Learning from Failure: A Case Study on Creative Problem Solving

Sousa, Fernando; Monteiro, Ileana Pardal; Walton, Andre P.; Pissarra, João

doi:10.1016/j.sbspro.2013.04.062

Cited by 9 publications

(10 citation statements)

References 6 publications

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“…This finding corresponds to that of previous studies that also demonstrated the positive effect of PBL on developing students" high-order thinking, including creativity, critical thinking, and problem solving (Tsybulsky & Muchnik-Rozanov, 2019;Chu et al, 2017;Hä kkinen et al, 2017). More specifically, team project work and students" commitment to it could successfully process CPS (Sousa et al, 2013). While Laio et al (2014) found that there were differences in CPS between genders, no such difference was found in this study.…”

Section: Discussionsupporting

confidence: 91%

Enhancing Creative Problem Solving in Postgraduate Courses of Education Management Using Project-Based Learning

Chen¹,

Chan²

2021

IJHE

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The aim of this study is to enhance students’ creative problem-solving ability using a project-based learning approach. The study was based on a quasi-experimental design and the participants were 69 postgraduate students in the field of education management. There were 35 of the students assigned to the experimental group, and the remaining 34 to the control group. The experiment was conducted over 15 classes for 2 months. A creative problem-solving questionnaire was used as a pre-test and post-test before and after the experiment. The results showed that the students’ creative problem-solving ability had been effectively enhanced by the intervention of project-based learning, especially in terms of identifying problems, finding solutions and evaluating them.

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Section: Discussionsupporting

confidence: 91%

Enhancing Creative Problem Solving in Postgraduate Courses of Education Management Using Project-Based Learning

Chen¹,

Chan²

2021

IJHE

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“…Each learning activity will be arranged based on the stages in the Creative Problem Solving model. Based on OFSIDA criteria for the Osborn-Parnes model, namely the stages of Objective Finding, Fact Finding, Problem Finding, Idea Finding, Solution Finding, and Acceptance Finding (Sousa, Monteiro, Walton, & Pissarra 2013). Furthermore, the researchers arranged the components of the electronic modules and designed the electronic modules.…”

Section: Develop Instructional Strategymentioning

confidence: 99%

Development of Electronic Module Using Creative Problem-Solving Model Equipped with HOTS Problems on The Kinetic Theory of Gases Material

Astra

Raihanati

Mujayanah

2020

jpppf

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This research aims to develop and produce an e-module of physics using a creative problem-solving model equipped with HOTS problems on the kinetic theory of gases material as independent teaching material for high school students of class XI IPA. The research method used in this study is the Research and Development (R & D) method using the model of Dick & Carey. The creative problem-solving model has six learning stages. The electronic module is equipped with HOTS questions, where HOTS is a high- level thinking skill that includes three indicators, including analyzing skills (C4), evaluating (C5), and creating (C6). The instrument used in this study is a questionnaire using a Likert scale. This e-module has gone through a validation test involving material experts, media experts, and learning experts. The results of expert validation are 82.83%. The result in the field-test by physics teachers shows an average score of 83.05%. The field-test results by the students of SMAN 16 Jakarta shows an average score of 93.44%. The result of the effectiveness test had a gain score of 0.502 indicates that the e-module can increase students’ high order thinking skills in the middle classification. These results show that the e-module of physics using a creative problem-solving model equipped with HOTS questions in the kinetic theory of gases material can be feasible as independent teaching material and can increase students’ high order thinking skills.

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“…People become more creative when they constantly solve daily problems in different ways (Kanbay et al, 2013;Kuo-Hing Tsemg et al, 2013;Mumford et al, 2000). The foundations of creativity include 1) originality, 2) appropriateness, 3) future orientation and 4) ability to solve problems (Marke et al, 2008;Fernando et al, 2013;David et al, 2013). In this context, creative thinking not only looks at the ability to solve problems but identifies how students find alternatives to solve a problem.…”

Section: Creative Problem Solving: Challenges and Issuesmentioning

confidence: 99%

Creative Problem-Solving (CPS) Skills among University Students

Amran¹,

Kutty²,

Surat³

2019

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Malaysia had launched the National Education Blueprint (Higher Education) 2015-2025 aimed to improve higher education. There are six learner's aspirations that have been identified to promote excellence in higher education. The blueprint aimed to develop the attributes of students and graduates in line with the world of 21 st century education. One of the attributes that have been emphasized is Creative Problem-Solving (CPS) skills. CPS skills refer to the ability of individuals to solve problems through the development of creative and brilliant ideas. Thus, this paper will present the concept of creative problem-solving skills among university students. Furthermore, this paper will describe the issues and challenges in creative problem solving and the factors that influence this skill. Additionally, a review of creative problem solving (CPS) skills theory is proposed to understand the information processing in order to approach the problem creatively among students and university lecturers. Therefore, this paper will provide inputs to empowering students and higher institution for creative problem-solving skills.

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Learning from Failure: A Case Study on Creative Problem Solving

Cited by 9 publications

References 6 publications

Enhancing Creative Problem Solving in Postgraduate Courses of Education Management Using Project-Based Learning

Enhancing Creative Problem Solving in Postgraduate Courses of Education Management Using Project-Based Learning

Development of Electronic Module Using Creative Problem-Solving Model Equipped with HOTS Problems on The Kinetic Theory of Gases Material

Creative Problem-Solving (CPS) Skills among University Students

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