Problem Solving and

Creativity
Prepared by: Jeson A. Longno
Sherrie Anne M. Ibañez
 At the end of the lesson, you will be able to:

• 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;

• detemine the role of transfer of learning in problem solving and

creactivity; and
• cite classroom applications of theories related to problem solving and
creativity.
 Ana’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 customers’ loyalty
Current State Block/Obstacle Desired Goal

figure 1.1 Elements of a problem scenario.

 Problem Solving
● refers to cognitive processing directed at
achieving a goal for which the problem solver
does not initially know a solution method (Mayer,
2013). This definition consists of four major
elements (Mayer, 1992; Mayer & Wittrock, 2006),
namely:

 Cognitive
 Process
 Directed
 Personal
 Problem Solving

Cognitive Process
problem solving occures within problem solving involves
the problem solver’s cognitive mental computations in which
system. an operation is applied to a
mental representation,
sometimes resulting in the
creation of new mental
representation.
 Problem Solving

Directed Personal
problem solving is aimed at problem solving depends on
achieving goal the existing knowledge of the
problem solver so that what is
a problem for one problem
solver may not be a problem
for someone who already
knows a solution method.
 Types of Problems
● problems can be classified in many ways. For one, it
could be either be well-defined or ill-defined
problem.

Robertson (2015) described a well-defined problem as

one that “ provides all the information required to solve it.”

An ill-defined problem, meanwhile, is one where the

initial state of the problem is given but what the goal state
looks like is not provided (Robertson 2015).
 Approaches to Problem Solving
Several approaches have been advanced to explain the problem-
solving abilities of individuals (Anderson, 1996).

● Behaviorist approach - a person faced with a problem

situation is likely to use the same solution previously used and
was effective in the past.

● Gestaltist approach - Kohler’s experiments with apes

underscored the role of insight in the restructuring of a
person’s representation of the problem.
 Problem-solving Cycle

● Problem solving is a complex process.

- The IDEAL model (Bransford and Stein, 1993) is

adopted to explain the process of problem solving.
 Identify
problems
and
opportunities

Look back Define

and learn goals

Anticipate Explore
outcomes possible
and act strategies
Step 1. Identify the problem and opportunities.

● Problem solving initially identifies the problem or

potential problems. Determining the causes of the
problem is necessary to pinpoint the major cause
to prioritize in resolving the problem.
 Step 2. Define goals.

● The second aspect of the model requires you to

carefully define your goals in the problem
situation. This is different from identifying the
problem.
 Step 3. Explore possible strategies

● This steps ivolves looking back at your goals and

finding possible strategies to solve the problem. It
entails the recall of procedural knowledge from long-
term memory.

Many strategies are suggested to make problem solving

easier: two main strategies used are heuristic and
algorithm.
1. Heuristic - is a “rule of thumb, a mental shortcut that
works for solving a problem,” especially those about
decision-making tasks.

Newell and Simon (1972) suggested three general

problem-solving heuristics for moving from a given state to
a goal state:

● random trial and error

● Hill Climbing
● Means-ends analysis
Random trial and error - involves randomly selecting
a legal move and applying it to create a
new problem state and repeating that process
until the goal state is reached.

Hill climbing - involves selecting the legal move

that moves the problem solver closer to
the goal state.
Means-ends analysis - involves creating goals and
seeking moves that can accomplish
the goal. If a goal cannot be directly
accomplished, a sub-goal is created to remove
one or more obstacles.

2. Algorithm - the use of a series of steps to solve

a problem. The elements of an
algorithm include clarity of what is to be done,
defined inputs, outputs, results, and
preconditions.
Step 4: Anticipate outcomes and act.

● once a strategy is selected, the person must

anticipate what outcomes will likely be. The
expectation is the solution to the problem. when
assured that the goal will be solved, the person
acts or implements the planned strategy.
 Step 5: Look back and learn.

● transpired after the planned strategy to solve the

problem is proof of its effectiveness. In
metacognition, this step is the evaluation of the
actions or solutions implemented.
 Barriers to Problem Solving
In the search for alternative strategies to solve the problem, the
individual finds difficulty in coming up with a potential solution
because of varied reason. Anderson (1996) list of some of these and
they are as follows.

● Mental set
● Functional fixedness
● Failure to distinguish relevant and irrelevant information
 Barriers to Problem Solving

1. Mental set - the situations when the person becomes fixated on

the use of a strategy previously produced the right
solotuion, but in the situation is not the application.

2. Functional fixedness - this is 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

- this happens when a situation arises during the analysis of a

problem when an individual cannot discern the relevant
information needed in planning the strategy to solve a problem.
 Creativity in Problem Solving
● Mental set and functional fixedness are stumbling blocks
in problem solving.

What is creativity?
- Plucker et al. (2004) defined creativity as “ 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.”
Theories explain how creativity is developed
(Kozbelt et al., 2010).

● Developmental theory
● Cognitive theory of creativity
● Stage and componential process of creativity
Developmental Theory
- which advocates that creativity develops over time ( from
potential to achievement). It is mediated by an interaction
of person and environment.

Cognitive theory of creativity

- states that ideational thought processes are foundational
to creative persons and accomplishment.
Stage and componential processof creativity
- point out that creative expression proceeds through a
series or components.

One of the first models of creativity was advanced by

Guilford (1967). He considered creativity as divergent
thinking act. He claimed that creativity is the result of
several processes:
● Fluency
● flexibility
● originality
● elaboration
fluency - is defined as the ability to produce a great
number of ideas.

flexibility - is 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 - ability to systematize and organize the

details of an idea in one’s head and carry it out.
 The creative process follows certain
stages ( Boden, 2002; Gabora, 2002;
Sadler-Smith, 2015). It includes
preparation, incubation, illumination,
and verification.
Stages of Creative process

Preparation

Incubation

Illumination

Verification
Preparation
- is the initial stage of the creative process. It involves
becoming passionate about an idea, which motivates you to
gather materials (read, observe, compare).

Incubation
- the period where you unconsciously continues t work on the
idea takes form.

Illumination
- a sudden idea pops out in your mind.

Verification
- involves working with the idea into a form that can be tested
and, onece proven, it could be communicated to others.
Transfer of Learning in Problem Solving and
Creativity
Transfer of learning
- The phenomenon that past experiences in solving
problems are carried over or used in solving new
problems.

Transfer of learning are categorized into the following:

• Near transfer and far transfer

• Positive and Negative transfer
• Vertical transfer and lateral transfer
• Neutral and zero transfer
1. Near transfer and far transfer

near transfer - when learners apply their knoewledge and skills in

situation and context that are very close to those in which the
learning occured.

far transfer - when learners perform a skill in a context very much

different from the context it was learned.

2. Positive and negative transfer

positive transfer - when learners can use their prior knowledge

or experience in solving a new problem situation.
negative transfer - when the previous learning or
obstructs the acquisition of a new skill or the solving of a
problem.

3. Vertical transfer and lateral transfer

vertical transfer - when learner use their learning at a

lower level to perform a higher level of cognitive task

lateral transfer - when learners use the same skill to solve

a related but different problem of the comparable level of
difficulty after learning it.
4. Neutral or zero transfer
- this happens when past learning or prior experience does not
enhance or hinder the acquisition of a new skill or in the solution
of a problem.
Theories on how learning is transferred

● Theory of identical elements

● Theory of generalization
● Theory of configuration
Theory of identical elements, by Thorndike maintains
that the quality of transfer depends on the identical
elements that are common in both past and new situations.

Theory of generalization. developed by Judd, states that

skills learned are transferrable to other situation,

Theory of configuration, emphasizes the important role

of perception in the transfer of learning.
Classroom Application of cognitive Learning
Theories
Teachers can benefit from the teaching principles
associated with cognitive learning theories. Along with
problem solving, Woolfolk (2017) recommended the
following:

1. Ask students if they understand the problem.

2. Encourage attempts to see the problem from different

angles.

3. Let students think; do no just hand them the solution.

4. Help students to develop systematic ways of
considering alternatives.

5. Teach heuristics. Encourage them use analogies to

solve problems.

In teaching creativity, Woolfolk (2017) also

recommended the following strategies in teaching
learners:

1. Accept and encourage divergent thinking.

2. tolerants dissent. Ask students to support dissenting

opinions.
3. Encourage students to their judgment.

4. Emphasize the 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.

To promote the transfer of learning, the following
teaching-learning strategies are helpful (Woolfolk,
2017):

1. Keep families informed about their child’s curriculum s

they can support their learning.

2. Give families ideas on how they might encourage their

children to practice , extend, or apply what they learn from
school.

3. Show connections between learning in school and life

outside of school.

4. Partner with families in practicing learning strategies.