Advocating Problem-Based Learning and Creative Problem-Solving Skills in Global Education

2016 ◽  
pp. 351-377 ◽  
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Problem Solving ◽  
Global Education ◽  
Problem Based Learning ◽  
Educational Institutions ◽  
Educational Performance ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Educational Administrators ◽  
Strategic Goals ◽  
Creative Problem

This chapter aims to advocate the development of Problem-Based Learning (PBL) and creative problem-solving skills in global education, thus describes the theoretical and practical overviews of PBL and creative problem-solving skills, the significance of PBL in global education, and the significance of creative problem-solving skills in global education. The application of PBL and creative problem-solving skills are critical in the educational institutions that seeks to serve the educational administrators and students, increase educational performance, sustain competitiveness, and fulfill expected accomplishment in global education. Therefore, it is required for educational institutions to utilize PBL and creative problem-solving skills and develop a strategic plan about PBL and creative problem-solving skills towards satisfying the requirements of the educational administrators and students. The chapter argues that advocating PBL and creative problem-solving skills has the potential to improve educational performance and reach strategic goals in global education.

Advocating Problem-Based Learning and Creative Problem-Solving Skills in Global Education

2021 ◽  
pp. 1372-1398
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Problem Solving ◽  
Global Education ◽  
Problem Based Learning ◽  
Educational Institutions ◽  
Educational Performance ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Educational Administrators ◽  
Strategic Goals ◽  
Creative Problem

This chapter aims to advocate the development of Problem-Based Learning (PBL) and creative problem-solving skills in global education, thus describes the theoretical and practical overviews of PBL and creative problem-solving skills, the significance of PBL in global education, and the significance of creative problem-solving skills in global education. The application of PBL and creative problem-solving skills are critical in the educational institutions that seeks to serve the educational administrators and students, increase educational performance, sustain competitiveness, and fulfill expected accomplishment in global education. Therefore, it is required for educational institutions to utilize PBL and creative problem-solving skills and develop a strategic plan about PBL and creative problem-solving skills towards satisfying the requirements of the educational administrators and students. The chapter argues that advocating PBL and creative problem-solving skills has the potential to improve educational performance and reach strategic goals in global education.

Design Thinking in Higher Education

2016 ◽  
pp. 306-328 ◽  
Author(s):  
Julia von Thienen ◽  
Adam Royalty ◽  
Christoph Meinel
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Empirical Studies ◽  
Problem Based Learning ◽  
Creative Problem Solving ◽  
Educational Approach ◽  
Problem Solving Skills ◽  
Work Spaces ◽  
Creative Problem ◽  
Problem Solving Process

This chapter introduces design thinking as an educational approach to enhance creative problem-solving skills. It is a problem-based learning paradigm that builds on three pillars: A creative problem solving process, creative work-spaces and collaboration in multi-perspective teams. This chapter discusses central elements of design thinking education and contrasts the approach to conventional education as well as other problem-based learning paradigms. In particular, design thinking classes harness a unique “look and feel” and “verve” to help students acquire and experience creative mastery. Furthermore, the chapter overviews empirical studies on design thinking education. Four studies are described in more detail: Experiments on the three pillars of design thinking and one case study where a university class curriculum has been changed to a design thinking paradigm. Finally, the chapter provides resources for readers who want to learn more about design thinking education.

scholarly journals ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS

2020 ◽  
Vol 13 (2) ◽  
pp. 270-291 ◽  
Author(s):  
Madihah Khalid ◽  
Supiah Saad ◽  
Siti Rafiah Abdul Hamid ◽  
Muhammad Ridhuan Abdullah ◽  
Hasniza Ibrahim ◽  
...  
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Science Technology ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Creative Problem ◽  
And Mathematics

In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.

scholarly journals Analisis Keterlaksanaan Model Pembelajaran Creative Problem Solving (CPS) dan Pengaruhnya terhadap Keterampilan Proses Sains Siswa pada Materi Asam Basa Kelas XI IPA SMAN 10 Kota Jambi

2018 ◽  
Vol 10 (1) ◽  
pp. 41-48
Author(s):  
Abu Bakar ◽  
Siti Nurjanah ◽  
Fuldiaratman Fuldiaratman
Keyword(s):  
Problem Solving ◽  
Base Material ◽  
Learning Model ◽  
Process Skills ◽  
Creative Problem Solving ◽  
Acid Base ◽  
Problem Solving Skills ◽  
Science Process Skills ◽  
Teachers And Students ◽  
Creative Problem

Model creative problem solving (CPS) is one model of learning centered on problem-solving skills, followed by strengthening creativity. When faced with a situation of question, students can perform problem-solving skills to select and develop a response. While the science process skills are skills that foster scientific attitude of students. By using methods practicum, students' science process skills can be seen. This study aims to determine the extent of adherence to the creativesolving model-basedproblemand the effect on students' science process skills in the acid-base material in class XI IPA 2 SMAN 10 Jambi. The approach used in this study is a mixed approach (mix method) with the type ofmodels exploratory sequentile (model order of discovery). The sampling technique was conducted by purposivesampling.There is one class that is used as a sample of grade XI 2. The research instrument used is the observation sheet enforceability of the model by teachers and students as well as students' science process skills and post-test students. Data qualitative data analysis techniques using Miles and Huberman and quantitative data usingcorrelation product momenttest. Imlementation model of creative problem solving (CPS) by teachers and students has been implemented according to the principles model of creative problem solving (CPS) each meeting. The percentage of adherence to a model by the teacher obtained a score of percentage 70.00% (Good), adherence to a model by the percentage of students obtained a score of 71.28% (Good), and the enforceability of the science process skills percentage of students obtained a score of 75.34% (Good). Correlation of adherence to the model of creative problem solving in science process skills by being categorized with the average rxy0,4150. Based on conclusion is that the learning model creative problem solving (CPS) has been performing well and the effect on the improvement of science process skills of students in the material acid-base in class XI IPA 2 SMAN 10 Jambi. Keywords: Learning Model Creative Problem Solving, Science Process Skills, Acids and Bases

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