Is the Future Problem Solving Program Accomplishing its Goals?

1997 ◽  
Vol 8 (4) ◽  
pp. 157-163 ◽  
Author(s):  
Mary M. Frasier ◽  
Jongyeun Lee ◽  
Susan Winstead
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Middle Grades ◽  
Evaluation Study ◽  
Research Skills ◽  
Communication Problem ◽  
Future Problem ◽  
The Future ◽  
Survey Instruments

This evaluation study investigates whether the Future Problem Solving Program (FPSP) accomplishes its goals of helping students enhance their creative thinking abilities, awareness of and interest in the future, as well as communication, problem solving, teamwork, and research skills. Two hundred five students and 32 teacher-coaches completed the survey instruments: What I Learned instrument for students and What My Students Have Learned instrument for coaches. Findings indicate that (a) students and teacher-coaches feel that the FPSP is accomplishing its goals, (b) teacher-coaches' perceptions were significantly more positive than students' perceptions regarding the accomplishment, and (c) Junior (grades 4–6) division students were significantly more positive than Middle (grades 7–9) or Senior (grades 10–12) division students. Discussion of the findings are provided and further studies are suggested.

Creating a Brighter Future: An Update on the Future Problem Solving Program

1982 ◽  
Vol 5 (1) ◽  
pp. 2-11 ◽  
Author(s):  
Anne Borland Crabbe
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Gifted Children ◽  
Supportive Evidence ◽  
Research Skills ◽  
Future Problem ◽  
Problem Solving Model ◽  
The Future ◽  
Brighter Future ◽  
Images Of The Future

This article focuses on the objectives of the Future Problem Solving Program and describes ways in which they are being achieved. Rationale and supportive evidence are offered for each. The objectives of the program are aimed at helping gifted children: develop richer images of the future become more creative in their thinking develop and increase their communication skills, both verbal and written develop and increase their teamwork skills integrate a problem solving model into their lives, and develop and increase their research skills. Information about securing materials and participating in the program is also provided.

Effects of the Future Problem Solving Program On Children's Concerns About the Future

1992 ◽  
Vol 36 (4) ◽  
pp. 190-194 ◽  
Author(s):  
Mary K. Tallent-Runnels ◽  
Douglas W. Yarbrough
Keyword(s):  
Problem Solving ◽  
Future Problem ◽  
The Future

scholarly journals The Effectiveness of Future Problem-Solving Program (FPSP) in Developing Creative Thinking Skills Among Gifted Students: Experimental Study

2020 ◽  
Vol 9 (4) ◽  
pp. 154
Author(s):  
Yahya Dhamit ◽  
Abd-Alrhman Alzahrani ◽  
Awni Shahin
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Gifted Students ◽  
Thinking Skills ◽  
Future Problem ◽  
Post Test ◽  
Enrichment Program ◽  
Different Dimensions ◽  
Experimental Group

The study aimed at developing an enrichment program based on Future Problem Solving Program (FPSP), and revealing its impact on the development of creative thinking skills among 1st secondary grade gifted students in Al-Baha region. The experimental approach was used and a sample consisted of (24) students was selected. They were divided randomly into two groups: the experimental sample (14 students) and the control sample (10 students). The researchers developed the current study program based on the future problem-solving program (FPSP) and a creative thinking skills scale. The tool validity and reliability were extracted and checked. Results showed significant differences in the performance between the two groups (experimental and control) on the post-test in favor of the experimental group. There were also significant differences between the performance of the experimental group in the pre- posttest, in favor of the post-test on the scale and its different dimensions. This indicates the effectiveness of the enrichment program presented in the current study and its advantage in developing the creative thinking skills for gifted students in regular classroom. In addition, there was a significant difference between the performance of the experimental group in the post- follow-up test, in favor of the follow-up performance on the scale as a whole and its different dimensions.

scholarly journals Remembering the past and imagining the future: Identifying and enhancing the contribution of episodic memory

2016 ◽  
Vol 9 (3) ◽  
pp. 245-255 ◽  
Author(s):  
Daniel L Schacter ◽  
Kevin P Madore
Keyword(s):  
Problem Solving ◽  
Episodic Memory ◽  
Creative Thinking ◽  
The Past ◽  
Brief Training ◽  
Episodic Simulation ◽  
Neural Processes ◽  
The Future ◽  
Future Events ◽  
Past Experiences

Recent studies have shown that imagining or simulating future events relies on many of the same cognitive and neural processes as remembering past events. According to the constructive episodic simulation hypothesis, such overlap indicates that both remembered past and imagined future events rely heavily on episodic memory: future simulations are built on retrieved details of specific past experiences that are recombined into novel events. An alternative possibility is that commonalities between remembering and imagining reflect the influence of more general, non-episodic factors such as narrative style or communicative goals that shape the expression of both memory and imagination. We consider recent studies that distinguish the contributions of episodic and non-episodic processes in remembering the past and imagining the future by using an episodic specificity induction—brief training in recollecting the details of a past experience—and also extend this approach to the domains of problem solving and creative thinking. We conclude by suggesting that the specificity induction may target a process of event or scene construction that contributes to episodic memory as well as to imagination, problem solving, and creative thinking.

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