Improving problem solving and creativity through use of complex-dynamic simulations

The Possible Impact of Problem-solving Method of Instruction on Exceptional Students’ Creativity

“…Moreover, the students are actively involved in choosing the topic, searching for an answer to the problem, discussing and criticizing each other's opinions, and finally, selecting the best answer. In all these stages, the teacher plays the role of a guide and only intervenes when the students are confronted with a problem (Tennyson & Breuer, 2002). Clement maintains that this method puts the main burden on the students and thereby, results in more sense of responsibility to accept their role in and responsibility for their success and failure (Barak & Mesika, 2007).…”

“…It also avoids their inactivity in the face of problems and helps them to seek for more innovative and diverse solutions. Accordingly, it hopefully promotes their creative thinking (Tennyson & Breuer, 2002). Contrarily, in the traditional method of instruction, the students play the role of a mere listener and are less involved in the process of instruction.…”

“…An increase in the elaboration factor through problem-solving method of instruction might also be attributed to the emphasis this method puts on several dimensions of the problem and its analysis by presenting various solutions (Tennyson & Breuer, 2002) According to the stages of the problem-solving pattern, understanding the problem and knowing its different dimensions and analyzing it are considered inevitable (Adams, Stoneham, & Coughtrey, 2009). …”

“…It has resulted from the technological-scientific revolution which clearly indicated that a creative mind would hopefully lead to a general development in all domains of life (Stojanovaa, 2010). On the other hand, in spite of severe economic and social crises, societies require new innovations which necessitate active searching for identifying methods in order to increase creativity (Tennyson & Breuer, 2002).…”

Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education

“…Such matching is in line with an Aptitude-Treatment-Interaction design (ATI design; Cronbach & Snow, 1977) and can greatly facilitate multilevel effects on learner progress. Along these lines, Tennyson and Breuer (2002) have adopted an interactional cognitive learning and thinking model. Of particular interest are the interactions of content knowledge and cognitive learning strategies with such higher order cognitive processes as problem solving and creativity.…”