Use of a Creative Problem Solving (CPS) Approach in a Senior Thesis Course to Advance Undergraduate Publications

Wieth, Mareike B.; Francis, Andrea; Christopher, Andrew N.

doi:10.3389/fpsyg.2019.00749

Cited by 8 publications

(7 citation statements)

References 10 publications

(11 reference statements)

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“…This is also consistent with the teaching concept that enhances students' ability of choreography by guiding them to analyse dance movements and to appreciate dance works from different perspectives (Wilson, 2016). Furthermore, the results of the present study were in line with the previous studies, corroborating that the creative problem‐solving strategy can facilitate the development of students' creativity (Kim et al., 2019; Puccio et al., 2006; Valentine et al., 2017; Wieth et al., 2019). Besides, the study also expanded the application scope of CPS, confirming that following the CPS steps to learn can improve students' choreography creativity.…”

Section: Discussionsupporting

confidence: 92%

“…When watching the videos, it instructs and helps the students to analyse and comprehend the teaching materials, to generate novel ideas, and to summarize their action plans; students then take part in the face‐to‐face class for group discussion, choreography and practice. Over the past years, numerous studies have discovered that applying CPS in the training of Research and Development workers, training for employees, and senior thesis courses can assist learners in analysing and thinking from different perspectives, in producing more diverse problem‐solving plans, and in effectively enhancing their creativity (Puccio et al., 2006; Wang & Horng, 2002; Wieth et al., 2019). Although most of the current CPS strategies are seldom applied in dance education, many researchers have noticed that addressing and solving problems in the teaching of choreography can generate more interaction and feedback and promote students' independent thinking and self‐reflection, which is conducive to improving the development of creativity (Kelsey & Uytterhoeven, 2017; Kim, 2016).…”

Section: Background and Motivationmentioning

confidence: 99%

“…Over the past years, there have been numerous successful applications, implying that CPS can effectively enhance students' creativity (Kim et al., 2019; Puccio et al., 2006; Wang & Horng, 2002; Wieth et al., 2019). Although relevant applications have not yet been verified in dance education, learning with the purpose of problem solving can improve students' activeness and self‐learning awareness, and is a method with tremendous potential for developing dance choreography abilities (Li, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Several researchers have reported the potential of using CPS in developing students’ creativity in various courses (Kim et al., 2019; Wang & Horng, 2002; Wieth et al., 2019). In this study, a CPS‐based flipped learning environment was built on the Wisdom Master Pro platform to support students to develop their creativity in a flipped class, as shown in Figure 1.…”

Section: Cps‐based Flipped Learning Environmentmentioning

confidence: 99%

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A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

Hsia

Lin

Hwang

2021

Brit J Educational Tech

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In most performing classes, such as dance or performing arts, students passively follow the scripts or demonstration provided by the teacher, and focus on imitating the acts and practicing repeatedly. Although researchers have begun trying out flipped learning to provide students with opportunities for self‐learning and to increase the time for in‐class collaborative learning and interactions, students’ performing creativity is generally ignored. As a result, the present study proposes a creative problem solving‐based flipped learning (CPS‐based flipped learning) approach to guide students to comprehend the pre‐class materials and to develop their creativity through creative thinking. Moreover an experiment was conducted in a choreography activity of a dance course. A total of 125 university students were recruited and divided into the CPS‐based flipped learning (CPS‐FL) group, the conventional flipped learning (FL) group, and the conventional technology‐based learning (TBL) group for an 18‐week teaching experiment. The results showed that the CPS‐based flipped learning approach could significantly increase students' choreography creativity, dance skills and creative thinking tendency. In addition, the FL group also outperformed the TBL group on choreography creativity and dance skills. No significant differences between the three groups’ collaboration tendency could be found. Lastly, from the students' feedback, it was learned that the CPS‐based flipped learning approach was conducive to stimulating students' inspiration for creation, enhancing their ability to appreciate dance programs and improving their implementation and practice abilities. What is already known about this topic In traditional performing classes, students generally passively follow the examples of demonstration provided by the teacher and focus on repetitive practice. Flipped learning enables students to have more opportunities to practice and interact with peers and the teacher in the class. In flipped learning, proper learning design could be beneficial to increasing students' creativity. What this paper adds A creative problem solving‐based flipped learning approach is proposed. An experiment was conducted in a university dance course to evaluate the impacts of the proposed approach. In addition to performing skills, the proposed approach enhanced the students' creativity performances and learning perceptions. Implications for practice and/or policy Creative problem solving‐based flipped learning has great potential in promoting students’ Creative thinking. Such a learning approach could bring novel ideas into the fields related to creative thinking in addition to arts or performing art courses.

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Section: Discussionsupporting

confidence: 92%

Section: Background and Motivationmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Cps‐based Flipped Learning Environmentmentioning

confidence: 99%

See 2 more Smart Citations

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

Hsia

Lin

Hwang

2021

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Warnings from teachers shape the character of learners to get used to re-examine the results of their work before being collected to the teacher during learning and testing. It is also supported by the opinion of (As-salam et al, 2018) and Wieth, Francis, and Christopher (2019) that the implementation stage helps learners implement strategies until they find solutions and familiarize themselves with creative steps in solving problems.…”

Section: Data On the Application Of Creative Problem Solving Modelsmentioning

confidence: 92%

Optimization of Problem-Solving Skills Through the Application of Creative Problem-Solving Models Assisted by Accounting Cards

Sumaryati

Muhtar

Sururi

2022

JAP

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ABSTRACTAccording to the national education paradigm of the 21st century, the goal of accounting learning emphasizes the ownership of skills needed in the 21st century, including problem-solving skills. The Creative Problem Solving (CPS) learning model was chosen to improve learners' ability to solve a problem with structured steps so that learners will be accustomed to honing problem-solving skills. This is a classroom action research carried out in two cycles: planning, action, observation, and reflection. The research subjects were 33 students of class X Accounting 3 SMK N 3 Surakarta. The data collection techniques are tests, observations, interviews, and documentation. Techniques for testing the validity of data using source triangulation. The results showed an increase in problem-solving ability from the medium category in first cycle to the high category in second cycle.ABSTRAKTujuan pembelajaran akuntansi menurut paradigma pendidikan nasional abad 21 menekankan pada kepemilikan keterampilan yang dibutuhkan pada abad 21, diantaranya kemampuan memecahkan masalah. Model pembelajaran Creative Problem Solving (CPS) dipilih untuk meningkatkan kemampuan peserta didik dalam menyelesaikan suatu masalah dengan langkah-langkah yang terstruktur, sehingga peserta didik akan terbiasa untuk mengasah keterampilan pemecahan masalah. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan dua siklus dengan tiap siklus terdiri dari perencanaan, tindakan, observasi dan refleksi. Subjek penelitian adalah 33 peserta didik kelas X Akuntansi 3 SMK N 3 Surakarta. Teknik pengumpulan data yang digunakan adalah tes, observasi, wawancara dan dokumentasi. Teknik untuk menguji keabsahan data menggunakan triangulasi sumber. Hasil penelitian menunjukkan terdapat peningkatan kemampuan pemecahan masalah dari kategori sedang pada siklus pertama meningkat menjadi kategori tinggi pada siklus kedua.

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The effect of implementation of a creative thinking model on the development of creative thinking skills in high school students: A systematic review

Saeed

Ramdane

2022

Review of Education

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Creative thinking plays a pivotal role in science, innovation and the arts, solidifying its significance in daily life problem solving as well as maintaining and fostering our well‐being. Creative problem solving (CPS) and critical reasoning enables students to be challenged and to grasp complex problems and is defined as one's ability to generate both original and useful ideas to be adopted in a wide array of situations. However, the literature concerning the integration and adoption of creative thinking models in educational systems and the implications this has on creative thinking skills is limited. To investigate whether the implementation of a creative thinking model leads to the development of creative thinking skills in high school students, and whether it affects any other abilities of high school students, Scopus, Web of Science and PubMed were systematically screened on 21 February 2022. Studies that adopted a CPS model in a high school setting and investigated its role in improving the creative thinking skills of students were included. Eight studies that spanned 542 high school students were included in this systematic review. Implementation of creative thinking models, including FPSPI, SCAMPER, quantum‐based CPS learning, and traditional CPS models, resulted in notable improvements in the development of creative thinking skills in high school students. Improvements were also evident in the participant's academic achievements, concept understanding and higher‐order thinking skills. A data extraction form was formulated in accordance with the PRISMA recommendations and (GRADE) criterion for risk of bias was incorporated. The implementation of a creative thinking model in educational institutions results in the development and improvement of creative thinking skills in high school students when used alongside traditional teaching methods. Future studies should focus on investigating the adoption of these models and others on a wider scale, spanning several geographical locations and education systems.

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Use of a Creative Problem Solving (CPS) Approach in a Senior Thesis Course to Advance Undergraduate Publications

Cited by 8 publications

References 10 publications

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

Optimization of Problem-Solving Skills Through the Application of Creative Problem-Solving Models Assisted by Accounting Cards

The effect of implementation of a creative thinking model on the development of creative thinking skills in high school students: A systematic review

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