The sequence of creative problem solving processes varied across students, with most students showing non-linear, iterative ordering¶

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

Subclaims¶

q2 i? Only two of the 13 think-aloud students showed a completely linear process; most students alternated between elements, e.g. exploring additional data while generating ideas. → 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 · r?

Descriptive analysis of the 13 coded think-aloud protocols from Study 1. The data indicated that "processes occurred in different sequences", with only two students showing a completely linear process and five students alternating idea generation with data exploration and selection. No effect size is printed.

"Our data indicated that processes occurred in different sequences. Only two students showed a completely 'linear' process (student 4 and 9), meaning that they first showed processes of understanding the challenge (i.e., exploring data and framing problems), then generated ideas, and finished with preparing for action with evaluating and selecting ideas."

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
• Object formation in the meeting was iterative and non-linear: the proposed germ cell of 'making a choice' was encapsulated, not elaborated and expanded — related
• No think-aloud student showed 'appraising tasks' utterances, though all showed 'designing process' utterances within planning your approach — related