below .05. The results of the study were as follows. First, maker education program was developed through Make A Thon using artificial intelligence and IoT robot under the subject of ‘Build a device that improves inconvenience in life!’ It was developed as a 15-hour education program, and the program was designed to cultivate creative problem-solving ability through pre-tinkering including basic learning activities of artificial intelligence and IoT robots and Make A Thon activities allowing preservice elementary teachers to discover inconvenient problems in life and find solutions to create devices. Second, the developed maker education program showed a statistically significant effect on improving the creative problem-solving ability of preservice elementary teachers. Third, the developed maker education program had a statistically significant effect on all sub-factors of creative problem-solving ability of preservice elementary teachers including problem discovery and analysis, idea generation, action planning, execution, persuasion, and communication.

Measuring design thinking competence in Taiwanese nursing students: a cross-cultural instrument adaptation

BackgroundDesign thinking (DT) competence, a creative problem-solving ability, has been investigated extensively among college students in various professional fields within the western cultures. No instrument, however, is available for assessing DT competence in nursing students, particularly, those in non-western cultures.ObjectiveTo adapt and validate the use of Creative Synthesis Inventory (CSI) assessing the four components (i.e., visualization, discovery, prototyping, and evaluation) of DT competence in nursing students in Taiwan.DesignCross-sectional, mixed methodological design combining qualitative and quantitative strategies.ParticipantsA 19-item CSI was administered to a total of 520 nursing students from two campuses of a science and technology university in Taiwan. The data collection was conducted between September 2020 and June 2022.MethodsThe cross-cultural adaptation and validation of CSI-Taiwan was done in two phases: Phase I included content validity check, translation, and cross-cultural adaptation. Phase II involved pilot testing and psychometric evaluation.ResultsA first-order confirmatory factor analysis validated the four-component structure, namely visualization, discovery, prototyping, and evaluation, of an 18-item CSI-Taiwan (model fit indices: χ2/df = 3.953, NNFI = 0.942, CFI = 0.956, TLI = 0.947, SRMR = 0.035, and RMSEA = 0.075). A second-order confirmatory factor analysis further indicated that the four components converged on a unitary construct of DT competence (model fit indices: χ2/df = 4.082, NNFI = 0.935, CFI = 0.949, TLI = 0.940, SRMR = 0.040, and RMSEA = 0.080). Moreover, the CSI-Taiwan also demonstrated satisfactory reliability and validity. Together these results validated the construct of DT competence and its components as theorized.ConclusionsThe CSI-Taiwan was a reliable and valid self-report instrument to be used by Taiwanese nursing students.

The Moderated Mediation Effect of Social Support on the Relationship between Digital Literacy, Creative Self-Efficacy, and Creative Problem-Solving Ability of High School Students

The Moderated Mediation Effect of Social Support on the Relationship between Digital Literacy, Creative Self-Efficacy, and Creative Problem-Solving Ability of High School Students

The Effect of Using Brainstorming on Developing Innovative Thinking and Achievement in Teaching English Language Students

This study aimed to determine whether or not brainstorming can help foster creative thinking and academic success in seventh-grade English classes at the Wadi Al Seer Directorate of Education. The study's sample was comprised of (240) students at this grade level. There were 124 students in the study's experimental group, who received instruction in the English language through brainstorming, and 116 students in the control group, who received instruction in the English language through the conventional method. Following the end of instruction, valid and reliable innovative thinking and accomplishment tests were administered using appropriate statistical methodologies to ensure their validity and reliability on a scientific basis.
 
 The study found the following results:
 
 
 Results from a poststudy test measuring creative problem-solving abilities (fluency, adaptability, and originality) showed that the experimental group that had studied English using brainstorming had a statistically significant advantage over the control group at the 0.05 level.
 Statistically significant differences were seen at a significance level of 0.05 between the average performance of the two groups in the study's achievement posttest. These differences were in favor of the experimental group, which used brainstorming as a method to study the English language subject.

Improving Creative Problem-Solving Abilities of English Students through HyFlex Learning Management and Project-Based Learning

Creative problem-solving ability is one of the important skills that need to be developed within learners through appropriate and supportive learning experiences. This research aims to 1) assess the students’ creative problem-solving abilities after engaging in HyFlex learning combined with project-based learning; 2) evaluate the students’ innovations after engaging in HyFlex learning combined with project-based learning; and 3) study students’ opinions regarding HyFlex learning combined with project-based learning. The sample group employed cluster random sampling consisting of 30 second-year English major students. The research tools included an assessment of creative problem-solving abilities, an assessment of innovation, and a questionnaire about students’ opinions regarding HyFlex learning combined with project-based learning. Statistical analysis involved means and standard deviations. The research findings were as follows: 1) Students have the highest level of creative problem-solving abilities; 2) Innovations created by students have the highest average score; 3) Students’ opinions toward HyFlex learning combined with project-based learning are at the highest level.

Harnessing Technology for Environmental Method: Cultivating High Order Thinking Skills for Sustainable Maritime Development Knowledge

There The objective of this research is to identify effective strategies for leveraging technology to enhance the understanding of students and practitioners in the maritime sector regarding Higher Order Thinking Skills (HOTS). Furthermore, it aims to underscore the importance of designing relevant and up-to-date curricula while offering suitable learning platforms that align with technological advancements. Employing a quantitative approach, the study indicates that HOTS-based learning has an impact on increasing maritime awareness among students in Bandung city. This study illuminates’ phenomena in the realm of maritime education and the potential integration of technology in fostering High Order Thinking Skills (HOTS). The research findings highlight that the integration of HOTS represents an effective approach to enhance analytical capabilities, promote active involvement, enhance creative problem-solving abilities, and ultimately instill enduring environmental consciousness. These research findings provide a robust foundation for concluding that the implementation of Learning-based HOTS methods significantly enhances sustainable maritime knowledge and awareness.

The Effect of Design Thinking-Based Transportation Technology Learning to Improve Middle School Students’ Creative Problem Solving Ability

The Effect of Design Thinking-Based Transportation Technology Learning to Improve Middle School Students’ Creative Problem Solving Ability

Fostering creative problem solving skills through integrated learning of volcanic eruption disasters

This article aimed to describe how an integrated learning approach can enhance creative problem-solving abilities within the context of studying volcanic eruption disasters. Volcanic eruptions are complex natural phenomena that require deep understanding and creative thinking skills to address. In this study, a descriptive literature review was conducted to gain a comprehensive understanding of the key findings and insights related to integrated learning and creative problem-solving in the context of volcanic eruption disasters. The review focused on articles published between 2013 and 2023 that specifically addressed creative thinking abilities and integrated learning approaches for volcanic eruption disasters. To gather relevant articles, databases such as Google Scholar, Emerald, ScienceDirect, IEEE, and Springer were utilized. The literature review reveals that integrated learning approach can serve as an effective means to develop students' creative problem-solving abilities within the context of studying volcanic eruption disasters. By utilizing strategies such as inquiry-based learning, technology integration, and interactions with stakeholders, students can enhance their creative thinking skills, improve their holistic understanding, and be prepared to tackle the complexities of challenges related to volcanic eruptions. The implication of this research highlights the importance of implementing an integrated learning approach in the curriculum to enhance students' creative problem-solving skills in addressing complex natural disasters such as volcanic eruptions.

나무를 이용한 메이커교육 프로그램이 초등학생의 자기주도적 학습능력과 창의적 문제해결력에 미치는 영향

The purpose of this study is to verify the possible effects of the maker education program using wood on elementary school students’ abilities to creatively solve problems and develop self-direct learning abilities. The subjects of this paper were two fourth grade classes in an elementary school located in D city who participated in 10 courses. As test tools, self-direct learning abilities and creative problem-solving abilities were used. The SPSSWIN program was acquired for data analysis, and t-tests were performed to verify possible differences in self-direct learning abilities and creative problem-solving skills between the experimental and comparative groups.
 The main research results of the present analysis are three-fold.
 First, the average of all sub-areas of self-direct learning abilities in the experimental group improved significantly compared to the comparative group. In other words, the maker education program using wood had a positive effect on the improvement of elementary students’ self-direct learning abilities.
 Second, the average of all sub-areas of creative problem-solving abilities in the experimental group improved by a considerable difference compared to the comparative group. It was found that the maker education program using wood had a positive effect on improving students’ creative problem-solving abilities.
 Third, in the maker education program using wood, students took the lead in participating in the program and showed pride and attachment to their creations.
 Therefore, the present analysis concluded that the maker education program using wood had a positive effect on both self-direct learning and creative problem-solving abilities of elementary school students.

Effects of Invention Education Using Robot on Creative Problem-Solving Ability of Elementary School Students

Effects of Invention Education Using Robot on Creative Problem-Solving Ability of Elementary School Students

Sternberg의 성공지능 이론과 연계한 유아수학교육 프로그램 효과 검증

Objectives The purpose of this study is to verify the effect of early childhood mathematics education program in connection with Sternberg's theory of successful intelligence on the mathematical ability, creativity, and creative problem-solving ability of young children. Methods Seventy six 5-year-old children were selected as research subjects at two kindergartens located in Seoul. Differences between the groups were investigated by dividing them into experimental and control groups. The difference between the groups was verified after applying the program of early childhood mathematics education linked to the Sternberg successful intelligence theory to the experimental group over 10 weeks. Results To verify the effectiveness of the program, t-verification and multivariate analysis (MANOVA) were performed using the SPSS 24.0 program. There were differences in the mathematical ability, creativity, and creative problem-solving ability of young children between the experimental and control groups. Conclusions The early childhood math education program based on the theory of successful intelligence is suitable for 5-year-old children and has a positive effect on mathematical ability, creativity, and creative problem-solving ability. The experimental group young children. who participated in the program improved their mathematical ability and their sub-areas, algebra, number and computation, geometry, and measurement compared to the control group young children. In addition, creativity was significantly improved, and sub-areas of fluency, originality, abstraction of titles, and resistance to early closure were improved. Creative problem-solving skills and plans for understanding problems, generating ideas, and acting, which are sub-factors have all improved.

창의적 협업을 기반으로 한 융복합 문화예술교육에 관한 연구

The revolution in science and technology in the 21st century has brought about great changes in human life, and demands for innovation in the paradigm of education. Convergence culture and arts education, which aims for non-genre art works, media convergence, creative problem-solving ability, and holistic education, reflects it. However in terms of practice, important issues such as active communication and cooperation of each member remain. This study aims to help the practice of convergence culture and arts education by seeking a plan for convergence culture and arts education based on creative collaboration. For this purpose, this study derives the meaning and nature of creative collaboration and analyzes the meaning, character, and practical problems of convergence culture and arts education. After all, the characteristics and plans of convergence cultural arts education based on creative collaboration, and practical examples were presented to make it a more specific and practical study.

컴퓨팅사고력, 창의적 문제해결력 신장을 위한 대학 교양 SW 기초 교육의 효과 분석

대학 교양 SW 기초 교육은 SW를 기반으로 일상 생활의 문제를 창의적으로 해결할 수 있는 능력을 기르는 데 중점을 두어야 한다. 따라서, 본 연구에서는 컴퓨팅사고력, 창의적 문제해결력을 신장시키기 위한 수업을 설계하고, 수업의 효과를 검증하고자 하였다. 이를 위해 A 대학교 학생 38명을 대상으로 융합프로젝트, CT-CPS 모형을 고려하여 SW 기초 교육을 실 시하고 그 효과를 분석하였으며, 연구 결과는 다음과 같다. 첫째, SW 기초 교육을 진행한 후 전체 학생들의 컴퓨팅사고력, 창 의적 문제해결력이 유의하게 향상되었다. 둘째, 상위, 하위 집단의 컴퓨팅사고력과 하위 집단의 창의적 문제해결력이 유의하 게 향상되었으나, 상위 집단의 창의적 문제해결력은 향상되지 않았다. 셋째, 인문사회계열과 자연과학계열의 컴퓨팅사고력과 자연과학계열의 창의적 문제해결력이 유의하게 향상되었으나, 인문사회계열의 창의적 문제해결력은 향상되지 않았다. 본 연 구는, 컴퓨팅사고력, 창의적 문제해결력 신장에 초점을 두어 수업을 설계하고, 수업의 효과를 사전 검사 결과 및 계열에 따라 심층적으로 분석하였다는 점에서 연구의 의의를 찾을 수 있다.

대학 기초글쓰기 교과목의 PBL 적용 수업 사례 및 효과 탐색

Objectives This study aims to explore the effectiveness of PBL on basic writing courses in college with an introduction to a case study of PBL writing classes as an alternative to improve creative problem-solving ability with writing skills.
 Methods For 243 university students in Gyenggi-do, PBL classes were operated for 7 weeks out of 15 weeks of basis writing courses non-face-to-face and face-to-face in the 2nd semester of 2021 and the 1st semester of 2022, respectively. With the detailed report of the class cases that carried out the two projects, the students' reflection journals, self-evaluation and peer evaluation, and the survey on the effectiveness of PBL classes, including the final lecture evaluation, were analyzed quantitatively and qualitatively.
 Results As a result, almost all the students reported that they became to have a positive attitude toward writing through empirical learning by establishing an intimate cooperative relationship, recognizing problems to be solved in the context of their lives, and deriving solutions by connecting theory and practice while working on the projects. They also showed very high satisfaction with the PBL classes.
 Conclusions As an alternative to lecture-style classes that can make students familiar with passive learning participation, PBL classes need to be highly considered because PBL is key to creating an organic learning community that fosters problem-solving and communication skills, which can be attained through various scaffolding strategies and multimedia tools that promote self-directed learning, communication, and collaboration.