Problem Solving &
Creativity
LESSON 4
ALBERT O. ERONICO
Learning objectives
•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
Problem Solving
Anna’s food catering business has been profitable, as there is no competitor. Lately, a new
catering group was put up, offering as good services similar to hers. With the presence of the
competitor, some clients have shifted to the new provider. Ana inquires on how to sustain her
sustain her customers’ loyalty.
What are the elements of a problem scenario?
Elements of a Problem Scenario
Block/
Current State Desired Goal
Obstacle
What is Problem Solving?
Problem solving refers to cognitive processing directed at achieving a goal for which the
problem solver does not initially know a solution method.
Types of Problems
well-defined problem
-provides all the information required to solve it
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
Approaches to Problem Solving
oBehaviorist approach – reproducing a previous behavior to solve a problem
- reproductive approach
oGestaltist 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
Identify the
problem
Problem-
Solving Cycle Look back
Define goals
and learn
Anticipate Explore
outcomes possible
and acts strategies
Barriers to Problem Solving
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 distinguished 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.
Creativity in Problem Solving
What is creativity?
•the interaction among aptitude, process, and the environment by which an individual or group
produces a perceptible product that is both novel and useful as defined within a 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
How creativity is developed?
Theories of Creativity Development
1. Developmental theory- which advocates that creativity develops over time( from potential
to achievement)
2. Cognitive theory of creativity- states that ideational thought processes are foundational to
creative persons and accomplishment
Guilford(1967) Models of Creativity
He considered creativity as a 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 idea in
one’s head and carry it out
The Creative Process
Preparation (Gathering
Materials)
Incubation
(Subconscious Working
on the Idea)
Illumination (Lightbulb
Moment)
Verification ( Idea into
Form )
The transfer of Learning in Problem
Solving and Creativity
Transfer of learning is referred to as the phenomenon that past experiences in solving problems
are carried over or used in solving new problems.
Categories of Transfer of learning:
1. Near transfer and far transfer-
2. Positive transfer and negative transfer-
3. Vertical transfer and lateral transfer
4. Neutral or zero transfer-
Theories on How Learning is Transferred
Theory of Theory of Theory of
Identical Elements generalization configuration
• The quality of transfer • skills learned • What is learned in one
depends on the identical situations can be shifted
elements common in are transferrable directly to another
both past and new to other situation only when
situations similarity in content,
situations method, or attitude of
the two situation is
perceived by the learner
Classroom Applications of Cognitive
Learning Theories
In teaching problem solving:
1. Ask the students if they understand the problem.
2. Encourage attempts to see the problem from different angles.
3. Let the students think; do not just hand them the solutions.
4. Help the students to develop systematic ways of considering alternatives.
5. Teach heuristics.
Classroom Applications of Cognitive
Learning Theories
In teaching Creativity:
1. Accept and encourage divergent thinking.
2. Tolerate dissent.
3. Encourage students to trust their judgement.
4. Emphasize that everyone is capable of creativity in some form.
5. Provide time, space, and materials to support creative projects.
6. Be a stimulus for creative thinking.
7. Capitalize on new technology.
Classroom Applications of Cognitive
Learning Theories
To promote the transfer of learning:
1. Keep families informed about their child’s curriculum so they can support their learning.
2. Give families idea on how they might encourage their children to practice, extend, or apply
what they learned from school.
3. Show connections between learning in school and life outside of school.
4. Partner with families in practicing learning strategy.
Summary
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 the learners to these challenging experiences in school enables them to be equipped
with the necessary competencies that they could transfer in life.
The focus should more on the development of transferrable skills that are enduring so that
through their life span, the learners can benefit from their learning.