Creative Problem Solving: Guidelines and Resources for Effective Facilitation

Abstract

Creative Problem-Solving is a dynamic, flowing system for solving problems. The nature of the process calls for great divergence to occur in all steps, followed by a convergent phase during which insightful or intended to provide some practical suggestions concerning useful ideas and techniques to make teachers' efforts in facilitating the CPS process more effective and more exciting. These suggestions are drawn from our experiences, and those of our colleagues, in using CPS with many different groups from "early childhood through adult. We will consider the basic equipment needs or "logistics" for an effective environment, as well as specific techniques that can be employed in each of the five steps of the CPS process.

Predicting Creative Problem-Solving in Math From a Dynamic System Model of Creative Problem Solving Ability

“…CPSA can prosper or wither as an organic system, depending on the micro-and macroenvironmental conditions (Cho, 2003). Treffinger's CPS version 4.0 emphasizes a three-stage process, namely problem finding, generating ideas, and planning for action for CPS, where DT and CT are both utilized at each stage (Firestien & Treffinger, 1989;Isaksen, 1995;Treffinger, 1995). Although not the latest version, CPS version 4.0 was chosen since it clearly describes the creative problem-solving processes of young students who are relatively inexperienced in real-life problem solving.…”

Threshold Effects of Creative Problem‐Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

“…Version 4.0 of Treffinger's CPS emphasizes a three-stage process of solving problems creatively, where divergent thinking and convergent thinking are both utilized at each stage [35,36]. The three overall stages of the CPS process are as follows: understanding the problem (mess-finding, data-finding, and problem finding); generating ideas (idea-finding); and planning for action (solution-finding and acceptance-finding) [37].…”

“…The CPSAI is a self-report questionnaire in which students rate their frequency of using attributes of creative problem-solving, by responding to 41 items on a scale from 1 (Hardly Ever) to 5 (Very Often). The theoretical basis of the CPSAI is adopted from Cho's Dynamic System Model of Creative Problem-Solving and Treffinger's Creative ProblemSolving [23,35]. There are five subscales included: Divergent Thinking; Convergent Thinking; Motivation; General Knowledge; and Environment.…”

“…In this study, the Creative Problem-Solving Attributes Inventory (CPSAI) was developed by combining Cho's dynamic system model [23,24,30] and Treffinger's CPS Model Version 4.0 [35,36] as frames of reference. Version 4.0 of Treffinger's CPS emphasizes a three-stage process of solving problems creatively, where divergent thinking and convergent thinking are both utilized at each stage [35,36].…”

Development of student creative skills: A quest for successful science education

“…Firestien (1983Firestien ( , 1988) demonstrated how the use of creative problem solving can be an effective teaching tool. Guilford's (1984) work has been particularly useful in terms of establishing reliability of consequencetype tests and their validity in determining the effect of instruction upon students.…”