E. Paul Torrance, a pioneer in creative education, and his associates founded the Future Problem Solving Program (now FPSPI, or Future Problem Solving Program International) in the mid-1970s as a competitive, interscholastic program and as a curriculum project integrating creative problem-solving and future studies. Since its founding, the program…

The original work of Alex Osborn making the creative process more explicit, and the following 50 years of research and development on creative problem solving, have made an important and wide-spread contribution to those interested in the deliberate development of creative talent. This article provided a summary of the many versions of creative…

"VIEW: An Assessment of Problem Solving Style" (Selby, Treffinger, & Isaksen, 2002) is a new instrument for assessing problem-solving style, for use with individuals from ages 12 through adult. It measures three dimensions of style relating to creative problem solving and change management. In this article, we discuss the construction of the…

This study evaluated the effectiveness of Camp Invention, a hands-on creativity and science day camp run in partnership with about 400 schools nationwide. A survey of 17,526 campers, parents, and staff supported the positive impact of Camp Invention for both boys and girls, in urban and suburban settings, and on attitudes towards creativity,…

A study compared the recidivism rate of two groups of Native Canadian inmates. The experimental group of offenders (n=31) received intensive pre-release support, including counseling, training in creative problem solving, career awareness sessions, and on-the-job experiences. Individuals in the experimental groups were much less likely to…

The purpose of this paper was to present specific instructional objectives and learning hierarchies, which are diagrams of the organization of the skills and prerequisite accomplishments involved in a more complex, general learning outcome, that were developed for a creative problem-solving course. (Author/RK)

Some initial guidelines are provided for parents and teachers for encouraging independence and self-direction among gifted students. (DLS)

Methods, techniques, and materials for teaching creativity and problem-solving were discussed in a workshop for elementary school teachers. (RK)

Article considered whether pupils' creative thinking and problem solving abilities can be improved through direct educational efforts. (Author/RK)

The author quotes passages from the first two chapters of "Genesis" to support four hypotheses such as that the stages of creative process do not occur systematically but are reported in orderly sequence. (MC)

Research on ways to evaluate creative products is reviewed, and criteria are classified into three general dimensions: novelty, resolution, and elaboration/synthesis. Subcomponents of each dimension are described. Unresolved issues center on definitional problems, aspects of originality, and others' perceptions of creative products. (CL)

Purpose of this paper is to identify several critical problems and areas of needed research on the measurement of creativity. The area is surveyed in three general categories: validity, reliability, and usability. (Authors/CB)

A rationale for the multidimensional approach to giftedness is presented, and creativity in the multidimensional model is examined. Several conclusions about the assessment of creative talent are made, along with thirteen specific recommendations. Some continuing problems in the area are discussed, along with needed research. (DLS)