Naive dialectical thinking, ethnicity, and creative problem finding

Penelitian ini dilatarbelakangi oleh kebutuhan sumber daya manusia yang mampu berpikir kreatif untuk memecahkan masalah. Salah satu cara untuk mengatasinya adalah mengoptimalkan peningkatan kemampuan berpikir kreatif pada siswa. Penelitian ini bertujuan untuk mengetahui kelayakan dan efektifitas modul IPA berbasis Creatif Problem Solving (CPS) untuk meningkatkan kemampuan berpikir kreatif siswa. Penelitian ini merupakan jenis penelitian Research and Development. Pengembangan modul menggunakan model four-d mengacu pada model Borg & Gall, meliputi tahap define, design, development,dan disseminate. Modul dikembangkan menggunakan model pembelajaran Creatif Problem Solving (CPS), meliputi tahap objective finding, fact finding, problem finding, idea finding, solution finding, dan acceptance finding. Teknik Pengumpulan data menggunakan angket dan soal tes open-ended. Pengujian menggunakan metode eksperimen pretest postest control group design yang melibatkan 30 siswa kelas VII untuk setiap grup. Teknik analisis data menggunakan analisis deskriptif untuk menganalisis kelayakan modul dan t-test untuk menganalisis kemampuan berpikir kreatif. Hasil penelitian menunjukkan bahwa kelayakan modul hasil pengembangan adalah sangat baik berdasarkan penilaian ahli, praktisi, dan teman sejawat. Berdasarkan hasil uji-t terdapat perbedaan yang signifikan antara hasil pretest dan posttest pada kemampuan berpikir kreatif yaitu 0,000. Hasil n-gain kemampuan berpikir kreatif pada kelas eksperimen adalah 0,368 (sedang), n-gain kemampuan berpikir kreatif pada kelas kontrol adalah 0,150 (rendah). Hal ini menunjukkan bahwa modul IPA berbasis Creatif Problem Solving (CPS) memiliki efektifitas tinggi dan mampu meningkatkan kemampuan berpikir kreatif siswa serta layak digunakan dalam pembelajaran

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A Bridge Too Far: Conceptual Distance and Creative Ideation

Creativity Theories – Research – Applications ◽

10.1515/ctra-2017-0017 ◽

2017 ◽

Vol 4 (2) ◽

pp. 333-352 ◽

Cited By ~ 1

Author(s):

Ian Hocking ◽

David Vernon

Keyword(s):

Creative Process ◽

Semantic Space ◽

Similar Technique ◽

Problem Finding ◽

Novel Technique ◽

Verbal Problem ◽

Creative Problem ◽

Creative Ideation ◽

Experimental Group

Abstract Previous research has shown changing perspectives to be important in problem finding, with viewpoint-based techniques like the 'six thinking hats' and the 'six honest serving men' improving performance (e.g. Vernon & Hocking, 2014). To date, however, evidence for similar techniques based on conceptually 'near' and 'far' cues, where conceptual distance is defined topologically in a semantic space, has shown mixed results. In a sample of 171 participants, we used two standard verbal problem scenarios together with a novel technique comprising six concepts that were either conceptually near or far from the problem scenario. Participants in the experimental group used the concepts when generating solutions; controls were given empty placeholders instead of concepts. Performance was measured for fluency, quality, originality and flexibility. Apart from flexibility, participants did worse when using concepts of either type in comparison to controls. For flexibility, a borderline boost for far concepts was observed (η2 = .03, p = .06). We conclude that the cognitive load overhead introduced by our concept-cueing technique, or any other similar technique that attempts to shape the creative process, needs to be minimised through a variety of methods before we can better determine its usefulness and, thus, the role of conceptual distance in creative problem solving.

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Creative Problem Solving in Primary Education: Exploring the Role of Fact Finding, Problem Finding, and Solution Finding across Tasks

Thinking Skills and Creativity ◽

10.1016/j.tsc.2020.100665 ◽

2020 ◽

Vol 37 ◽

pp. 100665

Author(s):

Mare van Hooijdonk ◽

Tim Mainhard ◽

Evelyn H. Kroesbergen ◽

Jan van Tartwijk

Keyword(s):

Problem Solving ◽

Primary Education ◽

Creative Problem Solving ◽

Problem Finding ◽

Creative Problem ◽

Fact Finding

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Update: Guidelines for Effective Facilitation of Creative Problem Solving

Gifted Child Today Magazine ◽

10.1177/107621758901200522 ◽

1989 ◽

Vol 12 (5) ◽

pp. 44-47 ◽

Cited By ~ 1

Author(s):

Roger L. Firestien ◽

Donald J. Treffinger

Keyword(s):

Problem Solving ◽

Creative Problem Solving ◽

Critical Thought ◽

Creative Thought ◽

Problem Finding ◽

New Ideas ◽

Creative Problem ◽

Facilitation Techniques

The first article in this series provided an overview of the concepts and processes of CPS (Creative Problem Solving) with a detailed discussion of the logistics of a CPS session (resources, materials, setup, and facilitation techniques). Each of the six phases of CPS — Mess-Finding (MF), Data-Finding (DF), Problem-Finding (PF), Idea-Finding (IF), Solution-Finding (SF), and Acceptance-Finding (AF) — involves a divergent (creative thought) phase, which focuses on generating new ideas and possibilities, and a convergent (critical thought) phase, which selects, synthesizes, and refines ideas.

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The Case of the Hungry Hippos: Supporting Students’ Development of Problem-Finding Strategies

Gifted Child Today ◽

10.1177/10762175211008524 ◽

2021 ◽

Vol 44 (3) ◽

pp. 128-140

Author(s):

Lisa DaVia Rubenstein ◽

Gregory L. Callan ◽

Kate Shively ◽

Kristie Speirs Neumeister

Keyword(s):

Design Method ◽

Cognitive Strategies ◽

Gifted Students ◽

Learning Objectives ◽

Sufficient Time ◽

Problem Identification ◽

Identification Process ◽

Problem Finding ◽

Creative Problem ◽

Assessment Performance

While problem identification is a key stage in creative problem solving, many gifted students may rush to begin developing solutions before they have spent sufficient time accurately identifying the underlying problem or opportunity. As a result, they may develop irrelevant or hackneyed solutions. Despite the importance of problem finding, teachers may struggle to provide opportunities for students to practice authentic problem finding for a variety of reasons, including ambiguity surrounding the problem-finding process and concerns regarding external expectations emphasizing standardized assessment performance. Thus, the purpose of this article is to address these concerns by (a) operationalizing the process of problem finding and (b) delineating an instructional design method to support teachers as they construct problem-finding opportunities for students. Our research team identified four primary cognitive strategies involved in problem finding, including: Resource Management, Elaboration, Analysis, and Manipulation, which we integrate into the “Facilitating Problem-Finding Model” to provide clarity for the problem identification process. Then, we illustrate how teachers may use these specific strategic approaches to create targeted learning objectives. These objectives serve to anchor assessments and classroom experiences, providing students with important opportunities to develop problem-finding skills.

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