scholarly journals Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations

2015 ◽  
Vol 8 ◽  
pp. 153 ◽  
Author(s):  
Patricia L Samson
Keyword(s):  
Student Engagement ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Learning Strategies ◽  
Teaching Method ◽  
Real Life ◽  
Teaching Methodology ◽  
Creative Problem Solving ◽  
Creative Problem

Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the development of critical thinking skills. Incorporating active learning strategies in a way that transcends the classroom and sparks interest and passion for students is an important pedagogical ingredient for educators. The key question driving this study is how can CPS as a teaching method be used to motivate students and engage them in a process of active learning within the context of a social policy course? This study examines student engagement and motivation in a problem-centred approach to teaching and learning, and provides a concrete example of a CPS exercise couched in small group facilitations to support peer learning.

Real-life creative problem solving in teams: fNIRS based hyperscanning study

NeuroImage ◽  
2019 ◽  
Vol 203 ◽  
pp. 116161 ◽  
Author(s):  
Naama Mayseless ◽  
Grace Hawthorne ◽  
Allan L. Reiss
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Creative Problem Solving ◽  
Creative Problem

scholarly journals Theoretical Biomimetics: A biological design-driven concept for creative problem-solving as applied to the optimal sequencing of active learning techniques in educational theory

2017 ◽  
Vol 4 (2) ◽  
pp. 80
Author(s):  
La Shun L. Carroll
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Multidisciplinary Approach ◽  
Final Section ◽  
Creative Problem Solving ◽  
Biological Design ◽  
Optimal Sequencing ◽  
Learning Techniques ◽  
Education Theory ◽  
Creative Problem

<p><span lang="EN-US">The article introduces the author’s concept of applying principles of biological design to drive creative problem-solving.  It provides a brief background of the field of Biomimetics, which serves as a context for the reader to appreciate how it began with an established field upon which he constructed and adapted his concept to apply to human-made intangibles.  A discussion of Theoretical Biomimetics specifies the differences between it and its predecessor.  The final section provides the opportunity to see Theoretical Biomimetics in detail applied to education theory to address a problem related to student learning in higher education and how best to establish optimized sequences to implement evidence-based active-learning techniques to fill a void in the literature demonstrating from nature what has worked.  The originality lies in the author taking a multidisciplinary approach to synergize a sequence of existing active-learning techniques and apply them to a new area in a new way. </span></p>

scholarly journals Penerapan Metode Pembelajaran “Active Learning-Small Group Discussion” di Perguruan Tinggi Sebagai Upaya Peningkatan Proses Pembelajaran

FONDATIA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 19-34
Author(s):  
Endah Syamsiyati Nur Jannah
Keyword(s):  
Active Learning ◽  
Small Group ◽  
Learning Strategies ◽  
Student Development ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Real Life ◽  
Small Group Discussion ◽  
Learning Methods ◽  
The Subject

The active learning approach that is carried out in the subject of Student Development in the Faculty of Islamic Sciences majoring in PAI at the Islamic University of Indonesia in the 4th semester, aims to improve student learning activeness with non-monotonous learning strategies. With this learning method, students can actively explore themselves by finding the main ideas in solving a problem, or students can apply what is learned in real life. Several learning methods can be used as alternatives to increase student activity during the learning process, one of them is "Active Learning Methods-Small Group Discussion". This study uses a qualitative descriptive analysis by collecting data through observation and documentation. The results of this research method of active learning with a group discussion or small group discussion can increase learning activeness involving fourth-semester students of class D in the subject of the development of PAI FIAI UII Yogyakarta students in terms of the theories put forward by experts.

scholarly journals ACTIVE-ating Artificial Intelligence: Integrating Active Learning in an Introductory Course

AI Magazine ◽  
2014 ◽  
Vol 35 (4) ◽  
pp. 125-126
Author(s):  
Marie DesJardins
Keyword(s):  
Artificial Intelligence ◽  
Student Engagement ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Active Center ◽  
Group Problem ◽  
Group Problem Solving ◽  
Introductory Course ◽  
Classroom Space

his column describes my experience with using a new classroom space (the ACTIVE Center), which was designed to facilitate group-based active learning and problem solving, to teach an introductory artificial intelligence course. By restructuring the course into a format that was roughly half lecture and half small-group problem-solving, I was able to significantly increase student engagement, their understanding and retention of difficult concepts, and my own enjoyment in teaching the class.

Teaching Creative Problem Solving in Engineering Education

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.

scholarly journals EFEKTIVITAS MODEL CREATIVE PROBLEM SOLVING BERBASIS APLIKASI BIT.LY DALAM PEMBELAJARAN FISIKA

2020 ◽  
Author(s):  
Asep Ilham Juliansyah ◽  
Nana
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Creative Problem Solving ◽  
Literature Study ◽  
Model Based ◽  
Problem Solving Model ◽  
Teachers And Students ◽  
Creative Problem ◽  
Problem Solving Process

This research uses the bit.ly application as a medium in learning strategies using virtual simulations aimed at increasing students' mastery and understanding in understanding a material. The purpose of this research is motivated by the lack of mastery of the material so that the learning applied is not yet maximal, because it is necessary for innovation in learning by applying the creative problem solving model based on bit.ly application. Creative problem solving model as a problem solving process is accompanied by the use of bit.ly applications so that students are motivated in learning and can improve their learning outcomes and also hone the creativity of a teacher. The method used in this paper is literature study by examining some literature to be analyzed and made conclusions. the results of this study prove that the application of a creative problem solving model based on bit.ly applications as learning innovations can be one of the solutions to problems encountered in the teaching and learning process in the classroom and also facilitate the teacher in delivering a material. The creative problem solving model is applied in high school with several steps: students clarify various problems to solve, then emphasize to better understand students using the bit.ly application. Creative problem solving learning that uses the bit.ly application can activate the creativity of teachers and students so that students become more active in learning. Therefore, the need for a teacher's readiness to always innovate in providing material and also the readiness of a student to accept all forms of innovation.

Generalizability of Creative Problem Solving Procedures to Real-Life Problems

1990 ◽  
Vol 13 (2) ◽  
pp. 141-155 ◽  
Author(s):  
Bonnie Cramond ◽  
Charles E. Martin ◽  
Edward L. Shaw
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Training Group ◽  
Control Group ◽  
Creative Problem Solving ◽  
Chi Square ◽  
Life Problems ◽  
Transfer Training ◽  
Transfer Strategies ◽  
Creative Problem

This study investigated whether students trained in Creative Problem Solving (CPS) generalize such training to the solution of problems presented out of the context of the training sessions. In an attempt to answer these questions, 75 sixth, seventh, and eighth grade gifted students were randomly assigned to either of two experimental groups or a control group. The experimental groups were CPS, who received traditional Creative Problem Solving training, and CPST, who received CPS training with transfer strategies infused. The control group received training in various memory tasks, analogical skills, and logic exercises. After the training, all students were given a problem solving task during which they were observed, and a followup interview. Percentages of students in each group who exhibited various problem-solving behaviors were calculated and the results were analyzed using a Chi-square procedure. In each case, the transfer training group had the highest percentage of students applying the strategies, followed by the CPS group, and finally the control group (p<.05). The results indicate that there was a higher degree of transfer of problem-solving strategies by the CPST group.

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