Creative Problem-solving Skills Research Articles

DIRECTIONS OF TEACHER-STUDENT COOPERATION

This article examines the importance of teacher-student cooperation in the educational process and its various aspects. Teacher-student cooperation is not only about transferring knowledge, but also about the personal development of students, the development of creative thinking skills, and social responsibilities. The article emphasizes that education is not just about providing information, and highlights the role of teachers in actively communicating with students, shaping their way of thinking, arousing motivation and interest, and strengthening students’ independent thinking and creative problem-solving skills. The article also highlights the importance of teachers’ continuous self-development. Various aspects of teacher-student cooperation are important factors that stimulate the development of both parties. This cooperation serves the positive development of both teachers and students and forms an educational environment that will guide the future of society.

Architecture of the Micro-learning Platform Mixed with Gamification via Metaverse to Promote Creative Problem-solving Skills

The architecture of the micro-learning platform mixed with gamification via metaverse is a research tool that was initiated by the concepts of micro-learning integrated with the gamification mechanism. It is intended to be employed as a guideline for the instruction management that encourages learners to perform self-learning with small or short units of content so that they can understand the contents easily and spend a short time in learning. In addition, it is expected that the use of the gamification mechanism, which is a learning mechanism in the form of a game, in this learning platform can motivate learners to engage more in learning and overcome the challenges therein. This study also relies on the pre-experimental research method with the one-shot case study, in which all the research participants were willing to complete the questionnaire and the evaluation form under the policy of confidentiality and anonymity. The research results show that (1) the overall suitability towards the architecture of the micro-learning platform mixed with gamification via metaverse in terms of overall elements is at the highest level (Mean = 4.91, SD = 0.21), and (2) the overall suitability of the elements of the architecture of the micro-learning platform mixed with gamification via metaverse is at the highest level (Mean = 4.85, SD = 0.30), respectively. According to the research results, it can be concluded that the architecture of the micro-learning platform mixed with gamification via metaverse designed in this study can be applied as a guideline to further design other micro-learning platforms mixed with gamification via metaverse that can be practically used to promote creative problem-solving skills. In the meantime, the learning platform of this kind is believed to enable learners to improve their critical thinking skills with flexible problem-solving processes. All of these skills are considered highly important for the future careers of vocational students.

중학교 미술수업에서 사회정의 실천을 위한 사회공헌 디자인 (Philanthropy Design) 프로젝트 실행연구

This study aims to reflect on the results of the operation of the philanthropy design project for practicing social justice and to provide implications for practicing social justice through art education. Art education as a practice of social justice is not an exploration of beautiful colors or shapes, but a practice linked to life that continuously communicates and solves problems that can become social issues. Accordingly, through the philanthropy design project, problems are found in socio-cultural aspects, public interests are pursued, and problems are solved with novel and original designs. In particular, this study was designed to provide in-depth education by organically linking the content elements of knowledge and understanding, process and function, and value and attitude in the 2022 revised curriculum, ‘Teaching and Learning in School Curriculum Design and Operation.’ In the first stage (emotion), the class was developed as a student- participatory class, which provided students with a deep experience related to life. In the second stage (cognitive) area, the procedural knowledge of process and function enhanced cooperation and creative problem-solving skills, and in the third stage (behavioral) area, the ability to practice social justice linked to life was demonstrated by internalizing it in terms of values and attitudes.

심리학과 문화예술을 접목한 체험교육형 창의융복합 교양교과 개발 방법 및 과정 연구 :비고스키(Vygotsky)의 사회문화이론을 기반으로

This study focuses on developing an experiential liberal arts course that integrates psychology and art, based on Lev Vygotsky’s sociocultural theory. The program aims to foster analytical thinking by having students analyze and interpret art from a psychological perspective, deepening their emotional and cognitive responses. Through exploring the psychological meanings of artworks, students will gain a comprehensive understanding of social phenomena and dynamics, equipping them to solve problems. The course combines theoretical lectures on psychology and art with practical activities like museum visits and theater viewings, allowing students to apply theory in real-world contexts. This integrated approach aims to enhance students’ critical thinking, creative problem-solving, and interdisciplinary skills. The significance of this study lies in developing a program that fosters holistic thinking and prepares individuals with the multidimensional skills needed in modern society.

The Need For Biotechnology PjBL-STEM Based Learning Programs Associated with Local Contexts to Enhance Creative Problem Solving and Entrepreneurial Skills: Teacher and Student Perspectives

This study evaluates the need for biotechnology PjBL-STEM Based Learning programs associated with local contexts to enhance Creative Problem Solving Skills (CPSS) and Entrepreneurial Skills (ES) from the perspectives of students and teachers. Using a mixed-methods approach with a sequential explanatory design, data were collected through questionnaires from 144 science teachers in Lampung Province and in-depth interviews with three teachers and three students. The findings reveal that 66.70% of teachers consider the current learning programs inadequate for developing students' CPSS and ES, while 68.10% believe that a PjBL-STEM program would facilitate a more engaging understanding of biotechnology. Furthermore, 89.60% of teachers agree on the necessity of developing biotechnology PjBL-STEM based learning programs to enhance students' CPSS and ES. The results from the questionnaires and in-depth interviews also revealed that both teachers and students agreed that the use of local context can make learning more relevant for students. Overall, both quantitative and qualitative data indicate a strong support for the implementation of biotechnology PjBL-STEM based learning programs grounded in local contexts to better develop students' CPSS and ES.

Incorporating creative problem-solving skills to foster sustainability among graduate students in education management

Sustainability is increasingly becoming a strategic focus in management education, highlighting the need for creative problem-solving skills to prepare students for environmental and social challenges. Although creative problem-solving is regarded as effective for addressing sustainability issues, empirical research on its impact in enhancing sustainability awareness and problem-solving skills among management students is limited. This study aimed to integrate the creative problem-solving instructional approach with the development of sustainability awareness among graduate students in education management. A mixed-method approach guided the research, utilizing a non-equivalent quasi-experimental design with questionnaires and interviews for data collection. Purposive sampling was used to select 75 master's students, with 39 in the experimental group and 36 in the control group. The intervention consisted of 15 lessons conducted over three months. Pre-tests and post-tests on creative problem-solving and sustainability were administered before and after the intervention, and in-depth interviews were conducted to assess learning effectiveness and gather feedback. The results showed that the thematic coding of the interviews was consistent with the statistical findings, demonstrating that creative problem-solving training not only improved specific skills but also fostered a broader commitment to sustainability. The study concludes that creative problem-solving training is essential for promoting sustainability and creativity among students in higher education.

Evaluating Future-Oriented Thinking Skills in Educational Communication of Students at Prince Sattam bin Abdulaziz University

Future-oriented thinking is significantly required to be a part of the university curriculum, especially for educational students in teacher-training colleges. This study investigated the proficiency of future-oriented thinking skills in educational communication among education students at Prince Sattam bin Abdulaziz University's, focusing on future planning, forecasting, problem-solving, and imaginative thinking. The purpose of this study was to evaluate the extent to which these education students possess the essential skills to anticipate and address future challenges in educational communication. Using a descriptive-analytical approach, data were collected from 183 students using a structured questionnaire. The results revealed that students exhibited high proficiency in future planning (mean=2.585, SD = 0.437) and forecasting (mean=2.541, SD = 0.652), whereas their problem-solving (mean=2.497, SD = 0.496) and imaginative thinking skills (mean=2.455, SD = 0.573) were moderately developed. These findings indicate that, although current educational strategies effectively enhance planning and forecasting abilities, there is a critical need for interventions to improve creative problem-solving and imaginative skills among students at education college. The study concludes that a balanced educational approach is essential, emphasizing both future planning and forecasting, as well as problem solving and imaginative thinking. The main recommendation is to implement innovative educational strategies and interventions that foster a comprehensive set of future-oriented thinking skills, thus preparing students to effectively navigate and address future challenges.

Exploring the Relationship Between Video Game Engagement and Creative Thinking in Academic Environments: Cross-Sectional Study

This study explores the relationship between video game engagement and creative thinking among university students in an academic setting. Utilizing a descriptive cross-sectional qualitative approach, semi-structured interviews were conducted with 40 university students aged 17–25 years, from various academic disciplines. The sample, predominantly female (57.5%) and aged 22 years (27.5%), provided diverse perspectives on the impact of video games on their academic and creative capabilities. The thematic analysis of the interviews revealed significant insights into how video games may enhance creative problem-solving skills and overall creative thinking in an educational context. The study found that a high percentage of participants (47.5%) had a grade point average (GPA) of 4.0, suggesting a potential link between academic performance and video gaming habits. The results highlight the need for further research into specific game genres and their distinct influences on creativity among different demographics. This study contributes to the growing body of literature on the cognitive benefits of video games and their potential to foster creative skills in higher education environments.

Exploring the Development of Creative Imagination across Different School Grades

The development of creative imagination across different school grades involves examining that students’ ability to think creatively and imaginatively evolves as they progress through their education journey. This study examines the development of imaginative creativity across a range of students' grades, emphasizing the roles that various factors play in students' creative growth, such as parental engagement, creative competition participation, innovative problem-solving skills, guidance from teachers, and visualization abilities. Information has been gathered from 150 teachers and 150 students who took part in speech, storytelling, and art competitions. With the use of SPSS version 28, discriminant and factor analyses were carried out to examine how these variables differentiate students across grade levels and identify fundamental aspects of creativity. Also, the self-reported questionnaires were executed to explore the student's creative thinking level. The outcomes show that creative problem-solving skills and mentorship from trainers are important factors in enhancing students' creativity, parental involvement and visualization also have a significant impact. These results highlight the importance of parental and instructional guidance in supporting inventive growth throughout various school grades and provide insightful information about the elements influencing students' increased creativity.

A Case Study on the Application of a STEAM Education Program for Children in a Community Child Center: Focusing on Creative Problem-Solving and Interpersonal Skills

Objectives: This study aimed to observe the behavior of early grade elementary-school children enrolled in a community child center regarding creative problem-solving and interpersonal skills during the STEAM education program using qualitative research methods.Methods: The 10th STEAM education program was conducted from May to July 2023 at a community child center. With the consent of the participants, six early grade elementary-school children from the community child center were selected. The collected data were investigated to determine qualitative changes in participants’ behavior and thinking. The data were analyzed according to the criteria for creative problemsolving and interpersonal skills.Results: This study classified three stages of change in children while implementing the STEAM education program. In the 1st to 3rd sessions, the results were classified as “Problem-solving through profound exploration and observation” and a “Lack of interest and participation motivation” in creative problem-solving skills, and “Communication lacking consideration” in interpersonal skills. In the 4th to 9th sessions, they were categorized as “Idea presentation through divergent thinking” and “Perseverance toward achieving goals” in creative problem-solving skills and “Decision-making through role allocation” and “Sharing resources and cooperative communication” in interpersonal skills. In the 10th session, they were analyzed as “Effective self-expression and acceptance of others” in interpersonal skills.Conclusion: This study is significant because it supports the development of creative problem-solving and interpersonal skills of children in a community child center through the STEAM education program. This suggests the potential to contribute to the diversity and quality improvement of community childcare programs.

Constructing Assessment for Evaluating Critical Thinking and Creative Problem-Solving Skills in the Lesson on Soundwave

The objective of this article is to develop an instrument that can be used to assess the ability to solve creative problems (CPS) and critical thinking (CT) in the context of sound waves. This work is a component of our research on developing a teaching material that includes assessment as a component of the final product. The objective of this instrument is to evaluate students' critical thinking (CT) and critical problem-solving (CPS) abilities both before and after implementing the recently developed mobile learning teaching resources. To construct the instrument, we adhere to the Facione and Osborn-Parness frameworks for CTs and CPSs. Validity testing and reliability testing comprise this instrument development process. We utilize Cronbach's Alpha to assess reliability and the content validity index to assess validity. According to the content validity index results, four of the six items in the CT instrument were determined to be valid. Conversely, the empirical validation test of the creative problem-solving skills instrument demonstrated that the results were valid and suitable for use. The Cronbach's Alpha results also indicated that both tools accurately evaluated students' creative problem-solving and critical reasoning abilities.

ChatGPT를 활용한 하브루타 수업의 효과

Purpose: The purpose of this study was to examine whether Havruta classes using ChatGPT are effective in enhancing the creative problem-solving and critical thinking skills of pre-infant teachers, and to explore the direction of teaching and learning methods for pre-service teachers to improve future education capabilities. Methods: The subjects of this study were twent-two second graders who are taking early childhood curriculum classes at E University. Havruta classes using ChatGPT were operated for twelve weeks, excluding the first week orientation, midterm and final exams. In order to confirm the effectiveness of classes for pre-infant teachers, creative problem-solving and critical thinking skills were checked before and after, and then analyzed through a paired-sample t-test. Results: First, Havruta classes using ChatGPT of pre-infant teachers were found to have a positive effect on improving creative problem-solving skills. Second, Havruta classes using ChatGPT of pre-infant teachers were found to have a positive effect on improving critical thinking skills. Conclusion: It was confirmed that Havruta and classes using ChatGPT were meaningful as teaching and learning methods for pre-child teachers for future education.

Creative Problem Solving and Communication in Entrepreneurship

This abstract introduces a plug and play set of materials designed for teachers to use as flipped learning tasks in the context of proposal writing and persuasive presentations. These materials were developed based on interview videos featuring young local entrepreneurs, who provided valuable insights and perspectives into the importance of research, creative problem solving, communication and language skills. PolyU students in discipline-specific subjects engage in project-based learning, where they write proposals and deliver persuasive presentations based on their unique understanding and ideas within their respective disciplines. Given the constraints of a tight 13-week schedule, flipped discovery and consolidation materials based on the interview videos have been developed, covering a range of topics related to research, proposal writing, and presentation skills. This submission centers around two plug-and-play sets: Creative Problem Solving and Communication, which can be seamlessly integrated into existing teaching and learning materials as flipped warmer and consolidation activities. Students have expressed in focus group interviews how these materials have made their learning experience more authentic and transferable. By incorporating relatable real-world examples and practical insights, these plug-and-play sets offer teachers a convenient and effective way to introduce engaging warm-up activities into their existing materials. Students are guided to reflect on their research process, creative problem-solving skills and communication skills which are essential for successfully communicating their discipline knowledge and ideas in proposal writing and persuasive presentations.

Implementasi Project Based Learning dalam Pembelajaran Abad 21 pada Mata Kuliah Kesehatan Perempuan dan Perencanaan Keluarga

Education in Indonesia is experiencing development, students are required to compete in the era of industrial revolution 4.0 in the 21st century to be able to improve their abilities, namely collaboration, communication, creative and critical thinking and problem solving skills. So an effort is needed that can be applied to learning activities and one of them is through the application of the Project Based Learning learning model. This project-based learning is a learning strategy that empowers students to gain knowledge and understanding. The aim of this research is to increase student creativity through project-based learning to create teaching media to introduce the female reproductive organs and their functions. Classroom action research research design. The population of this research is all students taking women's health and family planning courses for the 2022-2023 academic year with a sample size of 13 odd semester (three) students. The data collection technique looks at activity during the lecture process and monitors the progress of projects carried out by students using observation assisted by instruments, namely written tests, performance tests and observation sheets. The results show an increase in learning outcomes in the category of students' thinking skills and creativity, which can be seen from the students' enthusiasm in completing the Teaching Aids for Introduction to Female Reproductive Organs project as well as presenting and publishing the results of their work. So it can be concluded that the application of the Project Based Learning (PjBL) learning model can improve the learning outcomes of thinking skills and creativity of students at the Tahirah Al Baeti Bulukumba Midwifery Academy for the 2022/2023 Academic Year.

The Significance of Developing Advanced Higher Order Thinking Skills in China’s Arts Education

Arts education has an integrative role in promoting the intellectual, aesthetic and emotional growth of students. Arts education not only develops students' professional skills, but also helps them develop holistically. To achieve good results in the arts, students need to be innovative. In China, arts education has been innovating, however, challenges remain, including the use of standardized testing, gaps in educational resources, and teacher pedagogy, all of which affect the development of students' innovative abilities. Higher order thinking skills (HOTS) play a key role in students' academic success and innovation; HOTS encourages critical analysis, fosters creative problem-solving skills, and prompts innovative thinking, which helps art students to improve their thinking skills and develop their creative abilities. Currently, there is a lack of consensus and widespread application of HOTS in Chinese art programs. the integration of HOTS with arts education becomes crucial in ensuring students' cognitivedevelopment as they cope with the challenges posed by social development.

Efficiency Divide: Comparative Analysis of Human & Neural Network Algorithm Development

The paper delves into a comparative analysis between human and artificial intelligence (AI) capabilities in algorithm development, with a specific focus on the challenges presented in the "Advent of Code." The research thoroughly investigates the performance of Generative Pre-trained Transformers (GPTs), such as ChatGPT and Bard, in solving intricate algorithmic problems and benchmarks these results against those achieved by human participants. A sizeable portion of the study is dedicated to understanding the nuances of prompt engineering in AI and how it affects the problem-solving process, alongside exploring the choice of programming languages used by both AI and humans. The methodology of the research is extensive, involving the participation of both AI models and human subjects, who vary in their levels of programming expertise. This approach allows for a comprehensive evaluation of the correctness and efficiency of solutions, along with the time taken to resolve the given problems. The results from this study reveal intriguing insights. While AI models like GPTs demonstrate an impressive speed in problem resolution, they often fall short in accuracy when compared to human problem-solvers, particularly in tasks demanding deeper contextual understanding and creative reasoning. Furthermore, the study delves into the impact of time constraints on the effectiveness of problem-solving strategies employed by both AI and humans. It finds that under strict time constraints, AI models can quickly generate solutions, but these solutions may lack the depth and accuracy found in those devised by human participants. This aspect of the research highlights the trade-off between speed and precision in AI-driven problem solving. The research extends its implications beyond mere performance comparison. It suggests the potential for a synergistic approach where the computational efficiency and rapid problem-solving abilities of AI can be effectively combined with the nuanced understanding and creative problem-solving skills inherent in humans. This hybrid approach could redefine the future landscape of programming and algorithm development. The study not only provides a critical analysis of the capabilities of AI in the realm of algorithmic problem-solving but also paves the way for future exploration into the collaborative dynamics of human-AI interaction in programming. It highlights the evolving role of AI in programming and underscores the importance of balancing AI’s computational prowess with human creativity and adaptability in solving complex, real-world problems.

Improving 6th Grade Students’ Creative Problem Solving Skills Through Plugged and Unplugged Computational Thinking Approaches

In the digital age in which we live, one of the primary goals of education is to nurture individuals who are capable of thinking creatively, solving problems, and being innovative and productive. Computational thinking is an analytical process that requires defining problems and at the same time solving these problems by proceeding in creative ways. Based on this possible pattern of relationship between computational thinking and creativity, the aim of this study was to determine how two different versions of the computational thinking approach (plugged and unplugged) affect 6th-grade students' creative problem-solving skills (CPSS). Thus, two different teaching modules were designed on the circulatory system with a focus on plugged and unplugged computational thinking. A quasi-experimental design was used. Experiment group 1 utilized the plugged teaching module, experiment group 2 worked with the unplugged teaching module, and the control group in the Turkish middle school science curriculum's inquiry-based science activities. All three groups participated in 16 h of lessons over a 4-week period. We utilized the Creative Problem Solving Skills Inventory (CPSSI) for data collection. The results demonstrated that both the plugged and unplugged teaching modules were more successful at enhancing the CPSS than the inquiry-based science activities. Furthermore the unplugged teaching module was significantly more successful in developing CPSS compared to inquiry-based science activities. Hence, this empirical study demonstrated that both plugged and unplugged computational thinking approaches can enhance CPSS, but also reveals the greater effectiveness of unplugged approaches in fostering middle school students' CPSS.

Productive Failure-based Programming Course to Develop Computational Thinking and Creative Problem-Solving Skills in a Korean Elementary School

Productive Failure-based Programming Course to Develop Computational Thinking and Creative Problem-Solving Skills in a Korean Elementary School

The Influence of Creative Problem-Solving on the Longevity of Small and Medium Enterprises

This research modeled the influence of critical thinking, creative thinking, organizational innovativeness, creative problem-solving abilities (CPS), and internal business performance factors on the longevity of small and medium enterprises. A total of 105 manufacturing and 99 construction small and medium enterprises (SMEs) were compared using a survey. Inferences were drawn using structural equation modeling. Confirmatory factor analysis revealed that latent variables within the creative problem-solving model overall demonstrated moderate ability to predict longevity. However, the creative problem-solving structural equation models for both sectors showed that creative thinking strongly increased critical thinking, which increased SMEs’ longevity. For the manufacturing sample, creative thinking also increased organizational innovation, which increased longevity. The stronger manufacturing sector also demonstrated more significant paths and larger beta coefficients overall. Respecifying the structural model by introducing the business performance measure increased the size of the model coefficients. Creative problem solving, however, only exerted a weak direct influence on longevity for both sectors. Creative thinking skills strengthened critical thinking, which in turn increased the longevity of SMEs. More emphasis on creative thinking could also improve innovation skills and longevity. Better creative thinking could also improve creative problem solving. Optimizing business performance factors (sales growth, after-tax return on assets, profits after tax, market share, liquidity, customer loyalty, and image) appeared necessary for this process to be most effective. SME managers need creative thinking, critical thinking, innovative thinking, and creative problem-solving abilities. Identifying such creative problem-solving skills and leveraging them can enhance the competitive performance and longevity of individual SMEs.

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