Creative Problem Solving Research Articles

Does unconscious processing benefit creative problem-solving, especially when people have been misdirected?

The incubation paradigm has demonstrated the importance of unconscious processing in creative problem-solving, but it cannot specifically control the unconscious content.As there is limited research using the masked prime paradigm to explore the effects of unconscious processing on creative problem-solving, this study selected the alternative-uses task and innovatively adopted the masked priming paradigm and the incubation paradigms. In Experiment 1, we subliminally presented typical or novel examples, and the results showed that novel examples led to better creative performance, demonstrating that unconscious stimuli can influence divergent thinking. In Experiment 2, we contrasted the effects of two unconscious states triggered by the incubation and masked prime paradigms on creative tasks. Previous research suggested that incubation often occurs when the mind becomes stuck or is misdirected during problem-solving, indicating the role of fixation in this process. To control for the fixation variable, we employed a conscious prime. Experiment 2 revealed the fixation effects, significant positive incubation effects, and positive priming effects. Interestingly, the interruption group with novel conscious examples and a novel unconscious prime produced the highest originality and flexibility of divergent item generation. Incubation also diminished the influence of fixation examples. In brief, both forms of unconscious processing are beneficial to creative problem-solving after going through an incubation period and being given positive subliminal stimuli.

Literature Review: The Effect of the Creative Problem Solving (CPS) Learning Model on Students' Creative Thinking Ability

In the context of the 21st century, we are basically required to have skills. in the world of education itself, skills can be realized with learning media based on the Higher Order of Thinking Skills (HOTS). this is a challenge for educators, in improving the skills and creativity of each student. Basically the creative problem solving model is an ability related to problem-based creativity. The purpose of this research itself is to prove that the Creative problem solving model can be an effort to improve students' creative thinking skills. The research was conducted with a literature review on related articles within a five year period (2018-2022). From 20 literatures, 5 of the most suitable ideas were taken, proving that creative problem solving is a very good model to be developed and has a positive influence in improving students' creative thinking abilities.

Training for sustainability through biomimicry and creative problem-solving processes

Biomimicry is a sustainable design strategy that harnesses the understanding of nature and its efficient resource utilization. However, the academic literature needs comprehensive methodologies for applying biomimicry across various fields of study and professions. This study aims to assess the effectiveness of teaching a fusion of biomimicry and Creative Problem Solving (CPS) processes to management students tasked with designing eco-innovative products.Equipped with prior training in sustainability, biomimicry, creativity, and innovation, the students undertook a challenge to create a sustainable backpack using biomimicry within the CPS framework. To evaluate the training's effectiveness, systematic content analysis was applied to assess the usefulness and features of students’ output. Additionally, a survey was administered to gauge the impact of this experience on the students’ learning.The results suggest that the CPS approach effectively facilitated the students’ development of sustainable products, even without a background in natural sciences, resource availability, or technology. These findings encourage the development of training workshops for future managers who may initially doubt their ability to propose sustainable products. Furthermore, insights from these pilot courses may inspire educators and the broader academic community to incorporate sustainable design strategies into their curriculum, leveraging valuable creative skills to address global challenges and future employment opportunities.

The Influence of Creative Problem-Solving Learning Assisted by Ethnomathematics Nuance Modules on Problem-Solving Ability and Curiosity

Mathematics is often perceived as a complex and difficult lesson to solve, thus making students' mathematical problem-solving ability and curiosity low. This study aimed to analyze the influence of learning using the Creative Problem-Solving (CPS) method assisted by ethnomathematics nuance modules on the problem-solving ability and curiosity of class XI students at SMAN 1 Plampang. This research was a type of experimental research using a pre-experimental design with a one-group pretest–post–test design model. The data collection technique used purposive sampling to collect data as a sample of 35 students in class XI MIPA 1 from a total population of 105 students in class MIPA. The determination of the sample is based on the results of the average score in mathematics and discussion with the mathematics teacher. The results of the study showed that the influence of Creative Problem Solving (CPS) learning assisted by ethnomathematics nuance modules had a significant effect on students' problem-solving ability and students' curiosity in geometry transformation material at SMAN 1 Plampang.

PEGARUH MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING TERHADAP KETERAMPILAN BERPIKIR KREATIF PADA SISWA KELAS V SD

This study intends to determine the impact of Creative Problem Solving (CPS) on student’s creative thinking as well as the reactions of students to the use of Creative Problem Solving technique. This lack of student participation in the teaching and learning processes is what motivated the researcher to conduct this study. The only teaching strategy that can improve student’s ability for creative though is Creative Problem Solving. One group pre-test and post-test models were employed in the quantitative model for this study. This study was carried out for fifth grades students at SDN Lemahputro 1 Sidoarjo. With fiftheen 15 students served as the sample for this research. The results of the student questionnaires and a paired sample T-test with a sig. 0,05 were employed in this study. The outcame of the hypothesis measurement is 0,00 because 0,00 < 0,05, meaning that H1 was rejected since it could be inferred that the creative problem solving approach had an impact on student’s creative thinking. As 85% of the students responded to the questionnaires, it is reasonable to assume that they were quite comfortable with the creative problem solving method.

Recent Developments in Reactor Automation for Multistep Chemical Synthesis

AbstractReactor automation is revolutionising the way new chemical processes are discovered and developed. Assigning repetitive aspects of chemical synthesis to machines, such as experimental execution and data collection, provides more time for researchers to focus on critical interpretation and creative problem solving. The ability to autonomously prepare late‐stage intermediates and complex products, rather than just simple starting materials, will play a central role in applications such as the efficient exploration of chemical space and responsive manufacturing. However, translating automated technologies from specific single‐step tasks to more general multistep syntheses remains a significant challenge, owing to high structural diversity and chemical/physical interdependencies between the steps. Robotic batch and continuous flow platforms are gradually becoming more universal, providing access to a wider range of chemistries required to achieve autonomous multistep synthesis. Advances in process analytical technologies have enhanced our ability to monitor interconnected reactions in real‐time, thus accelerating data collection and giving greater process control for ensuring a high standard of safety and product quality. Integration of these tools with control software creates a feedback loop, which can be harnessed for adaptive and flexible multistep screening or holistic self‐optimisation. This review presents recent developments in the application of automated reactor technologies for multistep chemical synthesis, including batch and continuous flow platforms. Specifically, this review highlights how the integration of control software with advanced process analytical technologies and machine learning algorithms are accelerating the synthesis of complex molecules.

Distribution and Export Logistics: Commercial Development of the Millenary Product Chenopodium Quinoa

The objective of this article was the commercial development of the millenary product Chenopodium Quinoa from a perspective of distribution and export logistics. Methodologically, it was a documentary research that used content analysis as a strategy for the review of the texts, which were retrieved through the following databases: a) Scopus, b) Scielo, c) Web of Science - WoS and, d) Google Scholar, and selected based on the criteria: (a) original or review scientific articles, (b) published in Spanish or English language, (c) temporal delimitation to the last eight years (2015-2022), (d) citable documents, resulting in a total of fourteen reviewed articles (n=14). The bibliographic analysis allowed discriminating from an analytical point of view the supply chain from the quinoa production source, markets and logistic corridors to its export point. This literature review demonstrated that the creation of a more efficient supply chain (distribution logistics) would be beneficial for all parties involved, as it would expedite the circulation of the product, improve responsiveness to customer needs and encourage creative problem solving in the service of distribution and export, validating it from a documentary and bibliographic perspective.

Assessing creative thinking skills in higher education: deficits and improvements

ABSTRACT The importance of creativity for survival in modern society is well recognised. However, the development of creative thinking skills through formal education still needs more attention, and the assessment of creative thinking skills using valid models in higher education is under-researched. Our paper presents the deficits and improvements in first-year business and economics undergraduates’ creative thinking skills using an authentic assessment task (product). We assessed creativity under three broad themes: creative expression, knowledge creation and creative problem solving, as presented in the OECD Programme for International Student Assessment (PISA). These themes were chosen to reflect students’ domain-specific expertise, motivations and creative thinking skills. Our analysis finds areas where students have deficits in creative thinking skills and how they have improved those skills through the assessment task. These findings imply the importance of providing students with opportunities to enhance creative thinking, mainly through the application of their learning. Our study provides insights into pedagogical strategies and assessment practices to enhance the creativity required from graduates in any field.

Discussion about the role of teacher authority when making a transition into creative problem-solving in mathematics

When introducing a new kind of teaching activity into the classroom, the teacher cannot foresee whether the students will accept it or not. Even when the students do, there is a risk, that they might be neither able nor willing to adopt all aspects of it. The teacher, then, faces a dilemma between, on the one hand, trying to win the students over to this new activity, and on the other hand, exerting an authority that may overrule the students’ own initiatives and ideas and which includes the potential danger of “losing” the students. In this article, we present a retrospect re-analysis of an older case where the teacher faces such a dilemma. After analysing video recordings and interviews with the teacher through the lenses of authority, we discuss how the teacher handled this dilemma. Here we take a participationist’s perspective and apply theories on authority and positioning. From this perspective, we argue that the teacher’s choice of not clearly exerting his authority leaves the students in doubt about whether they fulfilled the requests. We conclude that in the present case a “too nice” atmosphere in the Norwegian classroom had obstructed the teacher’s desire to implement a profound change. We come to the general conclusion that teachers need to feel comfortable with being assertive and being willing to exercise authority for the implementation of a new teaching activity, including that of creative problem-solving.

PENINGKATAN KEMAMPUAN BERPIKIR KREATIF SISWA KELAS V DENGAN MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING

Learning outcomes at SDN 1 Woro class V still do not meet the minimum criteria. Judging from the average class after the test, there are 95% of students experiencing problems in solving problems. Thus resulting in students experiencing less than optimal thinking skills in the learning process. The purpose of this study is to use a Creative Problem Solving (CPS) learning model to improve the creative thinking ability of grade V SDN 1 Woro students. This quantitative research uses experimental methods. By consisting of class V students as many as 15 students as respondents. The tools used in collecting data are providing pretest and posttest questions. . Based on research that has been done, data were obtained that the creative thinking ability of grade V students increased after being given the influence of the Creative Problem Solving learning model, with an average of 77 which can be called effectively applied to mathematics subjects.

The deficit model in PISA assessments of competencies: counter-evidence from anthropology

ABSTRACT International organisations have pressed countries to prepare students for the knowledge economy by building real-life competencies into national curricula, and the OECD’s PISA has assessed competencies like collaboration and creative problem solving. But is there really a deficit in competencies that schools must address? This review of empirical studies in anthropology and cultural psychology documents that people learn and practice many key competencies in everyday life. However, the situation affects practice, and school-like assessments are situations ill-suited to eliciting everyday competencies. The inaccurate deficit model and questionable assessments paint a misleading picture of how to solve underemployment in the knowledge economy.

An Analysis of Students' Mathematical Adaptive Reasoning: The Impact of Creative Problem-Solving (CPS) Learning Model and Entrepreneurial Character

This research aims to determine the effect of the CPS learning model on mathematical adaptive reasoning ability in terms of students' entrepreneurial character. This research is quantitative research of the quasi-experimental research design with a posttest-only control group design. The population was the eighth-grade students of SMP Negeri 1 Natar, consisting of 367 students. The sampling technique used was cluster random sampling. The data analysis technique employed was the two-way Anova test with a significance level of 0.05. The finding showed that there was an effect of the CPS learning model on students' mathematical adaptive reasoning ability. The CPS learning model provided higher results compared to the conventional learning model. Besides, the students' entrepreneurial character influenced their mathematical adaptive reasoning ability. Students with high entrepreneurial character had higher mathematical adaptive reasoning ability than those with low entrepreneurial character. However, the Tukey test result showed no interaction between the CPS learning model and entrepreneurial character on students' mathematical adaptive reasoning ability.

Mediating Economics Curriculum Implementation Through Meaningful Assessment- A Case Study of the South African Educational System

This empirical study explored how Economics teachers mediate Economics curriculum implementation through the use of meaningful assessment. Assessment plays a significant role in learner academic achievement, and it is, therefore, imperative that teachers’ practices produce creative learners, problem solvers, and reflective scholars. Despite increasing realization of the importance of assessment, teachers are either not using assessment or failing to use it meaningfully to mediate economics curriculum implementation. Assessment is a process of collecting data to have a better understanding of the strengths and weaknesses of learners’ learning. If the assessment is used meaningfully, it has the power to inform how teaching and learning can be modified to enhance learners’ understanding of concepts as opposed to being used just for certification and eligibility for further education studies. Effective Economics curriculum implementation is dependent on the teachers’ understanding of the role and use of meaningful assessment. This interpretivist study was couched in Mediated Learning Experience (MLE) theory and made use of a qualitative multiple case study. Three teachers from three different schools in the Northern Cape Province were purposefully selected to generate data through semi-structured interviews and classroom observations. Data was analyzed using a constructivist approach of thematic analysis. The findings of this study showed that, although there are pockets of good assessment practices within the research sites, there is still a lack of understanding of the role and use of meaningful assessment in mediating Economics curriculum implementation. In light of the findings, the study suggested the need for training Economics teachers on how to use assessment meaningfully. Keywords: Curriculum implementation, Mediated Learning Experience, Meaningful assessment, Teaching, and Learning.

Meningkatkan Hasil Belajar Peserta Didik Melalui Model Pembelajaran Creative Problem Solving (CPS) Pada Tema 8 Lingkungan Sahabat Kita

The most fundamental principle of Curriculum 13 is the emphasis on the ability of teachers to implement an authentic, challenging and meaningful learning process for students so that the potential of students can develop in accordance with what is expected by the objectives of national education. However, there are still many teachers who cannot or are still confused in implementing or implementing the 2013 Curriculum in learning. So that learning has meaning, teachers must have skills in teaching both skills in applying learning models and learning media that are close to the students' environment. As for what can be done so that the learning process is fun and can improve learning outcomes and the activeness of students in expressing opinions and asking questions related to the teaching material presented, the right model is needed in the learning process. There is a learning model that can be used in the learning process, namely the Creative Problem Solving (CPS) learning model. Based on the analysis and discussion of the results of research conducted in the VA class of SD St. Thomas 5 Medan in the 2022/2023 learning year, it can be concluded that the implementation of learning by using the Creative Problem Solving learning model on the theme of Our Friends Environment with the sub-theme of Humans and the Environment in the VA class of SD St. Thomas 5 Medan in the 2022/2023 learning year is categorized as good. it can be seen from the results of students’ learning outcome improvement in cycle I obtained as much as 68% of the good category and in cycle II it increased to 90% of the very good category.

How can we measure metacognition in creative problem-solving? Standardization of the MCPS scale

Creative problem-solving is associated with the resolution of ill-defined tasks where the goals, procedure, and evaluation criteria are not predetermined. Successful problem solvers have to set their own unique goals, develop appropriate strategies, plan individual steps, generate various possible solutions, monitor and regulate the problem-solving process, and evaluate the outcome for novelty and usefulness. The present study aims to standardize the Metacognition in Creative Problem-Solving (MCPS) scale, which captures metacognitive skills (planning, monitoring, regulation, and evaluation) in creative problem-solving. The 11-item instrument was adapted from the widely recognized Motivated Strategies for Learning Questionnaire (MSLQ). The representative sample of 350 university students was employed in the exploratory phase, and 110 working professionals were employed in the confirmatory phase. Both the confirmatory factor analysis (CFA) and the item response theory (IRT) examination yielded an excellent reliability of the MCPS scale (ω = .91, and marginal reliability = .92). Moreover, the MCPS scale was correlated with creative performance (r = .26) and absolute accuracy of on-task metacognitive monitoring (r = -.19). The relationship between the MCPS scale and creative performance was stable, even after the controlling for the original MSLQ, suggesting that the MCPS scale is both a reliable and valid instrument that measures metacognition in creative problem-solving in both educational and professional environments.

Problem-Solving Skills Among 21st-Century Learners Toward Creativity and Innovation Ideas

In the 21st century, innovation and creativity are becoming increasingly important for success in both academic and professional settings. To promote innovation and creativity, it is essential to prioritize the development of problem-solving skills among learners. This study aims to analyze the problem-solving skills in promoting innovation and creativity and provides a key theoretical model for developing these skills. The method used in this research is Systematic Literature Review. Researchers collected journal articles from Google Scholar, Research Gate, SINTA, Scopus, and Web of Science. The result found problem-solving skills enable learners to analyze complex problems, develop creative solutions, and implement those solutions effectively. One key theoretical model that supports problem-solving skills is the Creative Problem Solving (CPS) model. The aCPS model consists of six stages: understanding the problem, generating ideas, developing solutions, planning for action, taking action, and evaluating results. Prioritizing problem-solving skills among learners has been linked to academic achievement, success in the workforce and higher levels of innovation and creativity.

INFLUENCING FACTORS ON CREATIVITY IN DISTRIBUTED TEAMS — SYSTEMATIC LITERATURE REVIEW

Creativity has been identified as a critical activity in distributed product development. Various methods and tools support distributed product development and distributed teams in general, but none with a focus on creative problem solving. To tackle this challenge, a systematic literature review has been conducted to gather the influencing factors on distributed creativity to be used as a starting point for supporting creativity in distributed product development teams. Within this submission, an impact model is developed, focusing on the success factors of creativity. Furthermore, the interconnection between the factors is modelled. Barriers to creative problem solving are included as well but will be the focus of a following publication.

Investigating physician leadership competencies in rural and remote areas of the province of Aceh, Indonesia

BackgroundsGlobally, the most rural healthcare systems are lagging behind those of urban healthcare systems. Especially in rural and remote areas, the essential resources to provide principal health services are inadequate....

Transforming Multilingual Students’ Learning Experience Through the Use of Lego Serious Play

To prepare their students for the increasingly demanding workplace of the 21st century, business schools resort to using experiential learning techniques to make explicit connections between knowledge and experiences students already have, encouraging them to make their own interpretations. In this case study, 50 multilingual students participated in a Lego Serious Play (LSP) intervention for one academic semester. Due to the continuous rise of the numbers of international students in management schools in the UK in the post-COVID-19 era, researchers and lecturers indicate that additional support is often deemed necessary to promote social justice for multilingual and multicultural students and support their well-being. These students used LSP to make better sense of the assessment criteria and the theories they had to use to respond to the instructions and prepare a group paper and a group oral presentation in terms of a module on intercultural management. Findings revealed that these English as a Second Language (ESL) students were inspired by the use of LSP as it allowed them to reflect on the theories and apply them in creative ways fostering collaboration and creative problem-solving. Students initially felt uneasy to engage in this new approach but then enhanced their performance in their group oral presentations by 35% as they were able to improve their second language competence and intercultural awareness. The article concludes by discussing implications for using LSP with multilingual ESL students to help them overcome linguistic and cultural barriers, offering suggestions for the effective use of game-based techniques in Higher Education.

0067 Dreams and Personality Influence Creativity

Abstract Introduction Theoretically, during dreaming, weak associations are explored, and information is combined in novel ways, which could lead to increased creativity during waking. However, little research has explored direct relationships between dreaming and objective measures of creativity and the ability to creatively solve problems. Furthermore, personality influences dream recall frequency (DRF) and other aspects of dreaming, suggesting that the relationship between dreaming and creativity may vary based on personality. The goal of the current experiment was to determine if DRF is related to creativity and creative problem-solving, and if these relationships are influenced by personality traits. Methods Seventy-six participants completed questionnaires about dreaming and the Big 5 personality traits (neuroticism, conscientiousness, openness, extraversion, agreeableness) and completed creativity and creative problem-solving tasks. Two tasks measured creativity. In one task, participants generated as many possible uses for an object as they could in one minute. In the other, they generated novel captions for five cartoons. Creative problem-solving was measured using two classic insight problem sets: the matchstick and compound remote associates tasks. Correlations were conducted to determine if DRF is related to any personality traits and multiple regressions were conducted to determine whether DRF or any personality traits predict creativity or creative problem-solving. Results DRF was negatively correlated with agreeableness, such that individuals higher in agreeableness recalled fewer dreams. The multiple regression analyses revealed that both DRF and conscientiousness are significant predictors of divergent thinking. Neither DRF nor any personality traits predicted creative problem-solving. Conclusion These results indicate that agreeableness reduces the frequency of dream recall, perhaps because agreeable individuals try to find problem solutions immediately while awake so they do not worry about them later. Consistent with current theories, frequently recalling dreams increased creativity, suggesting that the exploration of weak or novel relationships during dreaming increases creativity while awake. Conscientiousness also predicted creativity, suggesting that self-sufficient people tend to be more creative. However, frequently recalling dreams did not increase the ability to creatively solve problems. Collectively, these results suggest that personality influences dreaming behaviors and that frequent dreaming and conscientiousness promote creativity. Support (if any)