The Application of Morphological Analysis on the Experimental Teaching Assessment of Creative Problem Solving

Abstract

Abstract-More innovative imagination and concrete results would be meaningfully produced to become civilized products and cultural creativity if the creative techniques can be employed through creative problem-solving teaching. The purpose of this study was to apply the morphological analysis on experimental teaching. ANCOVA was employed to analyze the change of the students' creative problem-solving thinking, and qualitatively analyze the creative problem-solving process of the team's performance imaginary creative works. The participants of this study were 105 students from the University of Science and Technology, which were divided into experimental group and control group. The research method was quasi-experimental research with the Nonequivalent Pretest-Posttest Designs. The research instruments included the Abbreviated Torrance Test for Adults (ATTA), the creative problem-solving teaching design with learning perception questionnaire, and the expert assessment with creative imagination work scale. The conclusions of this study were as the followings: 1. In the creative problem-solving, the students in the experimental group achieved higher significant level in terms of producing innovative ideas than the students in the control group; whereas did not achieve the significant level regarding the awareness of challenges, preparing for actions and planning for methods. 2. In the expert assessment with creative imagination work scale, the students in the experimental group achieved higher significant level in terms of relevance & effectiveness, problem concentrating, elaboration, originality, multiple-possibilities, connectivity, transcendence than the students in the control group. 3. In the Qualitative analysis regarding creative problem-solving, the students were recognized lacking of practical experiences; it was difficult for them to conduct the preparation for actions and planning for methods to solve the practical problems.

Innovative FOCUS: A Program to Foster Creativity and Innovation in the Context of Education for Sustainability

“…This is the phase in which strong divergent, open thinking is required to generate as many values as possible. In the final step, individual characteristics are selected systematically or intuitively for the problem solution [54,55]. An example of a worksheet can be found in the Supplementary Materials (see Figure S2);…”