Creative Problem Research Articles

The Method of Project as a Way of Organizing and Activating the Students’ self-work

The project method is a way of organizing and activating students' self-work or a creative approach to solving a specific problem situation. The project method allows solving many educational tasks and creates conditions for communicative interaction of students studying a foreign language (English) in the process of active cognitive work. In this article the author considers the method of projects that provide the following opportunities: 1) development of students' ability to think independently; 2) formation of skills to use theoretical knowledge in solving creative problems; 3) help to increase student's motivation; 4) improvement of students' language potential; 5) development of students' communicative competence on the basis of cooperation in doing self-work; 6) development of the student's creative potential in performing individual tasks. 7) increasing the student's self-esteem in the learning process. In addition, the author of this article defines the functions of independent work based on the research of a number of methodologists: developing, informative, stimulating, research and educational. In this article the author dwells on the special role and functional position of the teacher in the organization of students’ self-work as the assistant and adviser. Based on the practical materials of the article’s author, the stages of inserting and implementation of the project method as a way of organizing and activating students' self-work were determined.

INNOVATIVE AND TECHNOLOGICAL PECULIARITIES OF TEACHING OF CHILDREN'S POETRY OF THE TURKIC NATIONS AT THE BEGINNING OF THE TWENTIETH CENTURY

This article considers the innovative and technological features of teaching humanity disciplines, including Kazakh literature, with the orientation of the teaching process in the higher education system to national values at the present time. The innovative and technological features of innovative teaching of children's poetry of the Turkic nations at the beginning of the twentieth century are studied. It is determined that the core of the children's poetry of the Turkic peoples awakens in modern youth the desire to know the deep history of our roots. In teaching of literature in higher educational institutions, the emphasis on the educational power of artistic works is placed on modern approaches to understanding the meaning of the art of words, fiction in the upbringing of personality in some cases, when in the era of modern globalization the human being is changing, moving away from spirituality. The article deals with the possibility of dividing classes into several groups, depending on the traditional and non-traditional nature in the modern education system. In the training of philologists, specialists in language and literature in higher vocational education, the following several general didactic principles of teaching literature (consistency and accessibility, activity of teaching literature, etc.) and heuristic methods of teaching, cognitive teaching methods are analyzed. This article considers the classification of scientists-methodologists’ principles in teaching disciplines in the process of education system: 1) methodological principles; 2) scientific principles; 3) psychological principles; 4) individual didactic principles. Methods of solving creative problems are divided in two groups (logical and heuristic). Features of the classification of heuristic methods of teaching are considered. Classification of cognitive methods of teaching into scientific methods, disciplines, metasubject methods and creative methods of teaching are pointed out.

Creative Problem Solving Process Instructional Design in the Context of Blended Learning in Higher Education

The Creative Problem Solving (CPS) process is a conceptual model that focuses on using higher-order thinking skills in order to overcome authentic problems during learning. The CPS process offers a structured methodology to enhance every learner's solid critical, creative, and innovative thinking skill. The application of the CPS method has been growing, including its implementation in the blended learning environment in universities. However, its application still requires a strategic framework that is by the blended learning conceptual model to facilitate the CPS process. Properly organized instructional design is an important element in maintaining the success of the CPS process in blended learning to encourage and promote learner creativity to solve problems. The application of the CPS method in the context of blended learning is integrated through synchronous and asynchronous patterns facilitated by the Moodle LMS-based e-Learning facility. This research aims to produce a CPS process instructional design in a blended learning context that is valid, practical, and effective and can systematically guide instructors or lecturers in facilitating students to be skilled in critical thinking and creative thinking in problem-solving processes. This development process is based on the incorporation of ideas related to the conceptual model of blended learning with the principles of the CPS process design strategy that has been developed. Instructional design was developed by applying the Research and Development (R&D) method, which implements several stages between Analysis, Design, Development, Implementation, and Evaluation. The validity of the resulting model product was measured using a validation sheet of learning design experts, learning technology, media, materials, and linguists with the title of professor. Questionnaire responses from lecturers and students measured the product's practicality, and the product's effectiveness was measured by conducting testing of critical and creative thinking skills. The research data were analyzed using descriptive statistics to provide a quality score on the resulting instructional design. Based on the results of the study, it can be concluded that this learning design is valid, practical, and effective in improving the thinking skills of prospective teacher students. This proves that the instructional design developed has the feasibility to be used in learning, which can effectively improve the creative problem-solving process in the context of blended learning.

D. N. Ovsyaniko-Kulikovsky and problems of modern linguistics

The relevance of the article is determined by its historiographical purpose – to show that a number of provisions of the concept of D. N. Ovsyaniko-Kulikovsky were ahead of their time and developed thoroughly only in modern interdisciplinary areas of Linguistics. These provisions emphasized that artistic speech is a psychological activity of a person, which is influenced by socio–cultural factors via specific combinations with individual psychological factors in the personality of each creator. That is why the researcher strives to study the problems of artistic creativity as an integral system of "psychology of language, thought and creativity". This approach is based on the deep conviction that all elements of the human psyche are increasingly synthesized evolutionarily, and only this leads to the appearance of personality. The research is based on the material of the scientist’s articles and articles of a number of authors of "Issues of Theory and Psychology of Creativity" in 1907–1923.

Finished and unfinished rhythm in architectural composition

The rhythm was at all times and in all forms of art. Already in the countries of the Ancient East the composition was ordered, distinguished by strictness, the presence of rhythm. In ancient Egyptian and Greek art rhythm was also the main form of composition.
 In the Renaissance rhythm was considered one of the three main tasks of composition. Knowledge about rhythm as an integral compositional means is constantly expanding, especially after the first theoretical works on architectural composition. Rhythm is an even alternation of ordered elements and is considered one of the most influential means of creating a coherent architectural composition.
 Rhythmic (metrical) order as a regularity can develop endlessly, but in an artistic composition, where integrity and unity of form are an integral attribute, repetition must have certain limits, a series must have a limited length and have a beginning and an end. In this connection a number of creative problems arise when using rhythm in specific architectural compositions of the frontal surface. It is necessary to notice the peculiarity of the combination of three elements in the composition – if there is a clearly expressed axis, then the ternary rhythm (the one consisting of only 3 elements) is considered complete, if there are elements built according to an increasing or decreasing vector, then this type of ternary rhythm must be completed by methods of stopping the rhythm. On the frontal architectural plane the rhythm can appear in an unstoppable form when the idea of the work consists in bringing the viewer's thought out of the compositional field – an opportunity to have own thoughts about the work, to get the answers outside the creation. In this case the rhythm really does not stop visually. In order for such frontal compositions to feel complete the elements of the rhythmic series and the composition in general must be carefully proportioned, or the stop of the rhythm must be manifested by the natural boundaries of the form which is not visible visually but sensuously encompasses the rhythmic series. The finished rhythm can be achieved by the main ways of stopping it in the composition: form, "extreme element", "rhythm – counter rhythm", stopping the vertical rhythm with a horizontal one. The use of methods of stopping the rhythm in compositional practice simplifies the creation of a complete composition.

Framework for Fostering Mathematical Creativity among Engineering Undergraduates

The use of Creative Problem Solving skills to solve open-ended mathematical problems can be added to the curriculum to help improve the mathematical creativity of engineering undergraduates and assist them to better solve real-world problems in the future. To date, there is no such framework used to foster mathematical creativity through Creative Problem Solving processes with the use of open-ended mathematical problems among engineering undergraduates. Therefore, there is a need to establish a workable framework to foster mathematical creativity among engineering undergraduates. This research is a case study which employed a qualitative exploratory research design to find out the Creative Problem Solving processes carried out by engineering undergraduates, and to investigate their mathematical creativity while they are engaged in solving twelve open-ended mathematical problems. The study included final year Mechanical engineering undergraduates in Unversiti Teknologi Malaysia, Malaysia and analyzed for 3 months. The qualitative data were analyzed from the recording sheets, audio transcripts, and documents. All three different data collection methods were also used to verify the data and it can be implied that creative ideas generated by engineering undergraduates were related to their creative solutions. Their creative ideas were linked to their mathematical creativity. A relationship was found between the Creative Problem Solving and mathematical creativity fostered. This study is significant in such a way that it is used to construct and design a framework for fostering mathematical creativity among engineering undergraduates in solving open-ended mathematical problems with the use of Creative Problem Solving skills. The framework can be used as a guideline to help engineering undergraduates to solve open-ended mathematical problems. Scholars and instructors may also find the results useful for the purpose of curriculum improvement in undergraduates’ engineering and mathematics education.

Pengembangan Bahan Ajar Matematika SMA dengan Model Creative Problem Solving Terintegrasi TPACK

The purpose of this study is to develop mathematics-based teaching materials with the TPACK integrated Creative Problem Solving model. The method used in this research is Borg & Gall model development research including needs analysis, product design, product development, product implementation and evaluation. The subjects of this study were class XII B and XI C students of SMAN 2 Selong totaling 70 students. The results showed that the teaching materials developed were included in the valid category according to material experts and linguists. Teaching materials are also classified as practical based on student responses after using teaching materials during learning. Teaching materials are classified as effective as indicated by t count = 23.71 > t table =1.66. In conclusion, the development of high school mathematics teaching materials with an integrated creative problem solving model TPACK can improve student learning outcomes on integral materials.
 Keywords: Creative Problem Solving, TPACK

ภาวะผู้นำมืออาชีพในศตวรรษที่ 21 ของผู้บริห ารสถานศึกษาอาชีวศึกษา จังหวัดกาญจนบุรี สังกัดสำนักงานคณะกรรมการการอาชีวศึกษา

The purposes of this research are: 1) to study the under office of vocational commission professional leadership in the 21st of vocational education in kanchanaburi province institute’s administrators. 2) to compare the under office of vocational commission professional leadership in the 21st of vocational education in kanchanaburi province institute’s administrators. The sample consisted administrators teachers and education personnel, 191 in total. treated by a 5-level rating scale. The content accuracy is between 0.67-100 and questionnaire with reliability of 0.98 as a tool to collect data which were then analyzed in terms of percentage, mean, standard deviation, and t-test at statistical significance of 0.05. The research results revealed that: 1) The under office of vocational commission professional leadership in the 21st of vocational education in kanchanaburi province institute’s administrators. was overall and in each individual aspect at a high level, ranking in the order of mean from hing to low as follows; to overcome problems and obstacles, management of personal relationships, communication, negotiation, motivation and creative problem solving. 2) The comparison of under office of vocational commission professional leadership in the 21st of vocational education in kanchanaburi province institute’s administrators. classified by personnel status, found no significant different.

Metacognitive Feelings as a Source of Information for the Creative Process: A Conceptual Exploration.

Philosophers and psychologists have debated the wisdom of using feelings as a source of information when making decisions. While not trying to solve this debate, a complementary approach is to examine how metacognitive feelings are used when generating, evaluating, and selecting ideas to solve creative problems and whether their use leads to accurate idea evaluation and selection. Hence, this conceptual article aims to explore how metacognitive feelings are used to evaluate and select creative ideas. Interestingly, while metacognitive feelings come from the perceived ease or difficulty of generating solutions to creative problems, these feelings also inform the decision to continue generating ideas or stop. Metacognitive feelings are then an integral part of the creative process of generating, evaluating, and selecting ideas. The present article briefly reviews the history of metacognitive feelings as examined in metamemory, meta-reasoning, and judgment formation in social psychology, before discussing their implications and potential for understanding the creative process. The article ends by positing directions for future research.

Unconscious processing of prototype heuristics in scientific innovation problem-solving.

Previously published studies on the effect of how different levels of unconsciousness (UC) and different loads of executive functions (EFs) affect insight problem solving are inconsistent. In a set of three experiments, we used scientific innovation problems (SIP) as insight metrics and distractor tasks to induce UC. Experiment 1 confirmed that, compared with conscious processing, unconscious processing is more conducive to obtaining prototype heuristics for correctly solving scientific innovation problems creatively. Furthermore, Experiment 2 found that different levels of unconscious processing, which were induced by different distractor tasks, made a different impact on high or low difficulty creative problem solving. Experiment 3 indicated that unconscious processing could improve prototype activation and the ability to use key heuristics information in prototype heuristics processing by improving working memory, inhibitory control, and shifting ability of EFs. Overall, the present results provide additional evidence for the role of consciousness levels in insight problem solving.

A Training Program According to Interactive Teaching Strategies and its Impact on Achievement and Creative Problem Solving for Fourth-Grade Preparatory Students in Chemistry

The aim of the research is to know the effect of a training program based on interactive teaching strategies on achievement and creative problem solving among fourth-grade students in chemistry of the directorate of education Rusafa first, the sample was divided into two groups, one experimental and numbering (29) students and the other control group numbering (30) students. The experimental group underwent the training program in the first semester of the year (2021-2022) and the control one studied according to the usual method. Two tools were built, the first being an academic achievement test consisting of (40) multiple-choice items, and the second a test of creative problem-solving skills in a chemistry subject and consisting of (10) essay questions. The results, using the t-test for two independent samples, showed that there was a statistically significant difference at the level (0.05) in favor of the average scores of the students who were applied to the training program which based on interactive teaching strategies.

Improving Mathematical Creative Thinking Ability In Creative Problem Solving Model With Scaffolding Strategy

The mathematical creativity of students in Indonesia is low. Students only imitate what the teacher does; if students are faced with a problem, they find it difficult to solve it. This study aims to determine the increase in students' mathematical creative thinking skills taught using the Creative Problem Solving model with a scaffolding strategy. The method used is pre-experimental, with one class serving as the experimental class for public junior high school 1 Batumarta VI students. The instrument in this study was a description of the test questions with the material on flat sides. The results of the study showed that there was a statistical increase in students' mathematical creative thinking abilities with the Creative Problem Solving model, which obtained an N-Gain value of 0,612 From this average value, 10 students were obtained in the high category and 16 students in the medium category and 3 students in low category

Uncovering the Interplay of Oscillatory Processes During Creative Problem Solving: A Dynamic Modeling Approach

ABSTRACT To solve a new problem, people spontaneously engage multiple cognitive processes. Previous work has identified a diverse set of oscillatory components critical at different stages of creative problem solving. In this project, we use hidden state modeling to untangle the roles of oscillation processes over time as people solve puzzles. Building on earlier work, we further developed analytical methods, such as incorporating source separating techniques and identifying the optimal number of states using cross-validation. We extracted brain states characterized by spatio-spectral topographies from time-resolved EEG spectral powers. The data driven approach allowed us to infer the dynamic, trial-by-trial, state sequences, and provided a comprehensive depiction of how various oscillation components interact recurrently throughout the trial. The properties of the states suggest their dissociable cognitive functions. For example, we identified three states with dominant activation in alpha bands but having distinct spatial distributions. People were differentially engaged in these states depending on the stages (e.g., onset or response) and outcomes of the trials (solved with insight or analysis). The current approach, applicable to many tasks requiring extended trial duration, can potentially reconcile findings from previous EEG studies and drive new hypotheses to further our understanding of the complex creative process.

Industry scenarios in the classroom: A case for design and merchandising student collaboration

ABSTRACT Students who are highly collaborative continue to gain value in the workplace. It is imperative then for higher education to cultivate collaborative students through learning environments that foster teamwork, critical thinking, communication, and creative problem solving. The researchers used a project-based assignment to illustrate an active learning approach where collaboration between 40 senior fashion merchandising and design students was implemented in a capstone course. A post project survey was conducted at the end of the semester through the online platform Qualtrics. Findings from this project illustrated how student learning was positively impacted and could be replicated in other collaborative learning environments. Students strengthened communication skills with those outside of their close discipline and practiced negotiation skills between varied disciplines to create a cohesive apparel collection. Students were able to acquire a wider understanding of their specialised roles within the fashion industry through an applied real-world project.

Minat Belajar dan Kemampuan Pemecahan Masalah Matematika Siswa melalui Model CPS di Kelas IX

The research aims to determine students' interest in learning and mathematical abilities by applying the Creative Problem Solving (CPS) model in class IX SMPN 1 Koto Balingka. This type of research is pre-experimental with the research design The Static Group Comparison Design. The sample in this study were students in class IX 1 as the experimental class and students in class IX 4 as the control class, amounting to 22 students each. The instruments used were a questionnaire of students' interest in learning and a test of mathematical problem solving abilities in the form of a description test. Questionnaire data analysis techniques were processed using percentage calculations while the problem solving ability test was processed by t-test. Based on the results of data analysis of students' interest in learning questionnaires, it was obtained that the percentage of 65.44% was classified as high criteria and tests of students' mathematical problem solving abilities were calculated using the t-test obtained t_count = 4.24 and t_table = 1.68 because t_count > t_table means H_O was rejected, while using the Minitab software obtained P-value = 0.000, α = 0.05 and P-value <α. So, it can be concluded that students' interest in learning mathematics by following the CPS model is high and the math problem solving abilities of students using the CPS model are better than conventional learning in class IX of SMP Negeri 1 Koto Balingka, West Pasaman Regency, 2022/2023 academic year.

Investigating the involvement of cognitive control processes in innovative and adaptive creativity and their age-related changes.

Based on the two-factor model of creativity, two distinct types of creative problem solving can be differentiated: innovative ("do things differently") and adaptive ("do things better"). Flexible cognitive control is a crucial concept in connection with both general and specific styles of creativity: innovative problem-solving benefits from broader attention and flexible mental set shifting; while adaptive creativity relies on focused attention and persistent goal-oriented processes. We applied an informatively cued task-switching paradigm which is suitable for measuring different cognitive control processes and mechanisms like proactive and reactive control. We hypothesized that adaptive creativity is connected to effective proactive control processes, while innovative creativity is based on reactive task-execution. As we have found no previous evidence how age-related changes in cognitive control affects creative cognition; we also examined the effect of healthy aging on different problem-solving styles in an explorative way. Our participants, 37 younger (18-30 years) and 37 older (60-75 years) adults, were divided into innovative and adaptive creative groups according to the Torrance Test of Creative Thinking's Figural Subtest (Hungarian version). Our results showed that among younger adults the adaptively creative group had larger cue-locked CNV component (effective preparatory activity connected to proactive control), while the innovatively creative group had a larger target-locked P3b component (effective target evaluation and categorization in line with reactive control) which supports a functional difference in the two creative styles. By contrast, in older adults innovative problem-solving showed larger mixing costs (less effective maintenance and selection of task sets), and the lack of trial type effect on target-locked N2b (target-induced goal reactivation and less effective conflict resolution); while adaptive problem-solving caused them to make fewer errors (accuracy-oriented behavior). All in all, innovative and adaptive creativity is based on distinct cognitive control mechanisms in both age-groups, but their processing level is affected by age-related changes.

온라인토론에서 이모티콘 유형이 문제유형에 따라 문제해결과정과 토론메시지에 미치는 영향

Purpose: This study aimed to ascertain implications for class design by comprehensively analyzingthe effects of emoticon types used as non-verbal communication in online discussions on theproblem-solving process and discussion messaging depending on the type of problem.
 Methods: In this study, a group of emoticon types (text type, graphic type, and flash type) wasformed, the online discussions were examined according to the problem (creativity problem, cognitiveconflict problem), and the content of the discussion messaging was classified. A two-way analysisof variance (ANOVA) was conducted with the type of emoticon and the type of problem as theindependent variable and the number of messages appearing by function of the problem-solving processas the dependent variable, and an interaction effect was confirmed. Contents of the following discussionmessaging contents were classified into semantic units according to a message type analysis tool (Henri,1992). A two-way analysis of variance (ANOVA) was then conducted with the emoticon and problemtype as the independent variable and the discussion messaging type as the dependent variable, andan interaction effect was confirmed.
 Results: It was found that emoticon types had different reactions depending on the emoticon typein the online discussion problem-solving process. The emoticon type influenced the discussionmessaging according to the problem type.
 Conclusion: This study suggests that an approach should be developed from the perspective ofinstructional design considering the types of problems and emoticons presented as learning tasks inonline discussions. The fact that the group by emoticon type showed differences in discussion messagingaccording to the problem type means that the emoticon type and problem type are the main factorsinfluencing the problem-solving process. The results indicate that if the problem is solved by consideringthe problem type and emoticon type suitable for online discussion, it can contribute to effective learningby facilitating the interaction of members and increasing their participation in learning.

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.

위드코로나 시대 대학교육에 요구되는 핵심역량 탐색

Objectives This study is to recognize the changes in university education after COVID-19 and to explore core competencies that should be emphasized especially in such changes.
 Methods For this purpose, the literature review and the FGI and Delphi surveys of 18 university education experts were conducted.
 Results The main results of this study are as follows: First, non-face-to-face education will continue and expand in the situation of COVID-19 prolonged, and ‘self-educational competence, empathic communication, cooperative attitude, media literacy’ competence is especially important. Second, it is expected that the class using smart technology and edutech will be expanded. In this environmental change, ‘4-IR smart technology utilization, media literacy, creative problem solving ability, challenge practice ability, ethical critical thinking ability’ is required. Third, it is expected that social needs and meanings of the role of university education will be restructured, and the importance of ‘citizen consciousness, creative problem solving ability, career creation competence, and convergence ability’ is highlighted. Fourth, the development and operation of joint curriculum between universities are expected, and in this environment, ‘convergence ability, cooperative attitude, and career creation competence’ are emphasized.
 Conclusions It is expected to be used as useful basic data for resetting core competencies in future by presenting core competencies that are still important regardless of COVID-19, core competencies that should be emphasized more after COVID-19, and newly highlighted core competencies.

Module Development with Creative Problem Solving Model to Improve Creative Thinking Skills and Self-Efficacy of Junior High School Students

This research was conducted on the existence of problems in the form of low creative thinking skills and students' self-efficacy in learning. One way that can be done to solve this problem is by utilizing teaching materials in the form of modules that students can use for independent learning. Therefore, this research was conducted to develop science learning modules to improve the creative thinking skills and self-efficacy of class VIII students of junior high school. This type of research is Educational Design Research (EDR) using the Tessmer development model. The final result of the validation average is 3.49, which is in the very valid category. Therefore, based on the research results, the science learning module has been declared very valid to improve students' creative thinking skills and self-efficacy in learning science