Literaturnachweis - Detailanzeige
| Autor/inn/en | Treffinger, Donald J.; Ripple, Richard E. |
|---|---|
| Institution | Cornell Univ., Ithaca, NY. |
| Titel | The Effects of Programed Instruction in Productive Thinking on Verbal Creativity and Problem Solving Among Elementary School Pupils. Final Report. |
| Quelle | (1968), (238 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Creativity; Elementary School Students; Elementary Schools; Instructional Innovation; Problem Solving; Productive Thinking; Programed Instruction |
| Abstract | The effectiveness of the Productive Thinking Program in developing creative thinking and problem solving abilities among 370 pupils in grades four through seven was examined. An exploratory investigation of the program's instructional content was also undertaken. At all four grade levels studied, instructed pupils' scores on Covington's Childhood Attitude Inventory for Problem Solving were significantly greater than those of controls'. There were no significant indications of transfer from the instructional program to scores on verbal tests of creative thinking, or problem solving batteries, at any of the grade levels tested. Pupils written responses were evaluated in five general categories: Memory-Organization, Production, Reorganization, Judgment-Evaluation, and Attitude. Those high and low on each of these factors were compared with a sub-sample of control pupils on each of three creative problem solving criteria, with no significant differences among these groups for any response factor across all grade levels. Results were interpreted in terms of three factors: conditions under which the program was administered, criterion difficulty, and complexity of the abilities involved. (Author/CJ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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