Creative Problem Solving Research Articles

The effects of assessment instruction and test anxiety on divergent components of creative problem-solving tasks

IntroductionThis study looked at how an assessment instruction and test anxiety (TA) can influence divergent thinking (DT) components of creativity in a playful robotic problem-solving task.MethodsWe measured TA and creative performance (TD) under assessment and non-assessment conditions in 122 secondary students engaged in creative problem solving (CPS).ResultThe aspects of DT (fluidity and originality) showed a tendency to be impacted by assessment instruction. Thus, under non-assessment conditions, the learners show higher fluidity and better originality in the first occurrence of the CPS task. In the second occurrence, time spent on CPS decreases. Moreover, the originality turns to be impaired in the second trial and only student under assessment maintain their engagement in the activity. No correlation was found between TA and DT, and no gender or age differences were observed. The results suggest that TA does not influence the performance of the students involved in creative problem-solving processes.DiscussionWe discuss the findings in relation to game-based learning specificities. The assessment instruction in playful activities can be perceived as a positive challenge and even the students showing higher levels of test anxiety do not perceive it as a threat. Furthermore, if time constraints are minimized, the impact of assessment instruction on creative performance might be further reduced. The finding of this study opens promising perspectives to the research on innovative forms of school assessment and creative problem solving.

Fostering meta-moral cognitive skills among pre-service teachers using creative problem-solving processes

Acknowledging strengths and weaknesses of an ethical judgment, called meta-moral cognitive skills, enables pre-service teachers to make better decisions. Engaging in critical thinking with creative problem-solving can critically evaluate ethical decision-making processes by analysing their different stages. Thus, this study investigated whether creative problem-solving can foster meta-moral cognitive skills. The researchers analysed solutions for a vignette based on real-life experience involving an ethical issue by 51 pre-service teachers using creative problem-solving processes: problem definition, information gathering, concept selection, conceptual combination and reorganization, idea generation, idea evaluation, solution monitoring, and implementation planning. A qualitative analysis of the responses showed that creative problem-solving supported pre-service teachers in identifying the rationale and criticisms of their ethical judgments and limitations in their proposed solutions. The implication is that it is crucial for prospective teachers to undergo training in creative problem-solving of various ethical dilemmas as part of their curriculum.

The Development and Application of a MCPS (Motivation and Creative Problem Solving) Instructional Model in Computing Liberal Arts for Non-Majors

The purpose of this study is to develop and validate a learning motivation and creative problem-solving MCPS instructional model for non-majors in a computing liberal arts course. This study aimed to propose a specific method for conducting a computing liberal arts class tailored for non-majors. The research was divided into two phases: model development and model application studies. In the model development study, we formulated the MCPS instructional model and lesson design by integrating Papert's constructionism learning principles, addressing the challenges in computing education for non-majors, and incorporating various teaching methods identified from related research. In addition, to improve the completeness of the instructional model, we developed an evaluation rubric that considered both content and evaluation aspects through expert review. In the model application study, we validated the effectiveness of this instructional model by implementing it in a university class. We employed various research analysis methods to derive further insights and implications. Research suggests that the traits of Papert's constructionism learning theory can enhance learner engagement and foster creative problem-solving in computing education when utilizing the MCPS instructional model. This model, as proposed in the study, can effectively serve as a pedagogical approach for delivering semester-long or more extensive computing liberal arts courses tailored for non-majors in college. We anticipate that the outcomes of this study will contribute to the establishment of robust computing education programs in universities, particularly at a time when the demand for computing education among non-majors is increasing, and its significance is growing.

Exploring EFL Pre-Service Teachers Perception of Interaction: A Case of Indonesian Creative Problem-Solving Implementation

Exploring EFL Pre-Service Teachers Perception of Interaction: A Case of Indonesian Creative Problem-Solving Implementation

Fostering Tech Innovation

This study aimed to interpret the value of integration of TRIZ (Teoriya Resheniya Izobretatelskih Zadach; Theory of Inventive Problem Solving) and ChatGPT(Chat Generative Pre-trained Transformer) to enhance technological and entrepreneurial problem-solving and decision-making. TRIZ offers a structured approach to innovation, while ChatGPT excels in generating diverse and innovative responses through advanced natural language processing. From the combination of them, we tried to discover synergies that promote innovation in highly competitive business areas. Through the analysis of case studies, including "Imperfect Waterproof Zipper" and "Drilling a Hole in a Thin-Walled Tube", we discovered that this integration not only aligns with actual problem-solving outcomes but also enhances the quality of solutions, particularly benefiting developers with limited TRIZ knowledge. We identified that leveraging ChatGPT enables developers and entrepreneurs to approach challenges with enhanced creativity, yielding practical and innovative solutions through these case studies. Our approach, focusing on real-world applications, demonstrates the study's contribution by providing a novel strategy for combining structured problem-solving with AI capabilities. The primary motivation behind this research was to ascertain whether AI can amplify the problem-solving framework of TRIZ, thereby extending its utility beyond traditional domains. The findings underline the importance of AI in creative problem-solving, suggesting that even those unfamiliar with TRIZ can apply its principles effectively with the aid of ChatGPT. This research adds to the existing knowledge by showcasing how AI can be a powerful ally in the creative process, offering new avenues for problem-solving and strategic decision-making. In conclusion, our study demonstrates that the collaboration between TRIZ and ChatGPT not only elevates creativity but also equips developers and entrepreneurs with competitive strategies, emphasizing the role of AI in driving forward human innovation and creativity.

The Use of Design Thinking in the Development of IoT Projects

One of the difficulties in the teaching and learning of the Internet of Things (IoT) is the lack of exposure to IoT concepts and inadequate teaching methods and tools. The use of Design Thinking (DT) when developing IoT projects can promote solution-based thinking and enhance creativity in problem-solving. The process of DT involves five phases: Empathize, Define, Ideate, Prototype, and Test. The objective of this study was to evaluate the DT tools and process for developing IoT projects. This study involved 22 Information Technology undergraduate students. The Define Problem Statement template, POV template, User Feedback, and Affinity Diagram were among the DT tools introduced to the students. Using a survey form, each student assessed the efficacy of the DT tool and process. Student feedback revealed that the DT process and tools significantly enhanced their understanding of IoT projects. An expert assessment using a DT rubric was also carried out by a lecturer having a master’s degree in information and technology to assess students’ performance using five criteria. Students need to do two rounds of Affinity Diagram activity. The DT rubric results show students’ average scores increased from 2.52 to 3.48, indicating an improvement in students’ IoT project development using DT.

The effectiveness of using science fiction films to foster creativity in a biological context

ABSTRACT The use of science fiction resources to enhance creativity is an innovative approach that is gaining international attention. This study combines science fiction films (SFFs) based biological learning with the Creative Problem Solving (CPS) model to offer the Biology in Science Fiction Films course in high school. During the course, we assessed students’ creative thinking propensities using the Creativity Assessment Packet and evaluated creativity in students-created micro-science fictions (micro-SFs) by the consensus assessment technique. The results showed that after the theme-based instruction: (1) the students’ creative thinking propensities produced a significant increase in the overall (p = 0.005), with highly significant increases in the imaginative dimension (p = 0.004) and the challenging dimension (p = 0.030); (2) Students’ scores on micro-SFs created in the post-test improved over the pre-test, but their pre- and post-test gaps have not yet reached the level of significant difference. The study indicates that the course has the potential to offer a new avenue for the development of students’ creativity. Collaborating across disciplines may be able to enhance students’ creativity in a more comprehensive manner.

Systematic Review on the Essentials of Creative Mathematical Thinking

Creative thinking skills can prepare students to be tangent, creative, and competent problem solvers in an ever-evolving world, so educators are required to understand patterns and factors that positively influence the development of creative thinking skills. The aim of this research is to identify patterns and factors that influence creative thinking skills in learning. The method used in this research is the exploration and conceptualization of mathematical creative thinking skills. The research explored 15 articles through Scopus databases, Google Scholar, Publish or Perish, and Google. Data analysis is conducted through CAQDAS ATLAS.ti, with coding objectives, methodology, and research conclusion. This research found that most of the articles highlighted task orientation, epistemological approaches, problem submission tasks, Multidimensional Creativity Assessment (MCA), tutor beliefs, problem solving, SCAMPER methods, valid instruments, social skills, confidence, belief and anxiety, and Practical Mathematical Talent Models. Overall, the contributions from this research have shown the importance of building creative thinking skills in mathematics and science education, along with various approaches and factors that contribute to the development of such skills.

Narrative Creativity Training: A Case Study from the US Army

ABSTRACT: Though integral to thinking about causality, narrative—in particular narrative thinking—has been overlooked in traditional approaches to creativity studies and creative problem solving. Emphasizing the intrinsically speculative and causal aspects of narrative, this study investigates the effectiveness of narrative creativity training as a means of fostering innovative problem-solving skills within the US Army. Through two experiments conducted at the US Army Command and General Staff College, this research compares the outcomes of narrative training against conventional associational creativity training. Our results suggest that specifically narrative capacities are cognitively distinct, can be directly trained, and substantially improve problem solving. This research contributes to scholarship on the practical and empirical applications of narrative theory, as well as scholarship in creativity studies and creative problem solving, evincing the specific utility of narrative thinking in addressing complex, open-ended challenges.

Leading Beyond Limits: A Conceptual Framework for Success in the Volatile World

This article presents a conceptual framework for leading beyond limits in today's volatile, uncertain, complex, and ambiguous (VUCA) business environment. It argues that traditional leadership models are insufficient and organizations must cultivate expansive thinking, adaptive problem solving, empowering leadership, and trust-based, agile cultures. Expansive thinking involves envisioning possibilities beyond norms through cognitive flexibility and creative problem solving. Adaptive problem solving enables agility through problem identification, solution generation, and implementation with openness to change. Empowering leadership develops trust, shares power, and recognizes grassroots contributions to problem solve autonomously. High-trust cultures lower coordination costs, boost innovation, and allow risk-taking without fear through psychological safety and continuous adaptation. The framework is grounded in research and practical examples, such as how Whole Foods, Ford, GitHub, and 3M demonstrated beyond-limits leadership amid crises. The author contends mastering these constructs will empower extraordinary results by unleashing human potential amid ongoing industry transformation.

Beyond Command and Control: Empowering Leaders Build Capability and Drive Innovation

This article explores how leaders can empower employees to drive innovation, build capability, and achieve greater organizational success. It examines the research on effective leadership approaches that consistently outperform "command and control" styles. Specifically, the author argues leadership is not about exerting top-down control but rather developing talent from within, granting autonomous work to teams, and fostering psychological safety. The article reviews case studies of companies that instituted empowering practices like radical promotions from within, autonomous project teams, and removing rank from creative meetings. It then discusses how empowering leaders act as coaches to develop strengths while advocating for employees. Finally, the article provides practical recommendations for implementing empowerment principles, including starting with pilot programs, communicating philosophy clearly, and shifting incentives away from micromanagement toward creative problem-solving. Overall, the research presented makes the case that empowering others through capability-building, autonomy, and safety represents the hallmark of truly transformational leadership that drives engagement and competitive advantage.

The utility of divergent and convergent thinking in the problem construction processes during creative problem-solving.

The utility of divergent and convergent thinking in the problem construction processes during creative problem-solving.

중학생을 위한 OECD 학습 나침반 2030 기반 기업가정신 교육 프로그램의 효과 검증 : 진로개발역량과 창의성역량을 중심으로

Based on OECD Learning Compass 2030, competencies required for students to shape their futures in an era of increasing uncertainty, this study attempted to verify the effectiveness of the entrepreneurship education program developed with the aim of improving the entrepreneurial competence of all students rather than simply cultivating prospective entrepreneurs. First, a draft of an entrepreneurship education program was developed by examining related literature such as entrepreneurship, entrepreneurship education, OECD learning compass 2030, self-regulated learning, and creative problem solving, and applied it to the educational field by looking for a school that wishes to introduce an entrepreneurship education program in terms of career education. A total of 17 classes were conducted for 26 students in the first class, and a total of 14 classes were conducted for 16 students in the second class. To verify the effectiveness of education, quantitative and qualitative data collection were conducted in parallel. First, among the sub-areas of career development competency, career design and pioneering spirit, which are highly relevant to entrepreneurship education, were included in the pre- and post-test for quantitative data collection, and creativity competency measurement tools that represent entrepreneurial behavioral characteristics were included. In addition, in order to closely observe the learner's response to the educational program, the researcher directly played the role of the instructor and conducted participation observation and field records, and FGI was conducted at the end of the education to collect specific opinions from students on the educational program. In the first class, the average score of post-test of career design, pioneering spirit, and creativity competency improved, but significant differences were found only in the area of career design, and in the second class, significant differences were found in all areas. This is thought to be the result of reflecting the improvements of the first class in the second class. In the 1st and 2nd FGI results, students were able to confirm the educational effect by saying that they could use it later because they experienced the process of coming up with ideas themselves like entrepreneurs and opinions that it helped them design the future. In the future, it is necessary to introduce the entrepreneurship education program developed in this study to more diverse educational fields and verify its effectiveness, and through this, students are expected to be able to independently design their lives and contribute to the world even in uncertain situations.

The Rise of Social Entrepreneurship

In recent decades, the concept of social entrepreneurship has emerged as a dynamic and impactful force in addressing pressing social and environmental challenges. This paper provides a comprehensive analysis of the rise of social entrepreneurship, exploring its origins, evolution, and current state. Drawing on a review of scholarly literature, case studies, and empirical research, we examine the defining characteristics of social entrepreneurship and the factors driving its growth. Our analysis reveals that social entrepreneurship represents a paradigm shift in the way we conceptualize the role of business in society. Unlike traditional entrepreneurship, which focuses primarily on profit maximization, social entrepreneurship integrates social and environmental objectives into its core mission. Through innovative business models, creative problem-solving, and a commitment to sustainable impact, social entrepreneurs are addressing systemic issues such as poverty, inequality, environmental degradation, and access to essential services.

Unplugged activities in the elementary school mathematics classroom: The effects on students’ computational thinking and mathematical creativity

The rapid development of artificial intelligence technology has led to the proliferation of computational thinking (CT) education. However, research on unplugged activities’ influence in elementary math classrooms is limited, despite some exploring programming's cognitive benefits. This study presents both qualitative and quantitative analyzes stemming from a ten-week quasi-experimental research endeavor, specifically tailored for third-grade students. The research devised a series of unplugged activities, encompassing mathematical games, hands-on construction of mathematical logic boards, and calculating shopping discounts. The overarching objective was to investigate the impact of these unplugged activities on students’ mathematical creativity and CT. Students participating in a mathematics curriculum based on unplugged activities (N = 47) were compared with students participating in a traditional lecture-based mathematics curriculum (N = 46). The results indicated that unplugged activities exhibited significant advantages in fostering students’ CT and mathematical creativity across three dimensions, namely, problem-posing creativity (t = 5.830, p < 0.01), problem-solving creativity (t = 6.633, p < 0.01), and creative self-efficacy (t = 7.554, p < 0.01). Furthermore, the study revealed a relationship between students’ mathematical creativity as a predictor of CT. The results of the quantitative analysis were supported by the teacher's and students’ interview data, and the students felt excited and interested in the unplugged activities, whereas some students using the lecture-based method reported boredom and lack of interactivity. This research offered valuable insights for mathematics and CT education practice, underscoring unplugged activity as an innovative instructional approach that brings forth new possibilities for traditional mathematics teaching, with potential applications in the K-12 curriculum.

Effect of education based on creative problem-solving and asynchronous online discussions on student creativity in a product design course

Research in education has employed creative problem-solving (CPS) methodologies to enhance students’ learning efficacy. However, the majority of studies have focused on the effect of CPS on individual creativity. Few studies have examined the effects of CPS on teamwork and creativity. This study adopted CPS in a product design course, incorporating teamwork facilitated by an asynchronous online discussion platform. This platform fostered student engagement and iteration in knowledge construction through collaborative discussion. Additionally, experiments were conducted to evaluate the effectiveness of the proposed method. The study recruited 61 university students divided into two groups. One group underwent CPS-based instruction, which involved knowledge construction, utilization of the asynchronous online discussion platform, and CPS guidance. The second group received conventional instruction, where students were tasked with solving problems set by lecturers. The 14-week experiment revealed that CPS effectively enhanced students’ creativity, fostering increased discussion and reflection. Moreover, CPS encouraged students to engage in deeper thinking processes through teamwork, resulting in the development of more optimal product designs.

Yabancı Dil Öğretiminde Öğretmen ve Öğrenci Merkezli Yaklaşımlar: Sosyal Formların Etkili Kullanımı

In today's world, where information is easily accessible and the capacity of artificial intelligence challenges the limits of human intellect, fundamental changes are required in education systems. However, traditional educational approaches in Turkey still treated students as passive recipients of information, which can negatively impact the development of skills such as critical thinking, problem-solving and creative idea generation. Particularly in the teaching of social sciences, humanities and Turkish as a foreign language, student-centered and goal-oriented approaches that rely on the effective use of social forms play a crucial role in enhancing students' language skills and engaging them in the active learning process. The purpose of this study is to introduce student-centered teaching, social forms and goal-oriented teaching approaches and to examine how these approaches can create a transformation in education. Specifically, the positive effects of these methods on improving language skills, critical thinking, creative problem-solving, and effective communication abilities will be emphasized. As a method, literature review and theoretical analysis will be used. Existing studies on these approaches will be examined and the effectiveness of student-centered teaching methods in the context of social forms and goal-oriented strategies used in education will be evaluated. Additionally, a comparative analysis of these methods with traditional approaches will be conducted. The results show that student-centered teaching, social forms, and goal-oriented teaching strategies deeply enhance students' language skills and encourage them to think more independently, critically and creatively. These findings indicate that Turkey's education system needs to adopt innovative approaches to better align with the demands of the current information age. The results of this study provide a significant foundation for the development and implementation of new pedagogical strategies in the fields of social sciences and language teaching. Moreover, these innovative approaches, supported by PISA results, could play a critical role in improving Turkey's educational performance. Keywords: Foreign Language Teaching, Student-Centered Approaches, Goal-Oriented Instruction, Social Forms, Plenum, Partner Work, Group Work, Individual Work

Preventing fixation: Evidence of item-method directed forgetting protecting against mental impasses in creative problem-solving.

Creative problem-solving can be impeded by mental impasses which are caused by fixation on associated but misguiding ideas. Recently, research has focused on the question of which processes might be involved in overcoming fixation and how it can be prevented from occurring altogether. In the present study, we investigated whether initially encoded fixation words can be forgotten by means of item-method directed forgetting, a procedure in which participants are presented with a series of items that are each followed by a remember cue or forget cue. Here, the series of items partly consisted of words that were misleadingly associated with compound remote associate problems that had to be solved later on. Two groups were compared: For one group, fixation words were followed by forget cues (fixation-F), whereas for the other group, they were followed by a remember cue (fixation-R). Results revealed three major findings: (1) The fixation-R group showed typical detrimental effects of fixation (i.e., impaired problem-solving performance), whereas there was no significant fixation effect in the fixation-F group, and (2) the magnitude of fixation was positively related to memory for fixation words. The present findings add to existing literature about how fixation negatively affects creative problem-solving and how it can be prevented by reducing the activation level of misleading thoughts.

Teaching Literature with Creative Problem-Solving in the Second Trimester of Elementary School

Taking ethical literary studies (Virk 2017) into account, the article demonstrates that modern ways of teaching literature can already be used in the second trimester of elementary school. These include creative problem-solving (Žbogar 2007, 2013), flipped learning (Žbogar 2023a, 2023b), the method of solving literary problems (Žbogar 2023c), and knowledge about the neuroscience of reading (Pirtošek 2016). We demonstrate that, through contemporary methods of teaching literature, pupils can be encouraged to gain a deeper understanding of the fairy tale, ethical matters, and the competence to compare it with Dostoevsky’s The Begger Boy at Christ’s Christmas Tree by studying Hans Christian Andresen’s The Little Match Girl.

The mediating role of creative problem solving between design thinking and self-efficacy in STEM teaching for STEM teacher candidates

The mediating role of creative problem solving between design thinking and self-efficacy in STEM teaching for STEM teacher candidates