FATHOM: TEL Environment to Develop Divergent and Convergent Thinking Skills in Software Design

2017 ◽  
Author(s):  
Patil Deepti Reddy ◽  
Sridhar Iyer ◽  
M. Sasikumar
Keyword(s):  
Software Design ◽  
Thinking Skills ◽  
Convergent Thinking ◽  
Divergent And Convergent Thinking

Emotion/Motivation-Related Divergent and Convergent Thinking Styles Scale

2015 ◽  
Author(s):  
Goretti Soroa ◽  
Nekane Balluerka ◽  
Bernhard Hommel ◽  
Aitor Aritzeta
Keyword(s):  
Thinking Styles ◽  
Convergent Thinking ◽  
Divergent And Convergent Thinking

Performance Incentives, Divergent Thinking Training, and Creative Problem Solving

2020 ◽  
Vol 32 (1) ◽  
pp. 159-176
Author(s):  
Kun Huo
Keyword(s):  
Problem Solving ◽  
Divergent Thinking ◽  
Employee Performance ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Performance Incentives ◽  
Incentive Schemes ◽  
Piece Rate ◽  
Divergent And Convergent Thinking ◽  
Creative Problem

ABSTRACT Creativity theory suggests that effective solutions to creative problems depend on both divergent and convergent thinking (Cropley 2006). Using an experiment in which participants solve insight problems, I investigate the effect of incentive schemes on creative problem-solving performance. I find that both piece-rate pay and a flat wage plus public recognition generate higher performance with divergent thinking training than without. Consistent with the idea that incentives may promote more convergent thinking than divergent thinking, piece-rate pay generates lower creative problem-solving performance than the flat wage in the absence of divergent thinking training (flat wage plus recognition has a neutral effect). The study suggests that when employee performance depends on creative problem solving, firms should implement incentive schemes and/or control systems that promote both divergent and convergent thinking.

Scientific Creativity in Psychology

2021 ◽  
pp. 145-167
Author(s):  
Christiane Kirsch ◽  
Todd Lubart ◽  
Herie de Vries ◽  
Claude Houssemand
Keyword(s):  
Social Science ◽  
Future Research ◽  
Science Students ◽  
Convergent Thinking ◽  
Scientific Creativity ◽  
Artistic Creativity ◽  
Divergent And Convergent Thinking ◽  
Everyday Creativity

The present research investigates the cognitive and conative profile underlying scientific creativity in psychology. An innovative creativity test including both divergent and convergent thinking was used. Intelligence and personality were also measured. The sample consisted of 121 social science students. Intelligence played a major role for scientific creativity in psychology. With regard to personality, openness and negative agreeableness favored additionally scientific creativity in psychology. In future research, the profile of scientific creativity could be compared with profiles of artistic creativity and everyday creativity.

scholarly journals Pengujian Level Kreativitas Pada Siswa Berdasarkan Skala Kekuatan dan Kebajikan Karakter dan Tes Kreativitas Verbal

2019 ◽  
Vol 2 (2) ◽  
pp. 107
Author(s):  
Zulmi Ramdani ◽  
Bagus Hary Prakoso ◽  
Silmi Amrullah ◽  
Lidwina Felisima Tae ◽  
Feri Indra Irawan
Keyword(s):  
Learning Outcomes ◽  
Cognitive Abilities ◽  
Verbal Ability ◽  
Thinking Skills ◽  
Convergent Thinking ◽  
Ability Test ◽  
Verbal Creativity ◽  
Culture Of Education

Creativity is an important aspect in building a good culture of education. Good creativity is shown by the learning outcomes that not only focus on improving cognitive abilities but also on the process of solving a problem either by using divergent or convergent thinking skills. This study was carried out with descriptive quantitative. The study was conducted using two instruments, namely the creativity character scale consisting of 10 items and a set of Verbal Creativity Tests (TKV) consisting of six subtests. The total subjects involved in this study were 470 students who were divided into groups that got the character scale of creativity with the group given the verbal ability test. The results of the study, either through the creativity character scale or verbal creativity tests, show the acquisition of creativity scores which describes that there are still many individuals who have not been optimized in terms of creativity. This becomes a serious concern that can be anticipated by providing information about the importance of creativity. It is also built by creating an instrument that is more effective directly capturing the condition of one's creativity as a whole.

scholarly journals PENERAPAN PENDEKATAN CREATIVE PROBLEM SOLVING (CPS) PADA KONSEP GAYA UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2018 ◽  
Vol 19 (1) ◽  
pp. 53-67
Author(s):  
Neng Widiya Puspitasari
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Research Result ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Science Study ◽  
Concept Study ◽  
Divergent And Convergent Thinking ◽  
Creative Problem ◽  
Thinking Process

The purposes of the research are: 1. Describing the application of creative problem solving (CPS) approach on “gaya” concept study 2. Describing the improvement of students’ learning result on through the use of student worksheet (LKS) as well as the problem solving through brainstorming by divergent and convergent thinking process. This research is a classroom action research (CAR) with two cycles. The previous research result, before applying this approach was only 12,25% (5 students) who passed the minimum competence criteria. After researcher applying CPS approach in science study on konsep gaya, in the first cycle the number of students who passed competence increase to 52,50% (21 students). It shows that there is an improvement from the earlier data. It increases 40,25. In the second cycle the number of students who passed the competence increase to 77,30% (31 students). It means that the improvement of the percentage is 47,25. Based on the data above, it can be concluded that the application of CPS approach can effectively improve students’ achievement in SDN Kalibuntu.   Tujuan penelitian ini adalah (1) Mendeskripsikan penerapan pendekatan Creative problem solving (CPS) pada pembelajaran konsep Gaya dikelas IV dengan jumlah 40 orang siswapada prembelajaran IPA di SDN Kalibuntu Kecamatan Baros Kabupaten Serang. (2) Mendeskripsikan peningkatan hasil belajar siswa pada konsep Gaya melalui penggunaan Lembar Kerja Siswa (LKS) serta pemecahan masalah melalui brainstorming (urun pendapat) melalui proses berpikir divergen dan konvergen. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang di dalamnya terdapat dua siklus. Hasil penelitian menunjukkan sebelum menerapkan pembelajaran reflektif atau data awal siswa yang tuntas hanya 12,25% (5 orang). Setelah diterapkannya pendekatan creative problem solving (CPS) dalam pembelajaran IPA pada konsep gaya, pada siklus pertama siswa yang tuntas sebesar 52,50% (21 orang), sehingga ada peningkatan dari data awal dengan presentase sebesar 40,25%. Pada siklus kedua jumlah siswa yang tuntas dengan presentase sebesar 77,50% (31 orang), dan mengalami peningkatan dari siklus pertama sebesar 47,25%. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan pendekatan creative problem solving (CPS) dapat meningkatkan hasil belajar siswa di SDN Kalibuntu, maka penelitian ini dapat dikatakan berhasil.

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