Improving Children's Creative Problem Solving Ability: Effects of Distribution of Training, Teacher Involvement, and Teacher's Divergent Thinking Ability on Instruction. Final Report.

Autor/in	Treffinger, Donald J.
Titel	Improving Children's Creative Problem Solving Ability: Effects of Distribution of Training, Teacher Involvement, and Teacher's Divergent Thinking Ability on Instruction. Final Report.
Quelle	(1971), (79 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Creative Thinking; Creativity; Divergent Thinking; Problem Solving; Productive Thinking; Torrance Tests of Creative Thinking + Suchen Sie Ihr Suchwort? Kreatives Denken; Kreativität; Problemlösen; Produktives Denken
Abstract	This report investigates improvement of pupils' creative thinking and problem-solving abilities through direct educational efforts. The sample consisted of 739 pupils and their teachers from 36 fifth grade classes in two Indiana public school systems. Five sub-tests from the Torrance Tests of Creative Thinking were administered to all teachers to determine their level of divergent thinking ability. A median split was then used to divide the teachers into a high group and a low group. Pupils assigned to PTP (Productive Thinking Program) and PCTP (Purdue Creativity Training Program) studied 16 instructional units over a period of 4-8 weeks. Teachers assigned to discussion treatments interacted with the pupils, discussing the materials and attempting to foster creative thinking and problem solving among pupils. Teachers assigned to non-discussion treatments distributed the materials and supervised the students, but had minimal interaction. Classes assigned to the control group continued their normal classroom activities with no special instructional treatment. All pupils were given pre-and post-tests. Results provided evidence that some creative thinking and problem solving abilities of fifth grade pupils can be positively influenced by deliberate instructional efforts. Three major problems are identified: a) difficulty in defining treatment, b) validity of teacher divergent thinking scores, and c) complexity of the construct of creativity. Further research is recommended. A 48-item bibliography, appendixes, tables and figures are included. (MJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC