ERIC Number: EJ1060466
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 78
The Impact of Metacognitive Instruction on Creative Problem Solving
Hargrove, Ryan A.; Nietfeld, John L.
Journal of Experimental Education, v83 n3 p291-318 2015
This study examined the impact of teaching creativity in the form of associative thinking strategies within a metacognitive framework. A representative sample of 30 university design students was selected from a larger section (N = 122) to participate in a 16-week supplemental course. Each week a new creative thinking strategy was integrated with activities to encourage metacognitive skill development. Upon completion of the course the treatment group had significantly higher scores on fluency and originality measures compared with their matched peers. In addition, students in the treatment condition received higher ratings on a summative domain-specific project judged by external design experts. Metacognitive Awareness Inventory scores increased for the treatment group but were stable over time for the comparison group.
Descriptors: Metacognition, Creative Thinking, Problem Solving, Teaching Methods, Learning Strategies, College Freshmen, Design Crafts, Cognitive Tests, Creativity Tests, Scoring Rubrics, Correlation, Statistical Analysis, Thinking Skills
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Remote Associates Test