scholarly journals A model for curriculum development and student evaluation

2002 ◽  
pp. 79-95 ◽  
Author(s):  
Jasmina Sefer
Keyword(s):  
Problem Solving ◽  
Curriculum Development ◽  
Process Evaluation ◽  
Divergent Thinking ◽  
Student Evaluation ◽  
Theoretical Models ◽  
Service Training ◽  
Multiple Process ◽  
Current Reform ◽  
Theoretical Foundations

The paper outlines theoretical foundations for investigations to be conducted in our education, based on USA (DISCOVERY) and Yugoslav (CREATIVITY) previous projects that dealt with developing, investigating and evaluating (a) abilities of creative problem solving within seven types of intelligence after the Gardner model and (b) curriculum that provides and encourages the development of those abilities. Divergent thinking and creativity in all spheres of intellectual behavior in teaching are encouraged by introducing open-type questions, play, exploring activities and multimedia integrative-interdisciplinary thematic approach to problem solving. Multiple intelligence and a dimensional model of problem solving present theoretical foundations for curriculum development and a new qualitative approach to process evaluation of student's various abilities. Investigations should make provisions for comparing the results obtained in various cultures and for integrating best solutions into a common whole. Comparing the results of cultures and testing theoretical models and instruments for the evaluation of students are the outcomes essential to the science of pedagogy. Curriculum development oriented to problem and divergent thinking in different areas, intellectual functioning, and enrichment of the choice of instruments for multiple process evaluation of students can also significantly contribute to the current reform of Yugoslav school, development of student abilities and teacher education and in-service training.

scholarly journals Pengembangan Daya Kreatif (Creative Power) Melalui Dunia Sekolah: Identifikasi Isu

2017 ◽  
Vol 1 (1) ◽  
pp. 131-175
Author(s):  
Fuad Fachruddin
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Creative Problem Solving ◽  
Creative Teaching ◽  
Creative Behavior ◽  
Creative Leadership ◽  
Creative Power ◽  
Creative Problem ◽  
Constructive Behavior

Setiap insan dianugrahi Yang Maha Penyayang daya kreatif (creative power), yang mengandung beberapa dimensi yaitu berfikir kreatif (creative thinking atau divergent thinking),  perilaku kreatif  (creative behavior) atau perilaku konstruktif  (constructive behavior) dan tindakan atau amaliah kreatif.  Sayang tidak semua orang dapat mengembangkan daya tersebut secara optimal. Pola dan pendekatan mendidik di keluarga, sekolah dan masyarakat acap kali tidak mendukung  pengembangan daya kreatif. Tulisan ini membahas beberapa hal seperti tersebut di muka dan pengembangan daya kreatif melalui dunia sekolah. Dalam mengembangkan daya kreatif peserta didik diperlukan hal atau syarat yang mendukung yaitu guru kreatif yang mencakup pembelajaran kreatif (creative teaching), kepala sekolah yang kreatif (creative leadership) dan lingkungan yang kreatif. Pengembangan daya kreatif dalam kontek bangsa untuk  menyiapkan warga bangsa dalam mengadapi kehidupan yang sangat kompetitif (global). Dalam kontek dunia sekolah, pengembangan daya kreatif dimaksudkan sebagai sebagai salah satu upaya peningkatan mutu pendidikan, karena pengembangan daya akan melahirkan superior learning. Pengembangan daya kreatif peserta didik dapat dilakukan melalui pendekatan atau metoda seperti memecahkan masalah secara kreatif (creative  problem solving),  pembelajaran berbasis masalah,  konsep dan  pendekatan  “limit to reach unlimited (dalam keadaan  terbatas dapat melahirkan karya luar biasa).

Performance Incentives, Divergent Thinking Training, and Creative Problem Solving

2020 ◽  
Vol 32 (1) ◽  
pp. 159-176
Author(s):  
Kun Huo
Keyword(s):  
Problem Solving ◽  
Divergent Thinking ◽  
Employee Performance ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Performance Incentives ◽  
Incentive Schemes ◽  
Piece Rate ◽  
Divergent And Convergent Thinking ◽  
Creative Problem

ABSTRACT Creativity theory suggests that effective solutions to creative problems depend on both divergent and convergent thinking (Cropley 2006). Using an experiment in which participants solve insight problems, I investigate the effect of incentive schemes on creative problem-solving performance. I find that both piece-rate pay and a flat wage plus public recognition generate higher performance with divergent thinking training than without. Consistent with the idea that incentives may promote more convergent thinking than divergent thinking, piece-rate pay generates lower creative problem-solving performance than the flat wage in the absence of divergent thinking training (flat wage plus recognition has a neutral effect). The study suggests that when employee performance depends on creative problem solving, firms should implement incentive schemes and/or control systems that promote both divergent and convergent thinking.

CATCH: Physical Activity Process Evaluation in a Multicenter Trial

1994 ◽  
Vol 21 (1_suppl) ◽  
pp. S73-S89 ◽  
Author(s):  
Thomas L. McKenzie ◽  
Patricia K. Strikmiller ◽  
Elaine J. Stone ◽  
Sherry E. Woods ◽  
Sally S. Ehlinger ◽  
...  
Keyword(s):  
Physical Activity ◽  
Process Evaluation ◽  
Cardiovascular Health ◽  
Physical Activity Intervention ◽  
Evaluation Model ◽  
Multicenter Trial ◽  
Intervention Component ◽  
School Day ◽  
Service Training ◽  
Lesson Context

This paper presents the process evaluation model for the physical activity intervention component of the Child and Adolescent Trial for Cardiovascular Health (CATCH) and describes the major procedures used to monitor CATCH PE, the physical education intervention. The paper focuses on CATCH PE teacher training and in-service support as well as on the curriculum implementation. Monitoring training and support included assessing the in-service training workshops and the follow-up on-site assistance provided by staff. Monitoring the implementation included assessing the quantity and quality of CATCH PE instruction in terms of student physical activity engagement and lesson context, the fidelity of the curricular implementation, and the opportunities for other physical activity by children throughout the school day.

Assessment of higher education students’ information problem-solving skills in educational sciences

2020 ◽  
pp. 026666692097618
Author(s):  
Consuelo Garcia ◽  
Esther Argelagós ◽  
Jesús Privado
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Ecological Validity ◽  
Research Question ◽  
Theoretical Models ◽  
Problem Solving Skills ◽  
Procedural Information ◽  
Information Problem Solving ◽  
Information Problem ◽  
Educational Sciences

Many of the current tests that evaluate information problem-solving skills suffer from ecological validity weakness and from library-bias. The Procedural Information Problem-Solving Knowledge Evaluation in Education test (PIKE-E) aims to assess information problem-solving skills of college students in relation to an academic literature review task in educational sciences. It entails a confirmatory analysis of the PIKE-P test in which it is based. The PIKE-E was completed by 700 students from three different Spanish-speaking countries. In our research, we do not assume that information problem solving skills at the international and cultural level are equal, but Internet access is practically the same in higher education. Results show the existence of five first-order factors, Defining the research question, Search strategies planning, Searching and locating sources, Selecting and processing information and Organizing and presenting information, and a general single second-order factor, Information problem-solving, which coincide with contemporary theoretical models on information literacy. The PIKE-E can be used to tackle in which specific areas concerning information skills development, students entering education degrees need to improve to succeed in their studies.

How Does Your Mathematical Garden Grow?

2007 ◽  
Vol 13 (2) ◽  
pp. 68-76
Author(s):  
Shari A. Beck ◽  
Vanessa E. Huse ◽  
Brenda R. Reed
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Real Life ◽  
Middle School Mathematics ◽  
Content Standards ◽  
Mathematical Communication ◽  
Mathematical Ideas ◽  
Application Problem ◽  
Multiple Process ◽  
Problem Solving Process

Imagine a middle school mathematics classroom where students are actively engaged in a real-life application problem incorporating multiple Process and Content Standards as outlined by NCTM (2000). Sounds of mathematical communication arise as students use multiple representations to help connect mathematical ideas throughout the problem-solving process. Students apply various types of reasoning and explore alternate methods of proof while working attentively on applications that incorporate Number and Operations, Algebra, Geometry, and Measurement.

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