Finding the problem: How students approach problem identification. (March 2020)

• Record Type: Journal Article
• Authors: Rubenstein, Lisa DaVia; Callan, Gregory L.; Speirs Neumeister, Kristie; Ridgley, Lisa M.
• Is Part Of: Thinking skills and creativity. Volume 35(2020)
• Publication Date: 2020-03
• Subjects: Creative problem solving -- Problem identification -- Problem finding -- Strategic approaches -- Qualitative coding; Thought and thinking -- Periodicals; Critical thinking -- Study and teaching -- Periodicals; Creative thinking -- Study and teaching -- Periodicals; Thinking -- Periodicals; Creativeness -- Periodicals; Teaching -- Periodicals; Pensée -- Étude et enseignement -- Périodiques; Créativité (Éducation) -- Étude et enseignement -- Périodiques; 370.15205
• DOI: 10.1016/j.tsc.2020.100635
• Languages: English
• ISSNs: 1871-1871

Abstract

Highlights: Problem identification strategies were coded using multiple techniques. Coding techniques were deductive, inductive, and hybrid approaches. Strategies included Resource Management, Elaboration, Analysis, and Manipulation. Students most frequently used lower level processing strategies. Students rarely had a cohesive plan for identifying problems. Abstract: The primary purpose of this study was to describe students' strategic approaches to problem identification. Given the absence of descriptive research in creative problem identification strategies, the secondary purpose was to explore the multiple methods for coding students' responses, including (a) deductive, (b) inductive, and (c) hybrid approaches. Eighth and ninth grade students ( N = 90) responded to semi-structured interview prompts while completing a creative problem-solving task (i.e., Creative Problem Solving-Microanalysis Interview Protocol; CPS-MIP). All three coding approaches provided insights and limitations. Collectively, most students only discussed 1-2 strategies, and those strategies tended to represent lower levels of processing (e.g., Resource Management: regulating attention/perception). Fewer students used more complex strategies, such as Elaboration (i.e., exploring/connecting information), Analysis (i.e., considering/dissecting specific components), and Manipulation (i.e., actively altering information). Further, students struggled to integrate multiple strategies into cohesive plans; therefore, students may need explicit instruction and support to develop adaptive strategic approaches to problem identification.