Creative Problem Solving

Five Ways in Which Language Teachers Can Develop Problem-Solving Skills for International Students

by George Schaaff

An Investigation of Interpersonal Problem Solving Approaches With Respect To Attachment Styles

by Halil Eksi

Emel ARSLAN Coşkun ARSLAN Ramazan ARI
Educational Sciences: Theory & Practice - 12(1) • Winter • 15-23

The purpose of this study was to investigate interpersonal problem solving approaches with respect to attachmentmore The purpose of this study was to investigate interpersonal problem solving approaches with respect to attachment
styles. The participants were 554 (279 female and 275 male) university students. Pearson product-moment
correlation coefficients and multiple regression analysis were used.The results of the study showed that the
attachment styles of the students significantly predicted subdimentsions of interpersonal problem solving.
There was a positive relationship between secure attachment style and constructive problem solving, insistentpersevering
approach while there was a negative and significant relationship between secure attachment style
and approaching problems in a negative way, lack of self confidence, unwillingness to take responsibility. There
was a positive relationship among dismissive attachment style scores constructive problem solving score. The
relationship among preoccuped attachment style and approaching problems in a negative way, constructive
problem solving, lack of self confidence, and unwillingness to take responsibility was positive and significant.
There was a positive relationship among Fearful attachment style and approaching problems in a negative
way, constructive problem solving, lack of self confidence, unwillingness to take responsibility, and ınsistentpersevering
approach.

Microfoundations of strategic problem formulation

by Markus Baer

Before a strategy can be developed, the problem it is supposed to address needs to be formulated. We establish the... more Before a strategy can be developed, the problem it is supposed to address needs to be formulated. We establish the microfoundations of strategic problem formulation by developing a theory that predicts a core set of impediments to formulation that arise when problems that are complex, ill-structured are addressed by heterogeneous teams. These impediments fundamentally constrain and narrow problem formulation, thereby limiting solution search and potential value creation. We establish these impediments as a set of design goals, which, if remedied by an appropriately constructed mechanism, can expand problem formulation to be more comprehensive. Finally, we consider how organizations can improve problem formulation by creating a structured process that satisfies the theoretically derived design goals and detail a specific example of this mechanism (Collaborative Structured Inquiry).

Don’t Wait to Incubate: Immediate v. Delayed Incubation in Divergent Thinking

by George Georgiou

Gilhooly. K.J., Georgiou, G.J., Garrison, J, Reston, J & Sirota, M.

Published in Memory & Cognition (in press)

Methods against Methods

by Marc Stierand

Stierand, M., & Dörfler, V. (forthcoming). Methods against Methods. In A. Mesquita (Ed.), Technology for Creativity and Innovation: Tools, Techniques and Applications. Hershey, PA: IGI Global.

In this chapter we intend to clarify some issues about creativity and innovation methods, because we believe that the... more In this chapter we intend to clarify some issues about creativity and innovation methods, because we believe that the term is often misunderstood. For us neither creativity nor innovation is guided by a method. There are only methods against methods that can help the extraordinary individual to step faster and easier into a state of mind that is conducive to creativity, but which has no effect on whether the creative output becomes an innovation. In order to support this claim, we outline three major reasons that seem to be responsible for making people believe that such methods for creativity and innovation exist. Then we present our understanding of creativity and continue with a discussion on the systemic character of creativity and innovation. Finally we show that there are no methods for creativity, but methods against non-creativity by explaining in particular how one of these methods against non-creativity works. What we outline here is a necessarily one-sided and partial view. Our aim is not to convince the readers that we are right but to make them think by presenting one possible consistent approach.

Prospective Teachers’ Problem Solving Skills and Self-Confidence Levels

by Halil Eksi

Sena GÜRŞEN OTACIOĞLU
Educational Sciences: Th eory & Practice
8 (3) • September 2008 • 915-923

Th e basic objective of the research is to determine whether the education that prospective
teachers at diff... more Th e basic objective of the research is to determine whether the education that prospective
teachers at diff erent fields receive is related to their levels of problem solving skills and
self-confidence. Within the mentioned framework, the prospective teachers’ problem solving
and self confidence levels have been examined under several variables. Th e research
sampling has been formed by 162 students who are currently studying for their bachelor’s
degree in Marmara University, Ataturk Faculty of Education (n = 92 Music, n = 70 PCG).
70.7% of Music Teaching Department students are females, 29.3% are males and 69.6%
is between 18-22 ages. 52.9% of Psychological Counseling and Guidance students are
females, 47.1% is males and 97.1 % of them consist of the students within this age group.
Th e Problem Solving Inventory developed by Heppner and Peterson (1982) and the
Piers-Harris Self-Concept Scale adapted to Turkish by Çataklı and Öner and Individual
Information Form has been utilized in the research. Th e data of the research have been
analyzed by, t-test, Kruskal Wallis-H, and Mann Whitney U tests. Th e findings have introduced
that there are statistical diff erences in the aspect of some sub-dimensional values
for both scales (Avoidance: t=-2.330; p<.05, Individual Control: t=-1,975; p<.05, Behavior:
t=2.009;p<.05, Intelligence and school status: t=-2.496; p<.05, Coming into Favor: t=-
2.487;p<.05) and it has been revealed that the relations between students’ self confidence
and problem solving skills are negative. As a result, although correlation between two
variables showed opposite relation, one variable is not decisive in the other.

Creativity Evaluation through Latent Semantic Analysis

by Eve Forster

Interpretation as Action : The Risk of Inquiry

by Jon Awbrey

Awbrey, J.L., and Awbrey, S.M. (Autumn 1995), “Interpretation as Action : The Risk of Inquiry”, Inquiry : Critical Thinking Across the Disciplines 15(1), pp. 40–52.

“We hope you will find these thoughts of ours both interesting and useful.” These are words spoken to express an... more “We hope you will find these thoughts of ours both interesting and useful.” These are words spoken to express an intention, a bearing in the mind of a person toward an object which is yet to be achieved. The readiest moment of human life involves the interplay of signs, ideas, and objects — more explicitly, the interrelation of signifying expressions, states and dispositions of the mind or person, and objects or objectives either actual or potential. Our work designing instruments to enhance the play of inquiry has attuned us to the themes of interpretation and intentionality which every inquiry seems to involve. We hear what sounds like familiar strains reaching us from the hermeneutic quarter. The purpose of this essay is to trace to their sources a few of these potentially common themes, to draw out one line of their historical development, and to gather what consequences they inspire for educational practice and continued inquiry.

Investigating the Effects of Group Practice Performed Using Psychodrama Techniques on Adolescents Conflict Resolution Skills

by Halil Eksi

Zeynep KARATAŞ
Educational Sciences: Theory & Practice - 11(2) • Spring • 609-614

The aim of this study is to examine the effects of group practice which is performed using psychodrama techniques more The aim of this study is to examine the effects of group practice which is performed using psychodrama techniques
on adolescents’ conflict resolution skills. The subjects, for this study, were selected among the high school
students who have high aggression levels and low problem solving levels attending Hacı Zekiye Arslan High School, in Niğde. They were divided into three groups, the experimental, placebo and control groups. Each group
consisted of 12 high school students, 6 boys and 6 girls. The Scale for Identification of Conflict Resolution Behavior, developed by Koruklu, was used to collect data. Psychodrama group practices one of which lasted for 90-120 minutes were applied to the experimental group once a week for 10 weeks. Inventory was administered
to experimental and control groups before and after treatment and 12 weeks after the treatment, it was administered to the experimental group once again. Data were analyzed with Kruskal Wallis, Mann-Whitney U and Wilcoxon tests. The findings show that aggression levels of the students who were in the experimental group
were dropped significantly and problem solving levels were increased compared to the placebo and control
groups. The effect could also be seen 12 weeks later after the treatment. The results have shown that group
practices which are performed using psychodrama techniques have favorable effects on adolescents’ conflict
resolution skills.

The Relationship Between Learning Styles And Problem Solving Skills Among College Students

by Halil Eksi

Ahmet ŞİRİN, Ayfle GÜZEL
Educational Sciences: Theory & Practice
6 (1) • January 2006 • 255-264

The aim of the study was to assess the relationship between learning styles and
problem solving skills of... more The aim of the study was to assess the relationship between learning styles and
problem solving skills of students of Atatürk Faculty of Education. This research
was conducted on 330 senior students during the semesters of 2002-2003 academic
year. To collect the data, the Learning Style Inventory (LSI; Kolb, 1984) and the
Problem Solving Inventory (PSI; Heppner & Peterson, 1978) were used. The findings
indicate that learning styles differed with respect to the students’ subject matters
in high school and the types of university entrance exam scores. Students who
graduated from the programs of Science and Turkish-Mathematics were assimilated
converging learning style more than students who graduated from social sciences
programs. Students who graduated from the programs of social sciences were assimilated
accommodating learning styles more than the students of the other programs.
Students who entered to universities based on their ability examination, social science,
or foreign language scores preferred accommodating style; students who entered
to university based on science scores preferred converging learning style. It was
found that there was no relationship between students’ learning style types and their
problem-solving skills. On the other hand, it was found that problem-solving skills
had a positive relationship with reflective-observation learning style and a negative
relationship with abstract conceptualization learning style.

An Investigation of Anger and Anger Expression in Terms of Coping with Stress and Interpersonal Problem-Solving

by Halil Eksi

Coşkun ARSLAN
Educational Sciences: Th eory & Practice
10 (1) • Winter 2010 • 25-43

Th e purpose of this study was to investigate the anger and anger expression styles with
respect to coping with... more Th e purpose of this study was to investigate the anger and anger expression styles with
respect to coping with stress and interpersonal problem-solving. Th e participants were
468 (258 female and 210 male, between 17-30 years old) university students. Pearson
product-moment correlation coeff icients and multiple hierarchical regression analysis
were used. As a results of the study, it was found that there was a negative relationship
between trait anger and problem focused coping (p < .05), a negative relationship between
anger in with problem-focused coping, and seeking for social support (p < .01), a negative
relationship between anger-out with avoiding (p < .01) and problem-focused coping
(p < .05) and a positive relationship between anger control with problem-focused coping
and avoidance (p < .01). However there was a positive relationship among approaching
problems in a negative way, lack of self-confidence, unwillingness to take responsibility
and trait anger, anger in, anger out (p < .01) while a negative relationship between
anger control (p < .01). A negative relationship among constructive problem-solving
and trait anger (p < .05), anger-in (p<.01), and a positive relationship between constructive
problem-solving and anger control (p < .01) were found. And, there was a negative relationship
between insisting-preserving approach and anger-in (p < .05), while there was
a positive relationship between insistent preserving approach and anger-out, anger control
(p < .01). Besides, it was found that coping with stress and interpersonal problem-solving
significantly explain the trait anger and the anger expressing styles.

Serious and Playful Inquiry: Epistemological Aspects of Collaborative Creativity

by Florence Sullivan

The role of multistage tasks in developing creative activities among mathematics teachers

by Bożena Maj-Tatsis

published in Didactica Mathematicae - Journal of the Polish Mathematical Society

THE EFFECT OF STUDENTS'ROLES ON THE ESTABLISHMENT OF SHARED MEANINGS DURING PROBLEM SOLVING

by Konstantinos Tatsis

Published in 'Social Psychology of Education', 2006.

According to role theory each participant in a peer interaction performs a specific role in order to maintain his/her... more According to role theory each participant in a peer interaction performs a specific role in order to maintain his/her face. The aim of the present study was to examine whether the roles performed during collaborative problem solving affect the establishment of shared mathematical knowledge. The participants of our study were 40 student teachers who worked in dyads to solve three mathematical problems. The categorization of the roles performed and the analysis of their effect in the establishment of shared knowledge led us to the conclusion that certain role combinations enhance while others hinder the establishment of shared mathematical knowledge.

Capturing the Hyper Real: The Cinematographers Eye

by Terry Flaxton

Given on 9th December 2011 to the Bristol Vision Institute and a variation of this given at University of York, February 29th 2012

In this presentation I discuss what it is that a cinematographer sees when he or she looks into the luminous frame. I... more In this presentation I discuss what it is that a cinematographer sees when he or she looks into the luminous frame. I shall do this by pointing out that language, myth and meaning surround the idea of communicating experience, of how todays understanding of what matters in art is governed by ideas derived from a remediation of the image, that requires interpretive thinking rather than direct experience. I compare ideas from both neuro-science and myth and discuss why ideas created some three and a half thousand years ago may have greater veracity than ideas created in the last twenty years. I also show short examples of my recent works which explore these issues, created whilst on two consecutive AHRC Fellowships in the Moving Image. All works are linked in this paper for internet access

Problem-solving with robots

by Scott Turner

Co-authored with Oliver Hawkes with the aid of the Nuffield Science Bursary

Influence of Analogical Reasoning on Architectural design: The Evolution of Form, Structure and Function

by Sammar Allam

Analogical reasoning has played a great role in architectural design, manifesting and manipulating form, structure,... more Analogical reasoning has played a great role in architectural design, manifesting and manipulating form, structure, and function from ancient until our modern and contemporary/visionary architecture as well. It has been inferred in classical theories as well as the evolutionary ones. AR has succeeded to exist in most of the architectural schools inferring many types changing the form from geometric, abstracted forms to fluid and soft ones. Structure was first bound by the nature of the material inferring ad-hoc analogy, and then it has been freed to follow biological structures inferring biological analogy. Even the function has been affected by analogy to be efficient imitating a machine then by computer science and modern technologies to have no limits in space and serving systems inferring philosophical analogy. Also, Function was seeking sustainable behavior of buildings by inferring Darwinian analogy. Architects ain't no creators, God is the superior creator. Architect just imitates, derives, transforms what he witnesses around him from God's creatures and nature seeking and serving his needs and aspirations, while finding solutions.

Décrire Et Concevoir Un Système Contrôlé Quelques éléments De Stratégies D'étudiants

by Jacques Ginestie

Joking Across Languages: Perspectives on Humor, Emotion, and Bilingualism

by Jyotsna Vaid

Getting a Joke: The Time Course of Meaning Activation In Verbal Humor

by Jyotsna Vaid