Creative Problem Solving: The History, Development, and Implications for Gifted Education and Talent Development

Treffinger, Donald J.; Isaksen, Scott G.

doi:10.1177/001698620504900407

Cited by 151 publications

(93 citation statements)

References 24 publications

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“…When interpreting the independent variate, we can see that only one variable, T (thinking) provided substantive contributions, and was thus the key predictor of the outcome dimension. This finding suggests that thinking is an important factor in individuals' CPS styles, which is reasonable because logical thinking is an important ingredient in the CPS model (Treffinger & Isaksen, 2005). However, the reason that the current study did not find other personality traits (e.g., judging or intuition) to be key factors in CPS is unknown.…”

Section: Discussionmentioning

confidence: 49%

Creative Problem Solving Styles and Personality Types in Macau College Students: A Canonical Correlation Analysis

Tsai¹

2017

GJES

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Within the existing creativity-training programs, the Creative Problem Solving (CPS) model may be the most effective tool for facilitating individual creativity. Among various factors that influence individuals' creative performance, personality is widely considered one of most important factors. By far the most popular measure of personality types is the MBTI; unsurprisingly, the relationship between the MBTI and creativity has been extensively studied. However, relatively little research has touched on the relation between personality types and CPS. The purpose of this study was to use the KTS II as its instrument for measuring personality types, and FourSight as its instrument for measuring CPS styles. In our Macau business undergraduates, canonical correlation analysis shows that a link exists between personality types and CPS styles, and that this link is not gender-dependent. However, the variable thinking is the only valid and influential predictor of the canonical function. It is apparent that more empirical investigations are needed to confirm our findings.

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Section: Discussionmentioning

confidence: 49%

Creative Problem Solving Styles and Personality Types in Macau College Students: A Canonical Correlation Analysis

Tsai¹

2017

GJES

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“…The emphasis of interactions is to point out that in reality distinct stages do not exist; rather, the creative thinking process is an interactive or recursive interplay of different components suggested by this model. Treffinger and Isaksen (2005) delineated that creative thinking includes two stages; first is the divergent phase of producing ideas, and then the critical convergent stage for evaluation. This creative thinking process consists of understanding the problem, generating ideas, and planning for action.…”

Section: The Features Of Creative Thinkingmentioning

confidence: 99%

Dance with Critical Thinking and Creative Thinking in the Classroom

Tsai¹

2012

JSR

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This article examines the theoretical underpinnings of critical thinking and creative thinking in order to encourage educators to include two key thinking skills in their daily classrooms. It draws purposefully and selectively from research evidence and theory across the fields of education, psychology, and professional development to draw attention to the assentation that more structured and theoretically informed teachings of critical and creative thinking in education could be useful to student learning. First, definitions of critical and creative thinking are discussed. Then, some studies with the focus of critical and creative thinking are reviewed. Finally, some suggestions for the implementation of two thinking styles in the classrooms are provided.

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“…Evidence that the neurobiological structures and processes which determine cognitive capacity (and therefore creativity) are, to at least some extent, genetically determined (Sweller, 2009) conflicts with a growing body of data suggesting that individuals who generate creative output display complex, and highly variable, combinations of social, psychological and intellectual traits/characteristics (Calderon, Subotnik, Knotek, Rayhack, & Gorgia, 2007;Treffinger & Isaksen, 2005).…”

Section: Limitations Of the Developmental Discoursementioning

confidence: 99%

“…The definitive feature of psychometric approaches to creativity is reference to, or reliance upon, an individual's likelihood of generating significant creative output as a function of social, psychological and intellectual traits/characteristics (Calderon et al, 2007;Treffinger & Isaksen, 2005).…”

Section: The Psychometric Discourse: Education As Socialisationmentioning

confidence: 99%

Creativity in Science: Tensions between Perception and Practice

Schmidt¹

2011

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Many countries are reviewing science education programmes and implementing new pedagogical paradigms aimed at reversing a trend of declining enrolments. A key factor in this decline is a public perception that science is not a creative endeavour. Attempts to reframe public perception tend to focus on primary and secondary schooling, but do little to address ongoing declines in quality and originality of intellectual output beyond the high-school environment. To overcome systemic devaluation of science requires appreciation of the complex, dynamic, and often stochastic, interplay of sociocultural, psychological and cognitive factors that drive human creativity. Viewing creativity from this perspective reveals tensions between perception and practice that limit opportunities for students, science educators and scientists. Resolving the tension requires integration of developmental, psychometric and sociocultural discourses of creativity in ways that generate opportunities for individuals at all levels of education and practice to: 1) acquire a high level of domain-specific knowledge; 2) practise application of that knowledge in developing solutions to problems across a gradient of difficulty and; 3) be challenged to integrate their knowledge of science with their knowledge of other fields to pursue and solve problems with personal relevance.

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Creative Problem Solving: The History, Development, and Implications for Gifted Education and Talent Development

Cited by 151 publications

References 24 publications

Creative Problem Solving Styles and Personality Types in Macau College Students: A Canonical Correlation Analysis

Creative Problem Solving Styles and Personality Types in Macau College Students: A Canonical Correlation Analysis

Dance with Critical Thinking and Creative Thinking in the Classroom

Creativity in Science: Tensions between Perception and Practice

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