The role of problem-based learning in developing creative expertise

Abstract

Contemporary real-world problems require creative solutions, necessitating the preparation of a new generation of creative experts capable of finding original solutions to ill-structured problems. Although much school-based training in creativity focuses on discrete skills, real-world creativity results from a multidimensional interaction between and among personal attributes, specific processes, internal or external Press for invention, and a valued Product. All of these are often set into action by an individual's Passion to create something new. Creative experts also tend to see creativity and problem-solving as deeply intertwined, especially when solving ill-structured problems. Students must experience all of these elements, including the emotional catalyst, if they are to understand the full creative process. Problem-based learning (PBL) can be used to immerse students in authentic scenarios that necessitate creative thought. An alignment is drawn between creativity theory and the inquiry-based structure of PBL. Evidence is provided documenting the efficacy of using PBL to promote various dimensions of creative thought from discrete strategies to more general characteristics of ''flow''. Evidence is also presented that PBL can be a tool in a reconceptualization of giftedness or talent by allowing teachers to see a more complete set of skills and abilities among their students.

Exceptional talent in the 21st century context: Conceptual framework, definition, assessment, and development

“…Developed as a way to make teaching in medical schools more practical, PBL has become a popular method for teaching at many different developmental levels and most frequently in science. However, its use has been spreading to other content areas as well (Gallagher, 2015). Researchers have found the use of PBL to be successful in developing content knowledge, retaining that knowledge over a long period of time, applying knowledge in practical situations, and enhancing problem-solving ability (Gallagher, 2015; Gallagher and Stepien, 1996; Gallagher et al, 1992; Hmelo-Silver, 2004) and perhaps most importantly for this discussion, student engagement in learning (Hmelo-Silver, 2004; Lieberman et al, 1997; MacKinnon, 1999; Maxwell et al, 2001).…”

“…However, its use has been spreading to other content areas as well (Gallagher, 2015). Researchers have found the use of PBL to be successful in developing content knowledge, retaining that knowledge over a long period of time, applying knowledge in practical situations, and enhancing problem-solving ability (Gallagher, 2015; Gallagher and Stepien, 1996; Gallagher et al, 1992; Hmelo-Silver, 2004) and perhaps most importantly for this discussion, student engagement in learning (Hmelo-Silver, 2004; Lieberman et al, 1997; MacKinnon, 1999; Maxwell et al, 2001). Components of Problem Based Learning include (a) complex problems chosen from real-world situations and contexts, (b) ill-structured problems (defined as the most open-ended in the framework for this article), (c) stakeholders with different interests and perspectives related to the problem, and (d) small-group collaboration in stakeholder groups.…”

Analysis of The Difficulties of the Mathematical Creative Thinking Process in Problem Based Learning

“…Relevant research that the Problem based learning model can be used as an alternative learning model used in schools to achieve highlevel thinking competencies [30]. PBL can also be used to immerse students in authentic scenarios that require creative thinking [5]. In line with the opinion of [28] states that by applying this model, it is expected that the learning that takes place can be more meaningful and give a strong impression on students, and certainly can improve students' mathematical creative thinking skills so that the learning process always demands improvement.…”

Relação entre Criatividade e Altas Habilidades/Superdotação: uma Análise Crítica das Produções de 2005 a 2015

“…Neste sentido, os referidos autores postulam que o desenvolvimento e a manifestação de tal característica em crianças com AH/SD dependem de seu comportamento cognitivo, da sua personalidade e de motivação. Já Gallagher (2015) aborda, em seu texto, a relação do pensamento criativo com a aprendizagem por projetos que envolvam resolução de situações--problema, as quais, de acordo com o autor, podem se constituir como evidências na identificação do indivíduo com superdotação.…”