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ERIC Number: EJ1039421
Record Type: Journal
Publication Date: 2013-Jul
Pages: 23
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-0020-4277
Impacts of Learning Inventive Problem-Solving Principles: Students' Transition from Systematic Searching to Heuristic Problem Solving
Barak, Moshe
Instructional Science: An International Journal of the Learning Sciences, v41 n4 p657-679 Jul 2013
This paper presents the outcomes of teaching an inventive problem-solving course in junior high schools in an attempt to deal with the current relative neglect of fostering students' creativity and problem-solving capabilities in traditional schooling. The method involves carrying out systematic manipulation with attributes, functions and relationships between existing components and variables in a system. The 2-year research study comprised 112 students in the experimental group and 100 students in the control group. The findings indicated that in the post-course exam, the participants suggested a significantly greater number of original and useful solutions to problems presented to them compared to the pre-course exam and to the control group. The course also increased students' self-beliefs about creativity. Although at the beginning of the course, the students adhered to "systematic searching" using the inventive problem-solving principles they had learned, later on they moved to "semi-structured" and heuristic problem solving, which deals with using strategies, techniques, rules-of-thumb or educated guessing in the problem-solving process. It is important to note, however, that teaching the proposed method in school should take place in the context of engaging students in challenging tasks and open-ended projects that encourage students to develop their ideas. There is only little benefit in merely teaching students inventive problem-solving principles and letting them solve discrete pre-designed exercises.
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A