Creative Problem Solving: Inside the Maze

Abstract

Current educational interest in problem solving, both as an educational tool and as a major objective, is rarely reinforced by close examination of the processes involved. The present study aims to move beyond the adoption of ‘problem solving’ as a blanket objective, and to explore the complexity of processes and the diversity of strategies that must be utilised, by examining the nature of group problem solving in practice. Middle Level (Grades 7-9) gifted students (N=207) in 23 schools in four Australian states were administered a purpose-designed instrument to assess their levels of self-efficacy in problem solving before and after an intervention program that aimed at enhancing their strategies and developing their skills. Data were compared with those of 95 students of similar ability and grade levels who did not participate in the intervention. Possible reasons are offered for the lack of significant change in perceived self-efficacy in both groups.

This investigation of the Future Problem Solving Program as one form of intervention has led to clarification of the clusters of components that underlie group creative problem solving. The particular importance of ‘bigger picture thinking’ has significance for teachers of gifted students.