No think-aloud student showed 'appraising tasks' utterances, though all showed 'designing process' utterances within planning your approach¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Within the planning your approach element, no students questioned whether CPS was a suitable choice for the task (appraising tasks), but all students showed metacognitive designing-process utterances. → Van Hooijdonk 2023

Evidence¶

Van Hooijdonk 2023¶

Van Hooijdonk, M., Mainhard, T., Kroesbergen, E. H., & Van Tartwijk, J. (2023). Creative problem solving in primary school students. Learning and Instruction, 88, 101823. https://doi.org/10.1016/j.learninstruc.2023.101823

q2 · i? · qualitative · r2

Coded utterance analysis of the 13 think-aloud protocols in Study 1. The study reports "no students showed utterances belonging to the 'appraising tasks' category" while all students showed designing-process utterances (ranging from 3 to 10 utterances, M = 5.31). No effect size is printed.

"For the fourth element 'planning your approach', no students showed utterances belonging to the 'appraising tasks' category, meaning no students seemed to question whether or not CPS was a suitable choice for the task. However, all students did show utterances that could be categorized as belonging to the 'designing process' category"

Discussion¶

Related Claims¶

• Every think-aloud student showed creative problem solving behaviors belonging to each of the four CPS model elements — a broader claim this one bears on
• The sequence of creative problem solving processes varied across students, with most students showing non-linear, iterative ordering — related