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Nicholas, Paul, and not supplied. "Approaches to Interdependency: early design exploration across architectural and engineering domains." RMIT University. Architecture and Design, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20081204.151243.
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While 3D digital design tools have extended the reach of architectural and engineering designers within their own domains, restrictions on the use of the tools and an approach to practice whereby the architect designs (synthesises) and the engineer solves (analyses) - in that order ¡V have limited the opportunities for interdependent modes of interaction between the two disciplines during the early design phase. While it is suggested that 3D digital design tools can facilitate a more integrated approach to design exploration, this idea remains largely untested in practice. The central proposition of my research is that that 3D digital tools can enable interdependencies between crucial aspects of architectural and engineering design exploration during the early design phase which, before the entry of the computer, were otherwise impossible to affect. I define interdependency as a productive form of practice enabled by mutual and lateral dependence. Interdependent parties use problem solving processes that meet not only their own respective goals, but also those of others, by constructively engaging difference across their boundaries to actively search for solutions that go beyond the limits of singular domains. Developed through practice-based project work undertaken during my 3 year postgraduate internship within the Melbourne Australia office of the engineering firm Arup, my research explores new and improved linkages between early design exploration, analysis and making. The principal contribution of my research is to explore this problem from within the context, conditi ons and pressures of live practice. To test the research proposition this dissertation engages firstly with available literature from the fields of organisation theory and design, secondly with information gathered from experts in the field principally via interview, and lastly with processes of testing through practice-based (as opposed to university-based) project work. The dissertation is organized as follows: The Introductory Chapter outlines the central hypothesis, the current state of the discourse, and my motivations for conducting this research. I summarise the structure of my research, and the opportunities and limitations that have framed its ambitions. Chapter Two, Approach to Research and Method, details the constraints and possibilities of the Embedded Research within Architectural Practice context, within which this work has been undertaken, and describes the Melbourne office of Arup, the practice with whom I have been embedded. These contexts have led to the selection of a particular set of ethnographic research instruments, being the use of semi-structured interviews and the undertaking of practice-based studies as a participant-observer. These modes of testing are explained, and the constraints, limitations and requirements associated with them described. Within Chapter Three, Factors for Separation and Integration in Architectural and Engineering Design, I examine selected design literature to detail several factors impacting upon the historic and contemporary relationship between architects and engineers, and to introduce the problem towards which this thesis is addressed. I describe a process of specialisation that has led architects and engineers to see different aspects of a common problem, detail the historical factors for separation, the current relationship between domains and the emerging idea of increased integration during the early design phase. The aim of this section is primarily contextual - to introduce the characters and to understand why their interaction can be difficult - and investigation occurs through the concepts of specialisation and disciplinary roles. Chapter Four, Unravelling Interdependency, establishes an understanding of interdependency through the concept of collaboration. While I differentiate interdependency from collaboration because of the inconsistent manner in which the latter term is employed, the concept of collaboration is useful to initialise my understanding of interdependency because it, as opposed to the closely linked processes of cooperation and coordination, is recognised as being characterised by interdependency, and in fact is a viewed as a response specific to wider conditions of interdependency. From the literature, I identify four sites of intersection crucial to an understanding of interdependency; these are differing perceptions, shared and creative problem solving, communication and trust. These themes, which correlate with my practice experience at Arup Melbourne, are developed to introduce the concepts and vocabulary underlying my research. Chapter Five, Intersections & Interdependency between Architects and Engineers, grounds these four sites of intersection within contemporary issues of digital architectural and engineering practice. Each site is developed firstly through reference to design literature and secondly through the experiences and understandings of senior Arup practitioners as captured through my interviews. The views and experiences of these practitioners are used to locate digital limits to, and potential solutions for, interdependent design exploration between architects and engineers as they are experienced within and by practice. Through this combination of design literature and grounded experience, I extend: * the understanding of differing perceptions through reference to problems associated with digital information transfer. * the understanding of joint and creative problem solving by connecting it to the notion of performance-based design. * the understanding of communication by focussing it upon the idea of back propagating design information. * the understanding of trust by connecting it to the management and reduction of perceived complexity and risk. Chapter Six, Testing through Projects, details the project studies undertaken within this research. These studies are grouped into three discourses, characterized as Design(Arch)Design(Eng), Design|Analysis and Design|Making. As suggested by the concurrency operator that separates the two terms that constitute each of the three labels, each discourse tests how architectural and engineering explorations might execute in parallel. The section Design(Arch)|Design(Eng) reports projects that use a common language of geometry to link architectural and engineering design ideas through geometric interpretation. The section Design|Analysis reports projects in which analytical tools have been used generatively to actively guide and synthesise design exploration. The final section, Design|Making, reports projects in which the architectural and engineering design processes are synthesised around the procurement of fabrication information. Conclusions are then drawn and discussed in Chapter Seven. In evaluating the research I discuss how 3D digital design tools have enabled alternative approaches that resolve issues associated with differing perceptions, establishing common meanings, communication and trust. I summarise how these approaches have enabled increased interdependency in architect engineer interaction. Lastly, I draw together the impacts of intersecting 3D digital aspects of architectural and engineering design exploration during the early design phase, and indicate those aspects that require further analysis and research.
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Francisco, Rosemary. "Can knowledge be created and shared on the move? The case of collaborative problem-solving in the mobile workers’ context." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6640.
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Mobile workers are professionals who frequently work on the move, far from a fixed workplace, often performing knowledge-intensive activities. Mobility brings challenges to the processes of knowledge creation and sharing of these workers, and the existing literature lacks theoretical frameworks to explain these phenomena. Considering this gap, this study seeks to answer the following research question: How knowledge creation and knowledge sharing are carried out in collaborative problem-solving situations in the mobile workers’ context? The primary purpose of this investigation is to analyse how knowledge creation and knowledge sharing are carried out in collaborative problem-solving situations in the mobile workers’ context. To reach the research goals, this study applied Activity Theory (AT) and its key concepts as a theoretical lens. This theoretical approach allowed better understanding both the individual (the mobile worker) as well as his relations in his/her social context. Besides, the adoption of the Design Science Research method (DSR) provided tools for a deeper understanding of the research problem and also to propose an approach to stimulate knowledge creation and sharing through collaborative problem-solving in the mobile workers’ context. The results of this study helped to understand the fundamental needs of mobile workers related to knowledge creation and knowledge sharing to solve work problems. It was observed that these workers use their ICT tools, especially mobile ICT, to conduct the majority of their collaborative problem-solving situations and subsequently, to create and share knowledge on the move. The findings also highlight how mobile technologies are used to support collaborative problem-solving in the mobile work’ context. Therefore, the key argument tested and supported in this thesis is that collaborative problem-solving mediated by mobile ICT can support and stimulate knowledge creation and knowledge sharing in the context of mobile workers. This research makes a theoretical contribution by exploring this key argument with the use of AT as a theoretical lens. Since this theory was not used so far to analyse practices of knowledge creation and sharing in the context of mobile workers, this study contributes to the expansion of this theory in this subject. The results of the empirical data also provided lessons from the practice that can contribute to the theory, mainly considering the diversity of workplaces that mobile workers can use to perform their work activity. Also, this study provides methodological and practical contributions; through a detailed descriptive of how to apply the DSR in IS (Information Systems) studies, in addition to the artifact developed that can be used in practice. Finally, this study addresses some questions that can be explored in future research.
Trabalhadores móveis são profissionais que freqüentemente trabalham em movimento, longe de um local de trabalho fixo, muitas vezes realizando atividades intensivas em conhecimento. A mobilidade traz desafios aos processos de criação e compartilhamento de conhecimento para esses trabalhadores, e a literatura existente carece de frameworks teóricos para explicar esses fenômenos. Considerando esta lacuna, este estudo procura responder à seguinte pergunta de pesquisa: Como a criação e o compartilhamento de conhecimento são realizados em situações colaborativas de resolução de problemas no contexto dos trabalhadores móveis? O objetivo principal deste estudo é analisar como a criação e o compartilhamento do conhecimento são realizados em situações colaborativas de resolução de problemas no contexto dos trabalhadores móveis. Para alcançar os objetivos da pesquisa, este estudo aplicou a Teoria da Atividade (AT) e seus conceitos-chave como uma lente teórica. Esta abordagem teórica permitiu uma melhor compreensão tanto do indivíduo (o trabalhador móvel) quanto das suas relações no seu contexto social. Além disso, a adoção do método de pesquisa Design Science Research (DSR) proporcionou ferramentas para uma compreensão mais profunda do problema de pesquisa e também para propor uma abordagem para estimular a criação e o compartilhamento do conhecimento por meio da colaboração na resolução de problemas no contexto dos trabalhadores móveis. Os resultados deste estudo ajudaram a compreender as necessidades fundamentais dos trabalhadores móveis em relação à criação e ao compartilhamento de conhecimento para a resolução de problemas de trabalho. Observou-se que esses trabalhadores utilizam suas ferramentas de TIC, especialmente as TIC móveis, para conduzir a maioria de suas situações colaborativas de resolução de problemas e, posteriormente, criar e compartilhar conhecimento em movimento. Os resultados também destacam como as tecnologias móveis são usadas para apoiar a resolução colaborativa de problemas no contexto do trabalho móvel. Portanto, o principal argumento testado e suportado por esta tese, indica que a resolução colaborativa de problemas, mediada por TICs móveis, pode apoiar e estimular a criação e o compartilhamento do conhecimento no contexto de trabalhadores móveis. Esta pesquisa faz uma contribuição teórica explorando este argumento chave com o uso de AT como uma lente teórica. Uma vez que esta teoria não foi utilizada até agora para analisar as práticas de criação e compartilhamento de conhecimento no contexto dos trabalhadores móveis, este estudo contribui para a expansão desta teoria neste assunto. Os resultados empíricos também forneceram lições da prática que podem contribuir para a teoria, considerando, principalmente, a diversidade de locais de trabalho que os trabalhadores móveis podem usar para realizar suas atividades de trabalho. Além disso, este estudo fornece contribuições metodológicas e práticas; por meio de um descritivo detalhado de como aplicar o DSR em estudos de SI (Sistemas de Informação), além do artefato desenvolvido que pode ser usado na prática. Finalmente, este estudo endereça algumas questões que podem ser exploradas em futuras pesquisas.
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Røssland, Kari. "A Shared Memory Structure for Cooperative Problem Solving." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-10081.
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The contribution of this thesis is a framework architecture for cooperative distributed problem solving in multiagent systems using a shared memory structure. Our shared memory structure, the TEAM SPACE, coordinates the problem solving process that is based on a plan in form of a hierarchy of decomposed tasks.
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Davila, Hernandez Maria del Consuelo. "Socially shared calculus problem solving : defining a culture /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Welsh, Kimberly D. "Individuals solving problems : the effects of problem solving strategies and problem solving technologies on generating solutions." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045625.
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This experiment was designed to compare two problem solving strategies, brainstorming and the hierarchical technique, and two problem solving technologies, computer software and pencil and paper. The first purpose of this study was to explore what effects computer software and pencil and paper have on the facilitation of solutions for individual problem solvers. Subjects generated solutions by either recording ideas on a computer or by writing ideas down on paper. The second purpose of this study was to examine how individuals evaluate solutions they have generated.Specifically, we were looking for solution evaluations to differ according to which problem solving strategy subjects received training on, brainstorming or the hierarchical technique. Solutions were rated on overall quality, practicality, and originality on a scale ranging from 0 (being the lowest possible score) to 4 (being the highest possible score).Subjects who used a computer to record ideas generated significantly more solutions than those subjects recording ideas on paper. Subjects trained with the hierarchical technique generated ideas higher in quality than those trained with brainstorming. Subjects trained with brainstorming generated more original ideas than those trained with the hierarchical technique. Finally, subjects rating of practicality did not differ according to problem solving strategy.Department of Psychological Science
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Kristiansen, Glenn. "Creative problem solving : the roles of moods and emotions." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708122.
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De, Jager C., A. Muller, and G. Roodt. "Developing creative and innovative thinking and problem-solving skills." Journal for New Generation Sciences, Vol 12, Issue 1: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/649.
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Published ArticleA specific financial services organisation in South Africa realised that they had to join the innovation revolution in order to remain commercially competitive due to unexpected competitors entering the traditional financial services domain. The evaluation question asks whether employees in a financial services organisation can develop creative and innovative thinking and problem-solving skills through an intervention such as a workshop, and can a benefit for the business unit and organisation be identified. This qualitative study employed Utilisation Focused Evaluation (UFE) to address the evaluation question. Questionnaires, pen-and-paper tests and interviews were used to gather data. Descriptive statistics were applied to report the data. The most critical finding confirmed that individuals can acquire creative and innovative thinking and problem-solving skills. The acquisition of these skills though is not sufficient on its own to establish a culture supportive of creativity and innovation. The study culminated in the creation of The Triple I Creativity and Innovation Model. The Triple I Creativity and Innovation Model illustrates how a workshop with distinctive training design features can impact the individual, the business unit and the organisation in order to initiate, ideaneer and ignite creativity and innovation.
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Hurme, T. R. (Tarja-Riitta). "Metacognition in group problem solving—a quest for socially shared metacognition." Doctoral thesis, University of Oulu, 2010. http://urn.fi/urn:isbn:9789514262708.
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Abstract The aim of this study was to explore metacognition, specifically socially shared metacognition within computer-supported collaborative problem solving. Another aim of this study was to find methodological solutions for uncovering how metacognition becomes visible and shared in group problem solving in a text-based and asynchronous learning environment. During this dissertation study, two empirical experiments were performed. Participants in the first experiment were secondary school students (N=16) who worked with the Knowledge Forum (KF) learning environment. In the second experiment, triads of pre-service teachers’ (N=18) problem solving was supported by the Workmates (WM) learning environment. The data of this study consist of discussion forum data, self-report questionnaires, and individual’s feeling of difficulty graphs. In the data analysis, quantitative and qualitative research methods, along with individual and group level analyses, were combined to provide a deeper understanding of the phenomena being studied. A qualitative content analysis of the computer notes at the cognitive, metacognitive and social level were first analysed at the individual level, which made visible individual thinking and characterized the nature of the online discussions. In the interpretation phase, the categorizations were interpreted as group level processes in order to examine the contextual development of collaborative problem solving. To accomplish this, a process-oriented graph of group problem solving was developed. Further, to understand how socially shared metacognition in group problem solving can be related to individual metacognition, especially metacognitive experiences, group members’ individual feelings of difficulty were combined with the results of the discussion forum data. The results of this study show that the process of socially shared metacognition is a differentiator in the success of a group’s mathematical problem solving. Socially shared metacognition requires that group members participate in joint problem solving intentionally and reciprocally, acknowledge each other’s thinking and develop their ideas further. In other words, the process of socially shared metacognition has intention to steering the discussion rather than exchanging ideas about possible ways to solve the tasks. Further, the results of this study suggest that if the process of socially shared metacognition emerges, then the most of students will be able to reduce their feelings of difficulty. The results of this study suggest that socially shared metacognition is a complex and extra-ordinary group-level phenomenon. Socially shared metacognition could become more visible if participants focus on analysing the task and verifying the process as well as the outcome of the problem solving instead of exploring and implementing various unelaborated solution efforts. While socially shared metacognition fosters success in group problem solving, it also helps individual’s thinking grow as a part of the groupTiivistelmä Tässä tutkimuksessa selvitetään metakognition, erityisesti sosiaalisesti jaetun metakognition, ilmenemistä tietokoneavusteisessa yhteisöllisessä matematiikan ongelmanratkaisussa. Tutkimuksen tavoitteena on myös kehittää aineiston analysointimenetelmiä metakognition ja erityisesti sosiaalisesti jaetun metakognition tutkimiseksi. Tutkimus koostuu kahdesta empiirisestä osatutkimuksesta. Ensimmäisessä tutkimuksessa koehenkilöinä olivat erään perusasteen yläkoulun seitsemännen luokan suomalaiset oppilaat. Toisessa tutkimuksessa koehenkilöinä toimivat ensimmäisen vuosikurssin suomalaiset luokanopettajaopiskelijat. Molemmissa tutkimuksissa yhteisöllisen ongelmanratkaisuprosessin tukena käytettiin tekstipohjaiseen, eriaikaiseen vuorovaikutukseen perustuvia oppimisympäristöjä: Knowledge Forumia ja Työporukkaa (engl. WorkMates, WM). Tutkimusaineisto koostuu verkkokeskustelukommenteista, kyselylomakkeista sekä ongelmanratkaisutehtävän jälkeen piirretyistä graafeista, jotka ilmentävät tehtävän aikana koettua vaikeuden tunnetta. Ongelmanratkaisuprosessia kuvaavassa analyysissa yhdistetään sekä kvalitatiivisia että kvantitatiivisia menetelmiä sosiaalisesti jaetun metakognition tutkimiseksi. Verkkokeskusteluaineistoa analysoidaan yksilötasolla kvalitatiivisen sisällönanalyysin periaatteiden mukaisesti. Osallistujien tallentamat verkkokeskustelukommentit on luokiteltu kognitiivisiksi, metakognitiivisiksi tai sosiaalisiksi viesteiksi. Viestien sisällön tulkinta perustuu ainoastaan kirjoitettuun tekstiin eikä osallistujien ajatteluun viestien taustalla. Verkkokeskusteluaineistoa tulkitaan ryhmätasolla erilaisten visualisointimenetelmien, kuten sosiaalisen verkostoanalyysin ja ryhmän ongelmanratkaisua kuvaavan graafin, avulla. Sosiaalisesti jaetun metakognition yhteyttä yksilön metakognitioon, erityisesti tehtävään liittyvään vaikeuden tunteeseen, tutkitaan ryhmän ongelmanratkaisua kuvaavien graafien, verkkokeskustelukommenttien ja ongelmanratkaisutehtävän jälkeen piirrettyjen tehtävän aikana koettua vaikeutta kuvaavien graafien avulla. Sosiaalisesti jaettua metakognitiota ei ilmene yleisesti ryhmän ongelmanratkaisussa. Tähän vaikuttaa muun muassa se, ettei ryhmissä kiinnitetä huomiota tehtävänantoon ja saadun ratkaisun oikeellisuuteen, vaan pääpaino ongelmanratkaisussa on ratkaisumenetelmien etsimisessä ja esitettyjen ehdotusten toteuttamisessa. Tämän tutkimuksen tulokset kuitenkin osoittavat, että sosiaalisesti jaettu metakognitio on ilmiönä monitahoinen. Tulosten perusteella sosiaalisesti jaettu metakognitio on myös tärkeä tekijä ryhmän ongelmanratkaisussa. Onnistuneessa ongelmanratkaisussa ryhmän jäsenet sitoutuvat yhteiseen prosessiin ja toimivat vastavuoroisesti perustellen esittämänsä ajatukset sekä huomioiden ratkaisun kannalta tärkeät kysymykset ja ratkaisuehdotukset. Tällöin on mahdollista, että sosiaalisesti jaettu metakognitio vähentää useimpien ryhmän jäsenten kokemaa vaikeuden tunnetta. Sosiaalisesti jaetulla metakognitiolla näyttää olevan tärkeä tehtävä paitsi ryhmän myös yksilön ajattelussa
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Vanhorn, Renee E. "Locus of control, need for cognition, and a hierarchical approach to real-world problem solving : searching for a problem solving personality." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/897524.
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The purpose of this study was to explore the effects of two problem-solving techniques and two personality variables upon the quantity and self-reported quality of solutions people generated to an ill-structured problem. College students completed the Locus of Control and Need for Cognition Scales and, after having been trained in either brainstorming or a hierarchical problem-solving method, they used their new skill to solve a problem. They also rated their solutions on quality. Subjects in the hierarchical condition produced more solutions than those in brainstorming. Moreover, those in the hierarchical group produced solutions of subjectively higher quality than did the brainstormers. Analyses of the personality variables suggested that as need for cognition increased, people generated more solutions before training. No relationship was found between need for cognition and quality ratings. Locus of control was not related to either quantity or quality. Implications for business are discussed and suggestions for future research are provided.Department of Psychological Science
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Weakland, Marie A. "Creativity, openness to experience, and environmental support in problem solving." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1124872.
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The relationship between the personality trait of openness to experience and problem solving ability in environments offering various levels of informational support in the form of analogous problems was investigated using 173 participants. I suspected the strongest positive relationship in an environment offering moderate support and that individuals who were high on openness to experience would be likely to see that previous presented information was analogous in nature. There was no relationship between penness to experience and problem solving ability as a function of the environment or in general. However, students given a high level of support solved significantly more problems than those participants receiving no support. Also, more students solved the problems when they saw an analogous connection between the experimental and the demonstration problems. An implication may be that problem solving ability can be taught using analogies, if the information is complete and students are able to determine the relevance to future problems.Department of Psychological Science
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Petersen, Belinda. "Writing and mathematical problem-solving in grade 3." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2366.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.The mathematics curriculum currently used in South African classrooms emphasises problem-solving to develop critical thinking. However, based on the local performance of South African Foundation Phase learners as well as performance in comparative international studies in mathematics, there is concern regarding their competence when solving mathematical problems and their use of meaningful strategies. This qualitative research study explores how writing can support Grade 3 learners’ mathematical problem-solving abilities. Writing in mathematics is examined as a tool to support learners when they solve mathematical problems to develop their critical thinking and deepen their conceptual understanding. The study followed a case study design. Social constructivist theory formed the theoretical framework and scaffolding was provided by various types of writing tasks. These writing tasks, specifically those promoted by Burns (1995a) and Wilcox and Monroe (2011), were modelled to learners and implemented by them while solving mathematical problems. Writing tasks included writing to solve mathematical problems, writing to record (keeping a journal or log), writing to explain, writing about thinking and learning processes and shared writing. Data were gathered through learners’ written work, field notes, audio-recordings of ability group discussions and interviews. Data were analysed to determine the usefulness of Burns’ writing methodology to support learners’ problem-solving strategies in the South African context. The analysis process involved developing initial insights, coding, interpretations and drawing implications to establish whether there was a relation between the use of writing in mathematics and development of learners’ problem-solving strategies. This study revealed an improvement in the strategies and explanations learners used when solving mathematical problems. At the end of the eight week data collection period, a sample of eight learners showed marked improvement in verbal and written explanations of their mathematical problem-solving strategies than before the writing tasks were implemented.
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Ershadi, Manesh Soudabeh. "Creative problem solving therapy for depression : a clinical RCT study of creative problem solving therapy in comparison with cognitive behavioural therapy for adolescent depression in the school context." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2673.
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Contemporary studies of the aetiology and psychopathology of depression in adolescents have identified the core factors for developing depression as facing negative life events, experiencing interpersonal problems and having deficiencies in skills of coping with challenges and problem solving. However, cognitive behavioural therapy (CBT) has been applied for depression for youth which mainly concentrates on modifying dysfunctional beliefs. The aims of the study are to apply creative problem solving therapy (CPST) and to investigate whether CPST is as effective as CBT. CPST was evaluated by a randomised control trial (RCT) with pre-test, post-test and follow-up comparing the CBT and the control group using the Beck’s Depression Intervention (BDI-II) and Short Mood and Feelings Questionnaire (SMFQ) followed by semi-structured interviews for the purpose of elaboration. A population-based adolescents sample consisting of 91 girls underwent six week (12 sessions) interventions. The results showed clinically significant improvement of the interaction between treatment and time P = 0.001 < 0.05 in overall depression and Mood and Feelings in both groups compared to the control group which showed no change over time in their scores on the two assessments. Significant differences were also found between CPST (M= Pre-test 24.81, Post-test 7.37 and Follow-up 8.50) and CBT (M= Pre-test 24.34, Post-test 10.78 and Follow-up 12.22) favouring the former. The results from the two month follow-up indicated that the CPST group showed fewer symptoms of depression M = 8.50 compared with the CBT group M=12.22. The results of the qualitative data also showed a considerable level of improvement and understanding of the interventions and content of the therapy in both groups, but they used different words and concepts expressing their sense of wellbeing. The results derived from semi structured interviews data revealed little about processes but focussed on the effects and that the students who were sampled had successfully learned the main concepts taught in their respective programmes. CPST represents a promising intervention for minor and mild depression in youth. Repetition with a larger sample is required before roll-out to counselling and clinical settings.
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Thomas, Kimberly M. "Generating alternative solutions to social problems : an evaluation of active and inactive approaches." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864914.
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Two experiments were designed to compare methods of generation used in solving social problems. First, the experimenters explored the effectiveness of a new approach based on hierarchical organization. One hour of training was sufficient for subjects to learn the technique.Subjects reported that they found the hierarchical technique to be very valuable and easy to use.The purpose of the second experiment was to compare three methods of generation, two active methods and an inactive approach. Clearly, active participants generated more solutions to a social problem than subjects in the inactive condition. This result points to the importance of direct problem solving training.The performance of participants in the active hierarchical and brainstorming conditions was compared. Although the two approaches were equally effective in facilitating the production of numerous, quality solutions, the experimenters found the hierarchical technique to be a superior method of generation for practical problems.Department of Psychological Science
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Ditlhake, B. M. "The facilitation of creative problem solving skills for learners in further education and training." Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-12092005-112829.
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Proctor, R. A. "Creative aspects of problem solving : A critical analysis and explanation of the attribution of meaning during interactive problem solving sessions, sequences and simulations." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.480503.
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The thesis examines the loosely framed hypothesls that a computer progr3m can be designed to aid the gaining of new insights into practical real problems in a way which is 3n3logous to well established creative problem solving techniques. Two programs were designed and tested by the writer for this purpose. Evidence is provided to show that the programs do in fact assist in the galning of such new insights. The research comprises 3n analysis of the relev3nt literature and field studies taking the form of controlled experiments. The field research design. The first stage comprised the development of 3n early prototype program BRAIN. From this e::ercise ideas for further development of the progr3m were e::tracted together with a methodology for establishing how to record user interaction with the progr3m. The second stage of the field research involved the systematic testing of an enhanced version of the initi3l progr3m. The writer sought to establish how users interacted with the program. There was observed to be strong evidence that users did in fact interact with the program. It was noted that some users found the progr3m somewhat too bizarre for their own liking and had difficulty in making good use of the structure provided by the program. Further developments of the initial program, BRAIN, and the theoretical justification for the design of a second program, ORACLE, were made. ORACLE adopts the role of a process facilitator operating in the mode of a Rogerian type therapist. The computer program is developed from ideas associated with the ELIZA program developed by Weizenbaum and experience with the BRAIN program. The third stage of the research concerned itself with ascertaining whether the programs appeared to help users working with real problems - ie; ones over which they exercised personal ownership. At the same time an attempt was made to evaluate the effectiveness of the improvements made to the BRAIN program. The results obtained indicated that there was evidence to support the view that both programs assisted in the gaining of new insights into real, owned problems.
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Wood, Matthew D. "Impact of strength- versus problem-focus in the revision of creative ideas." Click here for download, 2009. http://proquest.umi.com/pqdweb?did=1707247561&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.
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McFadzean, Elspeth. "New ways of thinking : an evaluation of K-groupware and creative problem-solving." Thesis, Henley Business School, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295195.
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Altringer, Bethanne. "Team creative problem solving in multi-disciplinary, cross-cultural and inter-organisational contexts." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609513.
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Morrison, John David. "Group composition and creative performance /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9315956.
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Björklund, Lars. "The Repertory Grid Technique:Making Tacit Knowledge Explicit : Assessing Creative Work and Problem Solving Skillls." Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69231.
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This third volume in the International Technology Education Series provides insights into developments in technology education research in terms of methods and techniques. The importance of the book is that it highlights the uniqueness of the area of technology education in terms of content, and learning and teaching processes, and the need to provide methods and techniques to capture this uniqueness when undertaking research. The book comprises research methods and techniques being used by a range of current researchers. Each chapter includes details of the method or technique, but does so in terms of a project where it was used. This provides important contextual material that will help researchers when developing research projects. The book contains research methods and techniques that are new in general as well as ones new to technology education and ones that are variations to existing methods and techniques to make them suitable for use in technology education research. This book should be of interest to research students, teacher educators, researchers and policy-makers who are involved in technology education.
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Figl, Kathrin, and Jan Recker. "Process Innovation as Creative Problem-Solving: An Experimental Study of Textual Descriptions and Diagrams." Elsevier, 2016. http://dx.doi.org/10.1016/j.im.2016.02.008.
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The use of process models to support business analysts' idea-generation tasks has been a long-standing topic of interest in process improvement. We examine how two types of representations of organizational processes - textual and diagrammatic - assist analysts in developing innovative solutions to process-redesign tasks. The results of our study clarify the types of process-redesign ideas generated by analysts who work with text versus those who work with models. We find that the volume and originality of process-redesign ideas do not differ significantly but that appropriateness of ideas varies. We discuss the implications of these findings for research and practice in process improvement.
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Hector, Juliann. "Hooking the big idea: Working titles in creative problem solving by young Latino adolescents." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1522.
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Problem representation/problem finding skills are frequently the catalyst facilitating adroit knowledge base access and subsequent positive creative outcomes in adult populations. To determine whether judged creativity is similarly enhanced through young adolescents' use of a working title representation strategy within a curriculum knowledge base, 40 Latino partyicipants at two Southern California middle schools received brief written interactive directions for one of two different types of problem representation or a third, non-representational control group.
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Lam, Tsz-ki. "Developing creativity and problem solving through story telling for preschool children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35372941.
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Simina, Marin. "Enterprise-directed reasoning : opportunism and deliberation in creative reasoning." Diss., Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/9149.
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Blust-Volpato, Stephanie Anna. "Inter-Organizational Problem Solving Among Disaster Managers: The Role of Common Ground." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30834.
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Despite disaster managers’ best efforts, inter-organizational disaster management suffers from varying levels of success. One factor that is likely to account for these variations is team mutual understanding, also known as common ground. To validate the potential effect of common ground in disaster management, the thesis investigates common ground in several interviews with disaster managers and in an experimental study involving an inter-organizational disaster event scenario. Analysis of interviews revealed that disaster managers perceived gaps in understanding between responders, the importance of mutual understanding, and perceived common ground similarly to depictions in theory with a few exceptions. Analyses of the experimental study indicated that contextual factors of Team composition, Problem solving approach and Type of tasks differently impacted measures of performance and implicit coordination, and that implicit coordination partially mediated and supressed the relationship between contextual factors and decision quality. Findings suggest the variation in disaster managers’ performance can be ascribed to common ground, implicit coordination, and contextual factors. Moreover, results showed the satisfaction with outcome did not correlate with expert rated quality of decision; and that while satisfaction related to consensus and quality of the decision was linked to generating alternative ideas and debate. Collaboration proved to be more effective in public communication tasks, especially for homogenous team composition. The findings support initiatives for more cross-training and further lab and field experiments.
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Gittins, Christopher John. "A study of creative problem solving and innovation within a sample of high technology companies." Thesis, University of Essex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391907.
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Myrmel, Mary Kay. "Effects of using creative problem solving in eighth grade technology education class at Hopkins North Junior High School." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003myrmelm.pdf.
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Hender, Jillian Mary. "Improving group creativity : an evaluation of the use of creative techniques with a group support system." Thesis, Henley Business School, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387532.
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Auth, Patrick Clifford Reisman Fredricka K. "Assessing the use of creative problem solving skills and generic influences on learning in clinical reasoning by physician assistant students /." Philadelphia, Pa. : Drexel University, 2005. http://dspace.library.drexel.edu/handle/1860/609.
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Tan, Sema. "Assessing Creative Problem Solving Ability in Mathematics: Revising the Scoring System of the DISCOVER Mathematics Assessment." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/594950.
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The purpose of this study was to revise and revalidate the scoring procedure of the DISCOVER Mathematics Assessment to allow evaluators to better measure creative problem solving ability in mathematics, identify gifted students, and evaluate the programs developed for fostering creative problem solving. The data for this study consisted of 233 students selected from five different grade levels. I conducted descriptive statistics and regression analyses to compare the relationships of both the original and revised versions of the scoring system with general creativity. I found that range increased from the original to the revised version of the scoring system for mathematical problem solving performance in semi-open-ended problems, however it decreased for overall performance and performance in open-ended problems. Variance, on the other hand, increased for both overall problem solving performance and performance in semi-open-ended problems, and decreased for performance in open-ended problems from the original to the revised version of the scoring system. Furthermore, in the revised model all three variables of the creative mathematical problem solving performance (overall performance, performance in semi-open-ended problems, and performance in open-ended problems) explained more variance in general creativity than the original version. Statistically, the differences between the original and the revised versions were significant for all three variables, except for creative mathematical problem solving performance in open-ended problems. Across grade levels, I found that for the group Lower Grade Levels (grade levels 1 and 2), the explained variance in general creativity increased from the original to the revised version for both overall performance and performance in semi-open-ended problems. However, it decreased for performance in open-ended problems. On the other hand for the group Higher Grade Levels (grade levels 3, 4, and 5) the explained variance in general creativity increased for all three variables from the original to the revised version. Statistically, the only significant difference between the original and the revised versions was for overall problem solving performance in Higher Grade Levels. I concluded that the revised version of the scoring system was more effective when predicting variance in general creativity for overall problem solving performance, and performance in semi-open-ended problems. Also, it predicted more variance in general creativity for the group Higher Grade Levels than the group Lower Grade Levels. Therefore, I suggested that quality should be considered as well as fluency, flexibility, and originality when scoring assessments for creative problem solving ability in mathematics.
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Lam, Tsz-ki, and 林子琪. "Developing creativity and problem solving through story telling for preschool children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35372941.
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Atha-Weldon, Cindy Shira Simcha. "Thought team use of a perspective-taking strategy to enhance personal problem solving while thinking, writing, or mapping /." Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-05092006-161318/unrestricted/atha-weldon.pdf.
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Yan, Jiang Mei, and 江梅燕. "Creative Learning Platform Based On Creative Problem Solving." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/49404727701223285835.
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碩士國立交通大學
電機資訊學院碩士在職專班
94
This thesis incorporates the concept of Creative Problem Solving (CPS) into creative learning. CPS is employed to model the entire process of scientific invention in a step-by-step manner. This thesis also implements the concept of education through creative thinking by designing a set of game-based educational materials based on the thinking process of scientific inventions of Liu Hsing Chin, a famous Taiwanese inventor. We expect that by means of the integration of CPS and the thinking process of scientific inventions of Liu Hsing Chin, the definition of creative learning can be concrete. In addition, this thesis analyzes the Creativity Assessment Packet developed by Williams, and uses its key idea to design an on-line evaluation system. Then the educational materials and creative evaluation system are integrated into an online platform. We expect that the design of educational materials based on CPS would improve children's creativity and ability to solve problems.
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Burnett, Cynthia. "Holistic Approaches to Creative Problem Solving." Thesis, 2010. http://hdl.handle.net/1807/26412.
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This qualitative research study explores the complex phenomenon of intuition within the Creative Problem Solving process. The first part of the study utilized 100 alumni, students, professors, and visiting professors of the International Center for Studies in Creativity (ICSC). These participants were asked a series of questions in order to help the researcher answer the questions: How do creativity practitioners construe intuition? What role does intuition play in the Creative Problem Solving (CPS) (Miller, Vehar & Firestein, 2001; Noller, Parnes & Biondi, 1976; Osborn, 1953; Puccio, Murdock & Mance, 2006) process?
The second part of the study involved eleven graduate students enrolled as Creative Studies majors at ICSC who were participants in a course on holistic approaches to Creative Problem Solving. The study explored the questions: Are intuitive tools and techniques effective in CPS? If so, when are they effective? When CPS is taught from a holistic perspective, is transformation likely to occur? Four theoretical models, including: a definitional model of intuition; a skill set for intuition, a process to improve the effectiveness of intuitive tools; and a transformational model of learning, were developed. These models were designed as a way for creativity practitioners to understand this phenomenon and to incorporate it into their practices.
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Wu, Cheng-Hua, and 吳政樺. "A Study on Problem Solving Capability of MOOCs "Creative Problem Solving" Course." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/24525854751454748936.
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碩士中原大學
資訊管理研究所
103
"Massive open online courses," or "giant open online courses" (Massive Open Online Courses, MOOCs), is now one kind of online learning through the Internet and the popularity has been rapid development of technology, teaching methods had not rigidly stick in a traditional classroom, the trend of the Internet and mobile devices to have one of the ubiquitous, so long as through the vehicle, can instantly learn at any location. Today before the election when all enterprises are paying more attention to basic skills of candidates, it is how to enhance the soft power of self when one of modern learning focus, so the eight-week grind lesson planning division " creative problem solving " courses, which aim to make the invisible learning enhance personal problem solving ability, I hope there will be a good development in employment. In this study, the University of Central Plains mill class division "means creating solutions" course, affect the ability of programs to promote the participation of learners to solve problems in school or outside persons, different ages, different occupations, men and women, as this study this study design uses "around a single set of experimental design and testing activities," and through the eight-week after-curricular activities, through the questionnaire way to collect data, to be analyzed and discussed on such information. Experimentally measured before and after a single group, applied for 177 students conducted statistical analysis, then the actual participation of the students in order to complete an eight-week course conducted after the screening data, delete the invalid questionnaires, a total of 62 samples for subsequent analysis.
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張世彗. "The effects of creative problem solving program upon creative problem solving ability, creativity and problem solving ability for the gifted and the average elementary students." Thesis, 1988. http://ndltd.ncl.edu.tw/handle/35710734700015895944.
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Hsieh, Yi-Shan, and 謝依珊. "Creative Problem Solving Integrated into Scientific Toys Making Instruction on Creativity and Scientific Creative Problem Solving for Elementary Gifted Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/50525625255773424387.
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碩士臺北市立大學
創造思考暨資賦優異教育研究所
103
This study aimed to explore the impact of Creative Problem Solving Integrated into Scientific Toys Making Instruction on Creativity and Scientific Creative Problem Solving for Elementary Gifted Students. This study adopted the Pretest and Posttest Quasi-experimental Design. The high-grade elementary school students in a gifted class in New Taipei City and Taipei City were selected as the study objects. There were 13 students in the experimental group and control group respective.14-week experimental teaching program was carried out. The study tool utilized Torrance Tests of Creative Thinking, Children Scientific Creative Problem Solving Test, product assessment and Student`s Feedback Form for the Creative Problem Solving Integrated into Scientific Toys Making Instruction . Analysis of Covariance for Independent Samples and Qualitative Data were performed on the data collected. Based on results of the study, the main findings are listed as below: 1. The Creative Problem Solving Integrated into Scientific Toys Making Instruction could raise the elementary gifted students` creative on originality and elaboration. 2. The Creative Problem Solving Integrated into Scientific Toys Making Instruction could raise the elementary gifted students` Scientific Creative Problem Solving on problem-analysis. 3. Experimental group presented creativity on students` work. 4. The Creative Problem Solving Integrated into Scientific Toys Making Instruction gained the approval of most students in the experimental group. The group enjoyed the program and gave positive feedback, believing that the program raised student`s creativity. The conclusions and recommendations of this study were provided for future teaching and research effect on creative thinking program.
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Kao, Li-Min, and 高儷珉. "A Study on Mobile MOOCs "Creative Problem Solving" Course for Innovation and Problem-Solving Competences." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/93178246560143930141.
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碩士中原大學
資訊管理研究所
104
Due to the popularity of the Internet today, almost everyone have 3C products, whether it is phone, tablet or laptop, and school gradually begin to try to use new teaching methods that are different from traditional methods. The new methods is like digital learning materials or online interaction courses. These methods could make Students have diverse way to study, and could learn anytime, anywhere such as Massive Open Online Courses (“MOOCs”). Furthermore, due to the rapid growth of 4G mobile Internets, gradually we start becoming dependent on mobile devices compared to personal computers or laptops. Mobile device with Internet could make learning become more convenient. Therefore, the MOOCs with mobile devices become “Mobile MOOCs,” which emphasize that people could learn concepts in few minutes anywhere. In addition, Mobile MOOCs with creative application could make learners upgrade core capability virtually. The experiment included 82 samples of pre and post-test of the application, and use t-test and ANOVA to analyze couples of sample in 5 levels: finding questions, stating and delimiting questions, proposing resolutions, estimation and decision and execution. After 8 weeks, we interviewed students whose post-test is worse than pre-test to understand the idea of learners. However, The result showed that average grade of post-test was better than pre-test .and all levels reach the significance in addition to fifth facets, which showed that the Mobile MOOCs courses for learners’ innovation and of problem-solving have influence.
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Yen, Chin-Den, and 葉錦燈. "The Role of Associate Theory in Creative Problem Solving." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/75350408603062222812.
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碩士國立屏東師範學院
數理教育研究所
90
The Role of Associate Theory in Creative Problem Solving Chin-Den Yen ABSTRACT The goal of this study is to explore the inter-relationships between creative problem solving (CPS) and creative thinking. To achieve the goal of study, we proposed a new approach to overcome the traditional drawback in the Mednick’s associate theory. This approach is based on Mednick’s associate theory to underlie divergent thinking theory which considered the basis of creative thinking. Based upon the new theory, two kinds of instruments, called RAT-like-Ⅰ and RAT-like-Ⅱ, were developed for the purpose of study. Besides, a set of open-ended physics problems was also designed and tested for the evaluation of problem-finding ability and idea-finding ability. After deleting bad samples, 119 samples were used for data analysis. The correlation analysis was done. To reveal hidden information, k-mean clustering method was employed. Consequently, component comparisons of divergent-thinking among clusters were performed. Several concluding remarks are listed in the following: 1. Based on cluster analysis over RAT-like-Ⅰand WCTT, there is consistency in terms of normalized for the best performance cluster and the worst performance cluster. However, discrepancies were found for intermediate performance clusters. This suggests that RAT-like-Ⅰmight have distinctly intrinsic characteristics as compared with Guilford-style tests. 2. Results of cluster analysis over problem-finding ability, idea-find ability and evaluation ability tell us that RAT-like-Ⅱ has more prediction power than RAT-like-Ⅰ and WCTT. The effect of domain knowledge must take into account in the study of scientific creative-problem solving. 3. Regarding with correlations between Creative problem solving test(CPST) and other tests, We found that WCTT has the lowest correlations with CPST, as compared with RAT-like-Ⅰand RAT-like-Ⅱ. Actually, RAT-like-Ⅱ has the highest correlation with CPST. This result might suggest that the based on divergent-thinking theory, general ability tests of creative might go beyond the designed content too much. In fact, it can not go all the way with the creative-problem solving. Key Words: Creative Problem Solving, Creativity, Scientific Creativity, Associate Theory, Elementary School Student
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Wang, Yi-Sheng, and 王怡勝. "The Study of Creative Problem-Solving for Product Design." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/84012303223923111043.
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碩士國立成功大學
工業設計學系
88
There are many designing methods in the technology field; a complete designing method would help designers to create more creative works. However, lots of designing methods is too over towards rationality, which leads to “method over mind”. Furthermore, due to the technology is updating day by day, different film structures, strong competitions, different life-styles and shorter product life cycle, creative methods are strongly needed now. Therefore to develop more creative designing methods is becoming the most important topic for the designers. In the creative psychology field, Creative Problem-Solving, CPS) is a strategy of using systematical thinking to solve problems, its a structure of flexible creative problem solving method, it also could make a learner to develop and grow more creative thoughts. This research is trying to use the currant CPS theory to provide more practicality in developing of creative product designing. This article is using a systematical method to solve the activities and strategies of problem solving designing. And to prevent the situation of too over toward rationality, the flexible creative method is used as a main structure and hope learners could grow and develop more in creating. The summary is to discuss the practicality and also the development of intuitive creative product designing methods.
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Lin, Ting-Hua, and 林廷華. "The Effect of Creative Problem Solving Teaching Program on Creativity and Problem Solving Ability of Kindergarten Children." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/09566542859744005624.
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碩士文化大學
兒童福利學系
83
The purpose of this study was to examine the effects of the Creative Problem Solving Teaching Program on preshool children''s creativity and problem solving ability. A pretest-posttest control group design. 30 kindergarten''s children from one elementary school in Taipei. They were randomly divided into experimental group(15)and control group(15). The experimental group subjects participated the activities of the program for fen weeks period, two hour a week; while the control group did not. The measures used in this included: Thinking Creativity in Action and Movement(TCAM), Creative Thinking Figural Form B, The Tests of Children;s problem Solving Ability, and the Questionnaire on the Creative Problem Solving Teaching Program.One-Way Covariance Analysis were applied to analyze the collected data.Result are as follow: 1.Concerning the "Creative Creativity in Action and Movement"： a.The performance of experimental group was significantly superior to that of the control group on "action and movement fluency". b.The performance of experimental group was significantly superior to that of the control group on "action and movement originality". c.The performance of experimental group was significantly superior to that of the control group on "action and movement imagination". 2.Concerning the "Creative Thinking Figural From B"： a.The performance of experimental group was significantly superior to that of the control group on "figural fluency". b.The performance of experimental group was significantly superior to that of the control group on "figural flexibility". c.The performance of experimental group was significantly superior to that of the control group on "figural originality". d.The performance of experimental group was significantly superior to that of the control group on "figural elaboration". 3.Concerning the"The Tests of Children''s "Problem Solving Ability: The performance of experimental group was significantly superior to that of the control group on "The Tests of Children''s Problem Solving Ability". In a word, the Creative Problem Solvign Teaching Program can enhance preschool children''s creativity and problem solving ability .I propose some suggestions for educational implications and fruther study.
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LI, CHIN-SHU, and 李金樹. "The Effects of Creative Problem Solving Training Course on Problem Solving Ability and Science Creativity of Elementary Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/20215540470179725836.
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碩士國立臺中教育大學
自然科學教育學系碩士班
95
The purpose of this study was to examine the effect of twelve-week creative problem solving training courses (CPSTC), which were designed based on the Parnes Creative Problem Solving framework, on the problem solving ability and science creativity of elementary school students. The approach of this study was a quasi-experimental design. Four classes of the sixth graders were selected as subject of this study in Taichung area. The experimental group was composed of two classes who attended the creative problem solving courses, while the contrast group was constituted with another two classes who received no training courses. The measures used in this study included: the Test of problem solving ability (TPSA), the Test of science creativity (TSC), and the Questionnaire on CPSTC. The data were analyzed by using t-test, one-factor analysis of variance and covariance. Besides, qualitative data were also collected to analyze. The findings were as follows: 1. On the three sub-scales of TPSA, the differences on “problem solving methods” and “problem defining” of the experimental group were significant, while the difference on “problem preventing” was not. Regarding the two scales of TPSA, the experimental group got higher scores than the contrast group in validity and flexibility; however, the difference was only significant in validity. After the empirical teaching, the experimental group got higher scores on the Test of problem solving ability than the contrast group did. The difference in how students of the two groups performed on solving ability was significant. 2. On the TSC, the experimental group got higher scores than the contrast group on the following three types: correlation analysis, collective explanation, and criticizing evaluation. Nevertheless, the significant differences between the two groups only occur in correlation analysis and collective explanation. After the empirical teaching, the performance of the experimental group on the TSC was better than that of the contrast group. The differences between the two groups regarding the fluency and uniqueness scales were significant, while in the flexibility scale, the difference was not significant. 3. The students had positive valuation on the creative problem solving training courses. They thought the courses were suitable and the conducting methods were interesting. In addition, they also thought that it could improve and promote their own creative thinking and problem solving ability. 4. The students of the experimental group were more affirmative towards the learning content, leaning feedback, learning interests, learning feeling, and the ability developing. In conclusion, the creative problem solving training courses was helpful for the sixth graders to promote their science creativity and problem solving ability. Some suggestions on teaching and researches were also given to be the reference for the related studies in the future.
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Yu, Tsan-Ying, and 游燦瑩. "A Novel Creative Thinking Model to Pattern Recognition Problem Solving." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/04202761914460542666.
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博士國立高雄第一科技大學
工程科技研究所
99
Inspired by the studies of modern cognitive psychology and real-world pattern recognition systems, a new developed model for pattern recognition is proposed to provide an alternative solution for some complicated pattern recognition problems. This study introduces a creative problem solving (CPS) skill including six steps such as Objective Finding, Fact Finding, Problem Finding, Idea Finding, Solution Finding and Acceptance Finding to derive a pattern recognition solution. Also, the basic principles, criteria, and techniques for creative problem solving are presented. Next, CPS skill is applied to develop pattern recognition application and demonstrate its applications. In addition, asterisk-shape filter and high-low score comparison method is proposed to improve wafer ID recognition; threshold-aware two-path search (TATPS) approach to enhance block motion estimation and support vector machines (SVM) with Taguchi method for parameter selection to improve the performance for e-mail spam filtering. Experiment results show that these proposed applications can obtain better performance. Such a problem solving technique can be extended to more applications in the future.
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Huang, Po-Yuan, and 黃柏元. "The Creative Digital Game : Problem-Solving Simulation of City Trash." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/c96vv6.
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碩士國立臺北科技大學
互動媒體設計研究所
102
The Garbage Problem has been concerned for years. And the government of Taiwan also implemented some policy on Waste Reduction. However, there are only three classes of Competence Indicators or Benchmarks teach about the problem of garbage increment crisis in Grade 1-9 Curriculum. It’s not enough for educating the whole process of the green issue effectively. Therefore, the idea of this game creation is going to aim at Garbage Problem. This study expected to make a problem-solving game of city trash and explain what the factors affecting student decisions. The architecture of this game is based on Experiential Learning model. Combining with the green knowledge into the game and simulate for operating a city. This game turned Natural Environment as one of the participants, so that the Real Player can play a game with it on conduct economic and environment situation. This game can not only help student to learn and integrate their knowledge by taking care of the city prudentially, but see the factors affecting student decisions through the records of experiment. According to the record observations and the New Environmental Paradigm questionnaires evaluation, the result of experimental is that the user who is in non-economic pressure will operate resources and the environment as key strategies more. Conversely, user who is in economic pressure will operate economics more. Future research can target at different age level, education level or even personal background to see the specific factors which impact user’s orientation of decision-making in the game. Although the setting of economic, resource and environmental parameters have not yet reached accuracy, but the game indeed had been corrected and improved after the experiment. Furthermore, this game can keep on developing by adjusting the parameters in the future. The content of the game can continue to enrich with the garbage issue to make it more complete.
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林金山. "Narrative Explorations on Problem-solving Process of Creative Gear Game." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/53374447222074295786.
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碩士國立新竹教育大學
數位學習科技研究所
101
Problem-solving ability rely on the expression process, this study is based on the result of National Science Council’s Creative Gears Lab. This digital game virtualized versatile problem-solving situations, when students encounter the situation when there is problem by the narrative interview. Make sure the three problem-solving processes as whether they understand the purpose of the game screen, the implemental tools and the result for the strategy of interactive game. The study is divided into three stages: 1.Pretest and modification: 9 elementary senior class students who are interested in nature and science from school are invited. Each student is doing different problem-solving game scenarios interview and completed the pretest. 2.Evaluating revision of the interview outline. Actual test and analysis: interviewing 18 students with good background and those who need to make improvement in nature and science by 9 different game scenarios. 3.Popularization and application: share the lecturing experience of problem-solving about “Creative Gears Lab”. The design for Narrative Explorations are proceed by three aspects. And the results of interview are analyzed by CPS problem-solving progress. 1. application of image-based cognitive processes problem-solving progress: knowing students get the idea of problem from the hints of questions and images. and they find the clue for helping them solve the problem. 2. The application of tool modules operating process : If students do not complete the goal as expectation, they will start over again to get the useful information. And rediscover the problem solving solution. 3. Thinking operating process of solving gear connect not working: the results show that there are several students face the situation of tool ineffective, these are all due to not able to trigger the devices accurately which result in the unexpressive outcome. Providing the design for lecturing, the implantation of “Creative Gears Lab” be perform IV on the virtual educational scene. And the data of response from student during the process for the design and educational activities of reference for future similar problem-solving game.
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Yen, Yi-Chen, and 顏貽楨. "A Study on a Generalized Model for Creative Problem Solving." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/08804051462926030385.
Full textAbstract:
碩士中原大學
工業工程研究所
89
Problem solving has been part of human life ever since the early age. Following the enormous change in social environment, the problems to be solved continuously grow in size and complexity. As a result, how to solve problems effectively has long been a all-time task in each walk of life. Facing the complex, rapid changing and time-pressing environment, together with the emergence of the knowledge economy, how to incorporate concepts of knowledge management creativity as well as innovation with problem solving has been a great concern by both academia and the industry. The purpose of this study is to develop a generalized model foe Creative Problem Solving, by integrating the Kepner & Tregoe (KT) rational process, and the Theory of Constraints (TOC) approach. Consequently, this research adopts some approaches including literature review, in-depth interview, comparison study and case studies so as to explore the definition, classification of problems, and the structure, cycle of problem solving process. For this purpose the basic structure and procedure of the KT-rational process and the TOC-approach, are thoroughly studied. Finally, the findings are used to develop for creative problem solving process. The following three important tasks have been completed in this study: (1). The definition and classification of problem as well as the segmentation of the problem solving process, as perceived by various scholars are thoroughly studied. (2). Both the KT-rational approach and the Theory of Constraints approach are explored in depth with respect to fundamental structure, procedure, commonality, distinctive difference, effectiveness and limitations. (3) The development of a generalized model for creative problem solving process with verifications and modifications based on observations drawn from case studies.
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Chu, Chun-Lung, and 朱俊龍. "A study of the effects of creative problem solving instruction on creativity and problem solving ability of elementary students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/58633973885177508215.
Full textAbstract:
碩士中原大學
教育研究所
96
The purposes of this study is to realize the effects of the creative problem solving instruction model on technology creativity and problem solving ability for elementary students. An unequal group pretest-posttest design was employed in this study. Two fourth-grade classes of a elementary school in Tao Yuan country were selected to be the research sample. The experimental group received the instruction which is creative problem solving instruction model, while the control group received regular lecture instruction. The research frequency is three classes a week, and the all research time is lasting ten weeks. The employed research instruments included Technological Creativity Test, Reorganization Problem Solving Test. The quantitative analysis method included descriptive statistics, paired-sample t test, one-way ANCOVA while the qualitative data is to analyze the interview content and teachers’ teaching notes. The main findings were as followed: 1. In regard to the creativity, the students of experimental group got higher scores on fluency, flexibility, originality, elaboration and total than those of control group. However, there were no significant differences in vision model. 2. In regard to the problem solving ability, the students of experimental group got higher scores on finding causes, finding solutions, avoiding problems, effectiveness and total than those of control group. However, there were no significant differences in flexibility. Finally, the researcher proposed some suggestions for educational instruction and future studies.
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Chang, Cheng-Sung, and 張振松. "A Research in Creative Problem-solving Instruction Toward Elementary Students’Creativity and The Ability of Problem-solving at Science Class." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/07201751119590607072.
Full textAbstract:
碩士臺北市立師範學院
科學教育研究所
90
Creativity is an important characteristic in science education. The ability of problem-solving is also one of the important teaching goal. The purposes of this study were as the following: (1) to investigate the influence of creative problem-solving instruction toward students’ creativity ability. (2) to investigate the influence of creative problem-solving instruction toward students’ problem-solving ability. (3) to provide suggestions for conducting creative problem-solving instruction in elementary science class. The design of this study was a quasi-experiment with Solomon four-group design. There were four randomly assigned classes “two experiment groups and two control groups.” The experiment groups were proceeded creative problem solving instruction, and the control groups were proceeded general instruction. Finally, each group’s abilities of creativity and problem-solving were compared. The tools of the study were Williams creative thinking abilities measurement, Williams creative attitude measurement, and problem solving measurement. The teaching activities were designed depended on the steps of Parnes’s creative problem solving. According to the creative problem-solving instruction, the research designed the teaching activities. Then the researcher investigated the influence of creative problem-solving instruction on the ability of creativity and problem-solving. The results of this study were as the following: (1)In creative thinking abilities measurement, the students of experimental group got higher scores on fluency, opening, flexibility, originality, heading and total than those of control group. However, there were no significant differences in elaboration. (2)In creative attitude measurement, the students of experimental group got higher scores on risk taking, curiosity, imagination, and total than those of control group. However, there were no significant differences in challenge. (3) In problem-solving measurement, the students of experimental group got higher scores on explanations, guess factor, reverse guess factor, design solution, and total than those of control group. However, there were no significant differences in problem prevented. Finally, the researcher forward that creative problem-solving instruction might promote the ability of creativity and problem-solving for elementary students. We might adopt creative problem-solving instruction to promote the ability of creativity and problem-solving in elementary science classes.
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Wu, Yi-Chin, and 吳宜津. "The Effect of Concept Mapping for Creative Problem Solving Model on Elementary Students in Problem Solving for Sport Situations." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/22423832333163769181.
Full textAbstract:
碩士臺北巿立體育學院
運動教育研究所
97
The main purpose of this study was to investigate the effectivenessof concept mapping for creative problem solving model applied on problem solving ability in physical education in Grade 5 elementary school students. Two classes of elementary students in Grade 5 (n=50) from Taipei Wan-hua District were used as subjects adopting purposive sampling in this study. Twenty-five subjects (n=25) receiving the concept mapping of creaTive problem solving model lessons were categorized into an experimental group. Twenty-five subjects (n=25) receiving direct instruction was a controll group. Both groups were at the average age of 11 to 12 with a duration of 12 weeks.A test of problem solving ability in Physical Education was administered before and after the intervention. The SPSS for Windows 12.0 version was utilized to analyze all the data by test of homogeneity, MANCOVA and repeated measure design. The level of signifycance for acceptance or rejection for this study was set at the .05 level. Results indicated that: 1.There were significant improvements of the experimental group on the abilities of “reverse prediction problem”, “preventingproblem”, ”assessment“ and ”problem solving ability in Physical Education” but with no significant improvements on the abilities of “interpretation”, ”direct predicttion” and ”decision making”. The results of post- assessment are better than that of pre- assessment.2.There were no significant improvements of the control group on the abilities of “interpretation”, “direct prediction”, “reverse prediction”, “decision making”, “prevention”, ”assessment” and “problem solving ability in Physical Education”. 3.The experimental group had significant Improveement on the control group in the abilities of “reverse prediction, “preventing problem”, “assessment” and “problemsolving ability in Physical Education”.
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許維倫. "The Effects of Social Studies Creative Problem Solving Instruction on Problem Solving Ability in Social Studies for the Elementary Student." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/66251360949454345224.
Full textAbstract:
碩士國立屏東師範學院
國民教育研究所
91
The purpose of this research is probing into the different effects of different teaching environment on problem solving ability for the five-grade students in elementary school, and also investigates the different effects between those students whom have unlike backgrounds and abilities. The research utilize Nonequivalent pretest-posttest control group design, the subjects are 60 five-grade students from two classes at Yen-Pu Elementary School in Ping-Tong. 30 students in one class are randomly assigned to the experimental group, and 30 students in the other class are assigned to the control group. The experimental group receives 6 weeks, total 17 times of social studies creative problem solving instruction; in the other sides, the control group received general social studies instruction. The research use 「Test of Problem Solving」to collect data. The independent variables are ‘Teaching Model’ and ‘Different Background’, the dependent variables are the pretest score of ‘Test of Problem Solving’, and the data obtained were analyzed by one-way analysis of covariance and two-way analysis of covariance. The main finding of this research is as follow: 1.There are significant differences on problem solving ability between the experimental group and the control group. 2.The experimental group has conspicuous procrastination in problem solving ability. 3.There are no significant differences to students whom are dissimilar in sex after Creative Problem Solving Instruction. 4.There are no significant differences to students whom are dissimilar in study achievement after Creative Problem Solving Instruction. 5.Creative Problem Solving Instruction has significant influence to further the problem solving ability of students whom are in medium ability. Finally, according to the conclusion and limitation, the researcher provide some suggestions for the improvement of instruction and future research.