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Developing Creative Problem Solving Abilities and Related Attitudes Through Programed Instruction *

Developing Creative Problem Solving Abilities and Related Attitudes Through Programed Instruction * *The research herein reported was supported by the United States Office of Education, Project No. 8-8-002, Grant No. OEG-0-8-0800020220-010, and by the Finger Lakes Regional Supplementary Educational Center. Volume 3 Number 2 Spring 7969 Developing Creative Problem Solving Abilltles and Related Atlltuder PREVIOUS RESEARCH THE RESEARCH PROBLEM PROCEDURES stration in which these materials were utilized. Technical reports of this research are available (Treffinger and Ripple, 1968), but the correspondence between the objectives of the project and the goals of the Creative Education Foundation has led us to prepare this summary report as well. Covington and Crutchfield (1965) reported results of two studies, in which the programed instructional materials were used with fifth- and sixth-grade pupils. Instructed pupils' performance on a number of problem solving criteria was far superior to that of uninstructed pupils. The results, however, were more pronounced for fifth-graders than for sixth-graders. Ripple and Dacey (1967) used an abbreviated experimental version of the instructional program with eighth-grade pupils. In that study, there were no significant differences between instructed and control pupils on creative thinking measures. Instructed pupils did solve the Maier two-string problem significantly faster than control pupils. Olton et al. (1967) studied fifth-grade pupils. They http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Creative Behavior Wiley

Developing Creative Problem Solving Abilities and Related Attitudes Through Programed Instruction *

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References (5)

Publisher
Wiley
Copyright
1969 Creative Education Foundation
ISSN
0022-0175
eISSN
2162-6057
DOI
10.1002/j.2162-6057.1969.tb00051.x
Publisher site
See Article on Publisher Site

Abstract

*The research herein reported was supported by the United States Office of Education, Project No. 8-8-002, Grant No. OEG-0-8-0800020220-010, and by the Finger Lakes Regional Supplementary Educational Center. Volume 3 Number 2 Spring 7969 Developing Creative Problem Solving Abilltles and Related Atlltuder PREVIOUS RESEARCH THE RESEARCH PROBLEM PROCEDURES stration in which these materials were utilized. Technical reports of this research are available (Treffinger and Ripple, 1968), but the correspondence between the objectives of the project and the goals of the Creative Education Foundation has led us to prepare this summary report as well. Covington and Crutchfield (1965) reported results of two studies, in which the programed instructional materials were used with fifth- and sixth-grade pupils. Instructed pupils' performance on a number of problem solving criteria was far superior to that of uninstructed pupils. The results, however, were more pronounced for fifth-graders than for sixth-graders. Ripple and Dacey (1967) used an abbreviated experimental version of the instructional program with eighth-grade pupils. In that study, there were no significant differences between instructed and control pupils on creative thinking measures. Instructed pupils did solve the Maier two-string problem significantly faster than control pupils. Olton et al. (1967) studied fifth-grade pupils. They

Journal

The Journal of Creative Behavior – Wiley

Published: Apr 1, 1969

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