Convergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staff

To investigate the impact of personality factors on the novelty and variety of design outcomes, we conducted an experiment with 33 engineering students of various class standings. All students were enrolled in an introductory engineering design class and completed the same design task, improving the functionality of a traffic light while making sure that it runs sustainably. Our results indicate significant impact of two personality dimensions on design outcomes: openness and agreeableness. These results match findings in the literature that show significant impact of certain personality dimensions of individual scientists on creative problem solving outcomes. We argue that creative problem solving in the engineering domain can be different, as it might require a higher level of tactile thinking in comparison to science; thus, investigation of the impact of personality on creative outcomes was necessary. Accordingly, we recommend measuring and using the personality dimensions as co-variates in empirical observations of design outcomes.

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Integrating Mathematical Thinking and Creative Problem Solving in Engineering Mathematics Blended Learning

Sains Humanika ◽

10.11113/sh.v9n1-2.1092 ◽

2017 ◽

Vol 9 (1-2) ◽

Cited By ~ 1

Author(s):

Hamidreza Kashefi ◽

Zaleha Ismail ◽

Yudariah Mohamad Yusof

Keyword(s):

Problem Solving ◽

Blended Learning ◽

Teaching And Learning ◽

Engineering Students ◽

Mathematical Thinking ◽

Creative Problem Solving ◽

Engineering Mathematics ◽

Variable Function ◽

Multivariable Calculus ◽

Creative Problem

Engineering students often find their first university multivariable calculus experience very challenging. While moving from single variable function to multivariable function with procedural aspects of the subject, solving limit, derivation, and integral problems, they may struggle with crucial conceptual ideas underpinning them, making it very difficult to progress in more advanced courses. The main objective of this research is to establish a model of teaching and learning by integrating mathematical thinking and creative problem solving to support students in the learning of multivariable calculus through a blended learning environment. The results revealed that blended learning proved a valuable support and adjunct to students’ learning.

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The relationship of the quality of creative problem solving stages to overall creativity in engineering students

Thinking Skills and Creativity ◽

10.1016/j.tsc.2020.100734 ◽

2020 ◽

Vol 38 ◽

pp. 100734

Author(s):

Lamies J. Nazzal ◽

James C. Kaufman

Keyword(s):

Problem Solving ◽

Engineering Students ◽

Creative Problem Solving ◽

Creative Problem ◽

Relationship Of ◽

The Relationship

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Teaching Creative Problem Solving in Engineering Education

Handbook of Research on Creative Problem-Solving Skill Development in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0643-0.ch005 ◽

2016 ◽

pp. 94-115

Author(s):

René Victor Valqui Vidal

Keyword(s):

Problem Solving ◽

Active Learning ◽

University Students ◽

Engineering Education ◽

Engineering Students ◽

Learning Processes ◽

Creative Problem Solving ◽

Creative Processes ◽

Methods And Techniques ◽

Creative Problem

In this chapter, the principles of active learning and the contents of a creativity course entitled: Creativity and Problem Solving, are presented. The main purpose of this course was to create a space for discussing, reflecting and experimenting with creativity, creative processes and creative methods of relevance for university students working with problem-solving approaches. This course was developed at the Technical University of Denmark during the period 1998-2008 for engineering students of various specialities. It started with very few students and developed to a very popular course attracting many students from abroad. The selected themes, the methods and techniques, the structure of the course, the learning processes and the achieved results can be applied to a similar course for university students of other fields such as IT, Mangement Sciences, System Sciences, Computer Sciences, Design, Agriculture, Businees, Art and Education, etc. Finally some reflections, recommendations, and conclusions are also presented.

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Self-Efficacy in the Classroom: Developing the Skills of Citizenship

Citizenship Social and Economics Education ◽

10.2304/csee.1997.2.3.136 ◽

1997 ◽

Vol 2 (3) ◽

pp. 136-144

Author(s):

Alison. M. Sewell ◽

Alison. M. St George

Keyword(s):

New Zealand ◽

Problem Solving ◽

Social Studies ◽

Social Action ◽

Self Efficacy ◽

Creative Problem Solving ◽

Learning And Teaching ◽

Positive Effects ◽

Creative Problem

This article reflects on a social studies intervention where Creative Problem Solving (CPS) was taught in a class of seven- and eight-year-old children in New Zealand. CPS was used as a framework to develop the skills required for effective citizenship, a key goal in social studies education. This intervention also looked at the important role of self-efficacy in learning to solve and act on social problems. It will be shown that the use of CPS can have positive effects on self-efficacy for problem solving in social studies, and that it can be a valuable framework to involve children in social action. Implications for learning and teaching in the classroom are considered.

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