Creative Problem Solving in Primary Education: Exploring the Role of Fact Finding, Problem Finding, and Solution Finding across Tasks. (September 2020)

• Record Type: Journal Article
• Authors: van Hooijdonk, Mare; Mainhard, Tim; Kroesbergen, Evelyn H.; van Tartwijk, Jan
• Is Part Of: Thinking skills and creativity. Volume 37(2020)
• Publication Date: 2020-09
• Subjects: Creative Problem Solving -- primary education -- fact finding -- problem finding -- solution finding -- Bayesian statistics; 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.2020.100665
• Languages: English
• ISSNs: 1871-1871

Abstract

Highlights: Fact finding, problem finding and solution finding were included in creative problem solving tasks Fact finding and problem finding were positively associated with fluency and originality Problem finding seemed to help in finding complete ideas, fact finding did not. Primary school students were able to identify their most creative ideas Students did not undervalue certain aspects of creativity when applying solution finding Abstract: Interest in fostering creative problem solving (CPS) from primary education onwards is growing. However, embedding CPS in Education seems to be a challenge. One problem is that generating creative ideas (idea finding) is often taught in isolation, rather than also including processes such as exploring knowledge (fact finding), defining the problem (problem finding) and comparing ideas to identify the most creative ones (solution finding). In the current study, we prepared CPS tasks for primary education that represent this more complete CPS model and studied whether successful fact finding and problem finding were positively associated with the creativity of the ideas found. Additionally, we studied whether solution finding is doable for these young students and how they select the most creative ideas. Bayesian analyses indicated a positive association of fact finding and problem finding with the number of ideas generated and the originality of these ideas. In addition, problem finding seemed to be positively associated with the completeness of ideas, whereas fact finding seemed not. We also found that primary school students were able to identify their most creative ideas. Students did not seem to undervalue certain aspects of creativity when applying solution finding. Our results indicate that when aiming for more and original solutions, teachers could embed fact finding and problem finding in their CPS teaching practices. Our results also indicate primary school students are able to recognize creativity.