Creative Problem Solving: Overview and educational implications

A Review of the Effectiveness of Creative Training on Adult Learners

“…Each of the stages involves two cycles: brainstorming to generate ideas for consideration and an evaluative phase to filter those possibilities (Davis, 2006). Treffinger (1995) refined the steps further and clustered them into three components: understanding the problem, generating ideas, and planning for action. More importantly, he identified the CPS framework not as a linear model but rather a flexible process that fits an individual's learning style and personality.…”

Effects of STEAM Lessons Using Scratch Programming Regarding Small Organisms in Elementary Science-Gifted Education

“…When you apply scratch programming in your lessons, you need to consider pros and cons of lessons using computers which are different from hands-on activities having opportunities to solve problems creatively with learners' various approaches. Treffinger (1995) also suggested that several metacognitive and task appraisal skills are required for using creative problem solving effectively, so it could be helpful to emphasize the skills in the STEAM lessons.…”

Entrepreneurial Creativity as Discovery and Exploitation of Business Opportunities

“…Creativity has been approached from several different theoretical perspectives, which can be viewed as different schools of creativity (see Getzel and Jackson 1962;Gowan 1972;Woodman, Sawyer and Griffin 1993;Treffinger 1995). According to Woodman, Sawyer and Griffin (1993), these schools fall into three categories: personality, cognitive and social psychological.…”

“…Maslow, equating creativity with the voluntary self-fulfilment of a free individual in a free environment (see also Woodman 1981;Treffinger 1995), ranked creativity at the top of the hierarchy of human needs. Moreover, he asserted that, while all people are born with a creative ability, civilization lays restraints on some of our basic instincts.…”