10/6/2023

LESSON 4

By: Jossuah Macaday

Describe problem solving and creativity;

Explain the stages/processes of problem solving and creativity;

Cite situations manifesting barriers to problem solving and creativity;

Differentiate common problem-solving strategies;

Determine the role of transfer of learning in problem solving and creativity; and

Cite classroom applications of theories related to problem solving and creativity

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 Problem solving refers to

cognitive processing directed at
achieving a goal for which the problem
solver does not initially know a solution
method.

Desired
Current State Block/Obstacle
Goals

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Well-Defined Problem
 Provides all the information that needed to solve.
Example: 1,111 – 900 + 1,000 = ?
ANSWER: 1,211
Ill-Defined Problem
 The solution to the problem is multifaceted
 There is an interplay of social, political, religious, and psychological issues to
consider in arriving at the solution.
Example: Pronounce the following:
2000 1999 1888 1777 1555
1111

Behaviorist Approach
 Reproducing a previous behavior to solve a
problem.
 Reproductive approach

Gestaltist Approach
 Productive Process
 As the individual ponders upon how to solve a
problem, a flash of idea comes to mind, which
eventually provides the best solution to the problem.

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Identify the
Problem
Identify the Problem
Define Goals Look Back
and Learn
Define
Goals

Explore Possible Strategies

Anticipate Outcomes and Acts
Look Back and Learn Anticipate
Outcomes
Explore
Possible
and Acts Strategies

1) Mental Set – when a person becomes fixated on the use of a strategy that previously
produced the right solution.
2) Functional Fixedness – a phenomenon when individuals fail to recognize that objects
can have other purposes, aside from the traditional use they were made for.
3) Failure to distinguish relevant and irrelevant information - individual cannot discern
the relevant information needed in planning the strategy to solve a problem.

 These obstacles hamper the consideration of new alternative ways to solve a problem.
 They illustrate the lack of creativity on the part of the person.
 Theorists agree that creative problem solving must be taught and encouraged among learners.

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What is Creativity?
 The interaction among aptitude, process, and the
environment by which an individual or group presented a
perceptible product that is both novel and useful as defined
within social context (Plucker et al, 2004).
 Aptitude represents a dynamic set of characteristics
(e.g., openness, tolerance for ambiguity, flexibility in thinking,
perseverance motivation for creativity, need for self-
expression).
 Others call aptitude as creative attitude.
Aptitude - Natural ability (talent, skills)

“Creativity allows us to view and solve

problems more openly and with innovation.”

1. Developmental Theory – which advocates that creativity develops over time (from
potential to achievement).

2. Cognitive Theory of Creativity – states that ideational thought processes our

foundational to creative persons and accomplishment.

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 He is considered creativity as divergent act.

 Creativity is the result of several processes:
 Fluency - the ability to produce a great number of ideas or problem solutions in a
short period of time.
 Flexibility - the ability to simultaneously propose a variety of approaches to a
specific problem.
 Originality – ability to produce new, original ideas ,as well as products.
 Elaboration - the ability to systematize and organize the details of an ideas one’s
head and carry it out.

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Preparation (Gathering
Materials)

Incubation (Subconscious
Working on the Idea)

Illumination (Lightbulb
Moment)

Verification (Idea into Form)

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Transfer of learning is referred to as the phenomenon that past the

experiences in solving problems are carried over or used in solving new
problems.
Categories of Transfer of Learning:
1. Near transfer to far transfer
2. Positive transfer to negative transfer
3. Vertical transfer to lateral transfer
4. Neutral to zero transfer

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Theory of Identical Theory of Theory of

Elements
• The quality of
transfer depends on
the identical
elements common in
both past or new
situations.
Generalization Configuration
• Skills learned are • What is learn in a
transferrable to situation can be shift
other situations. directly to another
situation only when
similarity in content,
method, or attitude
of the two situation is
perceived by the
learner.

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In teaching problem solving:

1) Ask the students if they understand the problem.
2) Encourage attempts to see the problem in different angles
3) Let the student think; do not just hand them the solutions.
4) Help the students to develop systematical ways of considering
alternatives.
5) Teach Heuristics.

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In teaching problem creativity:

1) Accept and encourage divergent thinking.
2) Tolerate dissent.
3) Encourage student to trust their judgement.
4) Emphasis that everyone is capable of creativity in some form.
5) Provide time, space, and materials to support creative projects.
6) Be stimulus for creative thinking.
7) Capitalize in new technology.

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To promote the transfer of learnings:

1) Keep families informed on their child’s curriculum so they can support
their learnings.
2) Give families the idea on how might they encourage their children to
practice, extend, or apply what they learned from school
3) Show connections between learning in school and life outside the
schools.
4) Partner with families in practicing learning strategy.

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 Problem solving, creative process, and transfer of learning are essential areas that
learners should develop. In life, learners are faced with many challenges.
 To prepare them to face the realities, learners must be taught creative problem-
solving skills.
 Exposing learners to the challenging experiences in school enables them to be
equipped with the necessary competencies that they could transfer in life.
 The focus should more on development of transferrable skills that are enduring so
that through their life span, the learners can benefit from their learning.

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