The Role of Teachers’ Implementation of the Real Engagement in Active Problem Solving (REAPS) Model in Developing Creative Problem Solving in Mathematics

2021 ◽  
Vol 30 (2) ◽  
Author(s):  
A. Kadir Bahar ◽  
◽  
June Maker ◽  
Alisa Scherbakova ◽  
◽  
...  
Keyword(s):  
Problem Solving ◽  
Gifted And Talented ◽  
Repeated Measures ◽  
Instructional Strategy ◽  
Fidelity Of Implementation ◽  
Teaching Model ◽  
Creative Problem Solving ◽  
The Real ◽  
Creative Problem ◽  
High Level

Teaching is more effective when students are taught through research-based teaching approaches that have been found to be successful in producing the outcomes they advocate. However, use of an effective instructional strategy does not ensure learning, because the success of a sound approach is determined by how well it is implemented. The purpose of this study was to evaluate the effect of the fidelity of implementation of the Real Engagement in Active Problem Solving (REAPS) teaching model on changes in creative problem solving in mathematics. REAPS is a teaching model that was initially designed to meet the needs of exceptionally gifted and talented learners. However, teachers and researchers have found it to be an effective method for teaching all students. Using a repeated measures t-test, we found that creative problem solving of students in a school in which all teachers implemented the REAPS model improved significantly in total scores as well as accuracy and concept subscores. In addition, we found that the level of fidelity of implementation of the model explained 14.8% of the variance in total creative problem solving in mathematics, 20.1% of the variance in accuracy subscore, and finally 4.5% of the variance in concept subscore. We found evidence that teachers can make a significant impact on students’ creative problem solving in mathematics through a high level of fidelity of implementation of the REAPS model.

Building on and Extending the Characteristics of Gifted Learners: Implementing the Real Engagement in Active Problem Solving (REAPS) Teaching Model

2021 ◽  
Vol 30 (2) ◽  
Author(s):  
June Maker ◽  
◽  
Randy Pease ◽  
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Fidelity Of Implementation ◽  
Teaching Model ◽  
Evidence Based ◽  
Gifted Learners ◽  
Real World Problem ◽  
Talented Students ◽  
High Level ◽  
Evidence Based Model

Real Engagement in Active Problem Solving (REAPS) is an evidence-based model for building on and extending the characteristics of gifted learners, enabling them to develop their exceptional talents. The purposes of this study were to (a) identify teachers who implemented the method at a high level of fidelity and (b) describe their ways of applying principles for talent development in content, processes, products, and learning environments. Fidelity of Implementation was high, ranging from 3.0 to 5.8, with a mean of 4.7 on a scale from 0 to 6. Teachers used methods identified as important for exceptionally talented students: engagement, challenge, interest, and relevance. Administrators enabled this high level of implementation. Because the study was conducted in one school, we recommend extending the research to other schools and contexts, and to consider the importance of real-world problem solving in developing the understanding and values needed to use exceptional talents wisely.

Creative problem solving for gifted and talented students

Roeper Review ◽  
1979 ◽  
Vol 2 (4) ◽  
pp. 31-32 ◽  
Author(s):  
Donald J. Treffinger ◽  
Sidney J. Parnes
Keyword(s):  
Problem Solving ◽  
Gifted And Talented ◽  
Creative Problem Solving ◽  
Creative Problem ◽  
Talented Students

scholarly journals Cooperative controversy technique to improve students’ motivation in English debate

2016 ◽  
Vol 6 (1) ◽  
pp. 43
Author(s):  
Suciati Suciati
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Basic Knowledge ◽  
Creative Problem Solving ◽  
The Real ◽  
Creative Problem ◽  
Teaching Learning

<p>Many students do not like English debate. They argue that in the debate, they should apply four skills in English and should have appropriate matter, manner, and method. One of the reasons which make them do not like the debate is their lack of motivation. To solve this problem, teacher or lecturer should apply the appropriate technique in the teaching-learning process. Cooperative controversy technique is different with the traditional debate. In this technique, debaters change positions and try to reach a consensus at the end of the debate. By doing it before practicing the real English debate format, the students will get the basic knowledge about the debate so they do not directly practice the complicated one. Cooperative controversy increases the number of ideas, quality of ideas, feelings of stimulation, and enjoyment and originality of expression in creative problem solving. If it is compared to the group which does not use controversy, in controversy, the members get motivation and satisfaction in solving the problems.</p>

scholarly journals Creative Problem Solving How Do Undergraduates Perceive the Teaching Practice of Their Professors?

2018 ◽  
Vol 8 (2) ◽  
pp. 152
Author(s):  
Efrain Duarte Briceño ◽  
Maria Teresa Diaz-Mohedo ◽  
Jorge Carlos Aguayo Chan ◽  
Guillermo Baeza Ballote
Keyword(s):  
Problem Solving ◽  
Teaching Practice ◽  
Research Question ◽  
Creative Problem Solving ◽  
Know How ◽  
Creative Solutions ◽  
Creative Problem ◽  
High Level ◽  
The University ◽  
Level Of Importance

The research question was inquiring the undergraduates’ perception of their professors’ practice regarding whetherthey make use of the creative problem solving (CPS) as a competence for teaching. The study was performed in apublic university located in the urban area of Merida City, Yucatan, Mexico, where a total of 247 undergraduatesfrom the Education, Economy and Psychology schools participated. A Teacher Practice Perception Scale (TPPS) wasused to know how undergraduates perceive the professor’s practice under the creative problem solving, thefacilitating and hindering factors for developing creative solutions, the importance of CPS for the curriculum andproposals to develop CPS in the university instructional practice. The results show that (a) all undergraduatesperceive CPS at a high level of importance, (b) Psychology undergraduates perceive a medium-high use of CPS bytheir professors, and (c) Psychology undergraduates perceive at a higher level the facilitating factors of this process.

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