Article

Creative Problem-Solving and Creativity Product in STEM Education

Authors:
To read the full-text of this research, you can request a copy directly from the authors.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the authors.

ResearchGate has not been able to resolve any citations for this publication.
Full-text available
Article
Recent attention has been brought to light in the United States regarding low numbers of students pursing STEM (Science, Technology, Engineering and Math) disciplines and degree programs (National Science Board, 2010). There is a great need in America for talented scientists and engineers. Numerous programs abound for high school and middle school students in regard to STEM initiatives; however, fewer opportunities exist for elementary students and their teachers. Research has shown that early exposure to STEM initiatives and activities positively impacts elementary students' perceptions and dispositions (Bagiati, Yoon, Evangelou, & Ngambeki, 2010; Bybee, & Fuchs, 2006). By capturing students' interest in STEM content at an earlier age, a proactive approach can ensure that students are on track through middle and high school to complete the needed coursework for adequate preparation to enter STEM degree programs at institutions of higher learning. As a result, programs focusing on STEM initiatives and content are a growing priority in American schools with aims to provide early exposure for elementary students.
Full-text available
Article
In this research, it is aimed to analysis the effect of the Project-Based Learning Method in success degree and motivation of 6th grade students while learning the unit called “Electricity in life”. Pre-test and post-test control group experimental model is applied to the study. Research is implemented in the first period of 2010-2011 academic year. The sample of research is 92 sixty-grade students. The experiments have been carried out in two elementary schools students whose pre-test scores of achievements show no statistically significant difference. During the Electricity in Life unit instruction, lesson is given in accordance with the principles of project-based learning method to experimental group, while teaching the control group in accordance with the Ministry of Education program. Before and after the experimental procedure both groups are given Unit of “Electricity in life” success tests as pre-test and post-test. Difference between successes is analyzed and found in favor of the experimental group in which Project Based Learning instruction was done.
Book
Readers gain a clear understanding of engineering design as ENGINEERING DESIGN PROCESS, 3E outlines the process into five basic stages -- requirements, product concept, solution concept, embodiment design and detailed design. Designers discover how these five stages can be seamlessly integrated. The book illustrates how the design methods can work together coherently, while the book’s supporting exercises and labs help learners navigate the design process. The text leads the beginner designer from the basics of design with very simple tasks -- the first lab involves designing a sandwich -- all the way through more complex design needs. This effective approach to the design model equips learners with the skills to apply engineering design concepts both to conventional engineering problems as well as other design problems.
The effects of IT-enabled cognitive stimulation tools on creative problem solving: A dual pathway to creativity
  • N Althuizen
  • A Reichel
Althuizen, N., & Reichel, A. (2016). The effects of IT-enabled cognitive stimulation tools on creative problem solving: A dual pathway to creativity. Jouenal of Management Information Systems, 33(1), 11-44. 10.1080/07421222.2016.1172439.
The basics of creative problem solving -CPS
  • J Baumgartner
Baumgartner, J. )2013(. The basics of creative problem solving -CPS. Retrieved from http://www.innovationmanagement.se/imtool-articles/the-basics-of-creative-problem-solving-cps/.
Creative products. Encyclopedia of creativity
  • S P Besemer
  • K O'quin
Besemer, S. P., & O'Quin, K. (1999). Creative products. Encyclopedia of creativity, 1, 413-422.
The case for STEM education: Challenges and opportunities
  • R W Bybee
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press.
Educating for creativity level 1 Resource Guide
Creative Education Foundation. (2014). Educating for creativity level 1 Resource Guide. Scituate, MA, USA: 46 Watch Hill Drive.
Creative problem solving: An Introduction 4 th edition
  • D J Treffinger
  • S G Isaksen
  • K B Stead-Dorval
Treffinger, D. J., Isaksen, S. G., & Stead-Dorval, K. B. (2005). Creative problem solving: An Introduction 4 th edition, Texas: Prufrock Press Inc.