• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1333-1344
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• 2012

This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

• Journal of Korean Elementary Science Education
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• v.26 no.3
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• pp.286-294
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• 2007

This study investigated the relationship between elementary school students' creative problem solving skills in terms of science and cognitive strategies. Creative problem solving in science was measured by 4 variables; appropriateness, scientific ability, concreteness, and originality. Cognitive strategies were measured by 6 variables; surface(rehearsal), deep(elaboration and organization), and metacognitive strategies(planning, monitoring, and regulating). The KEDI Creative Problems Solving Test in Science(Cho et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 72 subjects. Data were analyzed by means of Pearson's correlation and multiple regression analysis. Our findings indicated a positive correlation between creative problem solving in science and cognitive strategies. The surface cognitive strategy (rehearsal) positively predicted the total score, the scientific ability's score, the concrete score, and the original score of creative problem solving in science. The deep cognitive strategy(organization) positively predicted the appropriate score and the metacognitive strategy(planning) positively predicted the original score of scientific creative problem solving skills.

• Journal of Engineering Education Research
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• v.18 no.3
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• pp.39-45
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• 2015

Many methods have been suggested for a creative problem solving approach. TRIZ approach is ranked top in its practical application because it is originated from the real patent analysis. This approach is assumed to be generic which can be applied to any types of problems regardless of problem type and its domain. The objective of this study is to propose a creative problem solving approach using TRIZ's contradiction analysis, then introduce a case study of applying this approach to a creative design coursework. Main topic covers a creative problem solving approach, a problem definition using TRIZ contradiction analysis, finding invention principles, and problem solving from the generic approach. For the course project, Roborobo tool is adopted to implement the design concept. This coursework helps students finding a general problem solving approach, and applying a generic solution for their specific problem domain.

• Journal of Korean Society for Quality Management
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• v.50 no.4
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• pp.777-792
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• 2022

Purpose: This paper investigates the effects of leader feedback on employee creative problem-solving behavior. It also explores the relevant conditions that maximize the above relationship from the psychological trait and task nature perspectives. Specifically we examine how employee feedback acceptance and task complexity moderate the relationship between leader's feedback behavior on follower creative problem-solving behavior. Finally the three-way interaction among leader's feedback behavior, employee feedback acceptance and task complexity is analyzed for the best conditions to maximize the positive effect of leader's feedback on creative problem solving behavior. Methods: This paper used a cross-sectional design with questionnaires administered to 411 employees working in Korean manufacturing and service firms. It applied a hierarchical regression analysis to test the hypothesized relationships including three-way interaction effect among leader's feedback behavior, follower feedback acceptance and task complexity on follower creative problem-solving behavior. Results: The empirical results of the paper indicated that the leader feedback behavior had enhanced employee creative problem-solving behavior. It was also found that follower feedback acceptance and task complexity positively moderated the relationship between leader's feedback and follower problem solving behavior. In addition, the test of three-way interaction effects also revealed that the higher the levels of both employee feedback acceptance and task complexity, the greater the positive effect of leader feedback behavior on employee creative problem solving behavior. Conclusion: This paper contributes to the leadership and creativity literatures by identifying the role of leader's behavior enhancing employee creative problem-solving behavior and the specific conditions strengthening the positive effect of leader feedback behavior on employee creative problem-solving behavior.

• Fashion, Industry and Education
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• v.15 no.1
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• pp.59-65
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• 2017

Fashion professionals these days agree that changes in the fashion business are essential and highly value creativity as a genuine source for generating new ideas in fashion products as well as fashion business practices. As fashion professionals deal with problems of which solutions do not exist or that need innovative solutions for brand or product differentiation in the fast-paced environments, interest in creativity and creative problem solving in the field has increased; therefore, fashion educators have realized that there has been an increasing need for incorporating creativity or creative problem solving into the fashion curriculum. In this study, the researcher intended to review previous research on the use of creative problem solving in classrooms in various disciplines including the field of fashion education to provide insights and suggestions for fashion educators to integrate creative problem solving into the fashion education curriculum. Previous attempts to apply creative problem solving to solve issues in fashion classrooms have mostly limited to promoting divergent thinking techniques. It is suggested for fashion educators as well as fashion students to consider creative problem solving as a process consisting of the four distinct stages in which both divergent and convergent thinking techniques should be properly utilized stimulating various thinking strategies.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.78-86
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• 2013

The purpose of this study is to analyze the effects of the Project based STEAM program on primary students' Problem solving process and creative personality. Based on the concept of project based learning and STEAM derived from a literature review, a learning program has been developed and applied to 28 elementary 4-6th students. Problem Solving Process and Creative personality tests were conducted before and after Project based STEAM program lessons. The results of this study are as follows. (1)Project-based STEAM was affected all components of problem solving process. (2) Project-based STEAM was affected all eight components of creative personality positively, (3) after using Project-based STEAM was good reaction by students. As a result, the elementary science class with Project-based STEAM had problem solving process for positive educational effect and creative personality. it means the science class with creative personality has potential possibilities and value to develop problem solving process and creative personality.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.21 no.3
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• pp.193-200
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• 2021

This study was conducted to explore factors for evaluating creative problem-solving ability and to identify measurement items. After reviewing the previous study, a questionnaire was conducted, and from that, 7 factors and 26 preliminary questions were obtained. Regarding the creative problem-solving ability, problem-discovery ability, idea generation ability, idea evaluation ability, and idea execution ability were confirmed in the problem-solving process. In addition, the factors of interaction ability between problem solving practitioners and creative efficacy of problem solving practitioners were explored. Finally, in the above results, metaphors and figurative cognitive thinking ability and evaluation items for creative problem-solving ability of HTE creative education model were presented. Through subsequent studies, we hope to serve as the groundwork of the evaluation model of HTE creative education.

• The Mathematical Education
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• v.38 no.2
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• pp.159-164
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• 1999

The purpose of this paper is to find role of in and logic in creative problem solving process. Intuition and logic have played an important role in creative problem solving process. Nevertheless, Intuition has been treated less importantly than logic. Therefore, I intend to review the role of intuition, and then the relationship of intuition and logic, and the role of intuition and logic in creative problem solving process. Although intuition gives an important clue in problem solving process, it may sometimes cause an error. This fact gives an idea that intuition and logic have to be harmoniously cultivated. In fact, Intuition and logic have been playing a complementary role in creative problem solving process. A creative learner is regarded as a mathematician of his age. It must be through intuition and logic that he/she solves the problem creatively, just as a mathematician invents the new mathematical fact through unconscious and conscious process. In this respective, teachers also should make every effort to cultivate intuition and logic themselves.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.1-6
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• 2012

This paper introduces a model of practice education for creative problem solving, using five steps on CPS. Learners can get the motivation about development of creative thinking and problem solving skill through the theory of CPS. Furthermore, they can apply problem solving skill to various problem. As a result of the study, the learners could realize the importance of the problem definition and the creative problem solving method. We proposed a guideline about five steps of CPS method and a method about idea evaluation. So, we established the education model about leaners can get the creative problem-solving skill more efficiently.

• Education of Primary School Mathematics
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• v.17 no.2
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• pp.95-111
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• 2014

The purpose of this study is to determine the relationship between metacognition and math creative problem solving ability. Specific research questions set up according to the purpose of this study are as follows. First, what relation does metacognition has with creative math problem-solving ability of mathematically gifted elementary students? Second, how does each component of metacognition (i.e. metacognitive knowledge, metacognitive regulation, metacognitive experiences) influences the math creative problem solving ability of mathematically gifted elementary students? The present study was conducted with a total of 80 fifth grade mathematically gifted elementary students. For assessment tools, the study used the Math Creative Problem Solving Ability Test and the Metacognition Test. Analyses of collected data involved descriptive statistics, computation of Pearson's product moment correlation coefficient, and multiple regression analysis by using the SPSS Statistics 20. The findings from the study were as follows. First, a great deal of variability between individuals was found in math creative problem solving ability and metacognition even within the group of mathematically gifted elementary students. Second, significant correlation was found between math creative problem solving ability and metacognition. Third, according to multiple regression analysis of math creative problem solving ability by component of metacognition, it was found that metacognitive knowledge is the metacognitive component that relatively has the greatest effect on overall math creative problem-solving ability. Fourth, results indicated that metacognitive knowledge has the greatest effect on fluency and originality among subelements of math creative problem solving ability, while metacognitive regulation has the greatest effect on flexibility. It was found that metacognitive experiences relatively has little effect on math creative problem solving ability. This findings suggests the possibility of metacognitive approach in math gifted curricula and programs for cultivating mathematically gifted students' math creative problem-solving ability.