CONSENSUS-MAKING SUPPORT SYSTEMS DEDICATED TO CREATIVE PROBLEM SOLVING

2007 ◽  
Vol 06 (03) ◽  
pp. 459-474 ◽  
Author(s):  
SUSUMU KUNIFUJI ◽  
NAOTAKA KATO
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Creative Thinking ◽  
Group Decision ◽  
Support Systems ◽  
Group Decision Support Systems ◽  
Creative Problem Solving ◽  
Manual Methods ◽  
Creative Problem ◽  
Kj Method

There are many creative thinking manual methods in the world. They are brainstorming method, brain-writing method, mind mapping, NM method, Equivalent Transformation method, KJ method, etc. Human thinking process for creative problem solving consists of four sub-processes. They are divergent thinking sub-process, convergent thinking sub-process, idea crystallization sub-process, and idea verification sub-process. In accordance with this proposal, most Japanese research and development is centered on this four types of creative thinking manual methods and support systems. In this paper, we describe three types of Group Decision Support Systems (DSSs) for creative problem solving, similar to KJ method. All design philosophy depends on bottom-up decision-making. They are knowledge acquisition support groupware GRAPE, consensus-making support systems Group Coordinator (I) and Group Coordinator (II). The characteristic function of GRAPE is knowledge merging for GRAPE users, and that of Group-Coordinator (I) and Group-Coordinator (II) is tradeoff resolution by sensitivity analysis and adjusting of user requirements by the QDA method, respectively. The systems that we have developed are similar to the KJ method, which is the most popular methodology for creative problem solving in Japan. The essence of our developed methodology and tools is that it boosts intellectual productivity. GRAPE and its successors can speed-up the given group decision making problem by two to three times with respect to the idea crystallization (evaluation and judgment) sub-process.

Problem Solving in Geometry

1972 ◽  
Vol 65 (7) ◽  
pp. 595-600
Author(s):  
Arthur A. Hiatt
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Creative Thinking ◽  
Axiomatic Approach ◽  
Decision Making Process ◽  
Creative Problem Solving ◽  
Teaching Of Mathematics ◽  
Creative Problem

One of the most important tasks of education is to develop the decision-making process of each individual. If mathematics is to aid in this process, its presentation must elicit from the student creative, problem-solving abilities. A strictly axiomatic approach to the teaching of mathematics often stifles this creative thinking. Although axiomatics and structure are important, they are secondary considerations in problem solving.

scholarly journals ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS

2020 ◽  
Vol 13 (2) ◽  
pp. 270-291 ◽  
Author(s):  
Madihah Khalid ◽  
Supiah Saad ◽  
Siti Rafiah Abdul Hamid ◽  
Muhammad Ridhuan Abdullah ◽  
Hasniza Ibrahim ◽  
...  
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Science Technology ◽  
Comparison Groups ◽  
Quasi Experimental ◽  
Creative Problem ◽  
And Mathematics

In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.

scholarly journals Pengembangan Daya Kreatif (Creative Power) Melalui Dunia Sekolah: Identifikasi Isu

2017 ◽  
Vol 1 (1) ◽  
pp. 131-175
Author(s):  
Fuad Fachruddin
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Creative Problem Solving ◽  
Creative Teaching ◽  
Creative Behavior ◽  
Creative Leadership ◽  
Creative Power ◽  
Creative Problem ◽  
Constructive Behavior

Setiap insan dianugrahi Yang Maha Penyayang daya kreatif (creative power), yang mengandung beberapa dimensi yaitu berfikir kreatif (creative thinking atau divergent thinking),  perilaku kreatif  (creative behavior) atau perilaku konstruktif  (constructive behavior) dan tindakan atau amaliah kreatif.  Sayang tidak semua orang dapat mengembangkan daya tersebut secara optimal. Pola dan pendekatan mendidik di keluarga, sekolah dan masyarakat acap kali tidak mendukung  pengembangan daya kreatif. Tulisan ini membahas beberapa hal seperti tersebut di muka dan pengembangan daya kreatif melalui dunia sekolah. Dalam mengembangkan daya kreatif peserta didik diperlukan hal atau syarat yang mendukung yaitu guru kreatif yang mencakup pembelajaran kreatif (creative teaching), kepala sekolah yang kreatif (creative leadership) dan lingkungan yang kreatif. Pengembangan daya kreatif dalam kontek bangsa untuk  menyiapkan warga bangsa dalam mengadapi kehidupan yang sangat kompetitif (global). Dalam kontek dunia sekolah, pengembangan daya kreatif dimaksudkan sebagai sebagai salah satu upaya peningkatan mutu pendidikan, karena pengembangan daya akan melahirkan superior learning. Pengembangan daya kreatif peserta didik dapat dilakukan melalui pendekatan atau metoda seperti memecahkan masalah secara kreatif (creative  problem solving),  pembelajaran berbasis masalah,  konsep dan  pendekatan  “limit to reach unlimited (dalam keadaan  terbatas dapat melahirkan karya luar biasa).

The Role of Incubation in Creative Problem Solving: Within a Collectivistic Cultural Context

2021 ◽  
pp. 108-118
Author(s):  
Rabia Anjum ◽  
Ivan Suneel
Keyword(s):  
Problem Solving ◽  
Cultural Context ◽  
Creative Thinking ◽  
Cultural Psychology ◽  
Cross Cultural ◽  
Future Research ◽  
Creative Problem Solving ◽  
Experimental Conditions ◽  
Significance Level ◽  
Creative Problem

Creative thinking is essential for the progress in education, industry and life in general. Incubation is a widely studied phenomenon in creativity research, referring to leaving a problem aside for a period, to accrue performance on a creative problem. This study investigated the effect of incubation on creative problem-solving by means of a pretest-posttest quasi-experimental design, and remote associates tasks (RATs) were used as a measure of creative problem-solving. For this purpose, a sample of 60 students (22 males, 38 females) was recruited from the population of a private university. They were assigned to a control condition and two different experimental conditions based on the time of onset of incubation. The data collected was analyzed for a significant effect across all conditions by means of a chi-squared test and covariates were inferred by means of Spearman's Rho, with a significance level set at ?<.05. The results did not find an incubation effect in creative problem-solving, and several possible explanations may account for this trend, especially the limited cross-cultural application of measurement tools and theoretical paradigms. The disparity is especially prominent with regards to Pakistan, which is predominantly collectivistic, and the educational system stymies creative thinking. Future research must take into account the relevance of culture in creative problem-solving, and propose solutions to circumvent the dearth of creative potential in developing nations such as Pakistan. Keywords: Incubation, Creative Problem-Solving, Creativity, Remote Associate Tasks, Cross-Cultural Psychology

Group Decision Support Systems

2009 ◽  
pp. 82-89
Author(s):  
John Wang ◽  
James Yao
Keyword(s):  
Decision Making ◽  
Information Technology ◽  
Decision Support ◽  
Decision Support Systems ◽  
Group Decision ◽  
Support Systems ◽  
Group Support Systems ◽  
Group Decision Support ◽  
Group Decision Support Systems

Group decision support systems (GDSSs) which aim at increasing some of the benefits of collaboration and reducing the inherent losses are interactive information technology-based environments that support concerted and coordinated group efforts toward completion of joint tasks (Dennis, George, Jessup, Nunamaker, & Vogel, 1998). The term group support systems (GSSs) was coined at the start of the 1990’s to replace the term GDSS. The reason for this is that the role of collaborative computing was expanded to more than just supporting decision making (Patrick & Garrick, 2006). For the avoidance of any ambiguities, the latter term shall be used in the discussion throughout this paper

The Decision Hedgehog

2011 ◽  
pp. 148-154
Author(s):  
Patrick Humphreys
Keyword(s):  
Decision Making ◽  
Decision Support ◽  
Decision Support Systems ◽  
Group Decision ◽  
Support Systems ◽  
Group Decision Support ◽  
Group Decision Support Systems ◽  
Decision Systems ◽  
Perceived Need ◽  
The Impact

The discourses established as the foundations of group decision support systems (GDSS) have been called into question not only in the interests of advancing the academic GDSS field (Bannon, 1997), but also out of the perceived need to plug gaps that sophisticated GDSS systems throw up in practice (Huber, 1981; Humphreys & Brezillon, 2002; Humphreys & Jones, 2006; Stabell, 1987). The limitations of rational perspectives of “decision- making as choice” have been raised (Carlsson, 2002; Cyert & March, 1992; Nappelbaum, 1997). The challenges relate to failures of implementation, the rise of unintended outcomes, the impact of cultures of fear and failure within organisations (Humphreys & Nappelbaum, 1997), and problems associated with externalisation of decision systems designers who “play God” by designing from outside the game for those who are inside (Humphreys, 1989).

Using The New Yorker Magazine’s Cartoon Caption Contest to Stimulate Creative Group Problem Solving: An In-Class Exercise

2020 ◽  
pp. 237929812090909
Author(s):  
John D. Keiser
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Organizational Behavior ◽  
Creative Problem Solving ◽  
New Yorker ◽  
Group Problem Solving ◽  
Class Environment ◽  
Group Members ◽  
Creative Problem ◽  
The New Yorker

Three staples of management and organizational behavior classes are units on creativity, problem solving, and group decision making. This article presents an experiential exercise in creative problem solving in which the participants attempt to create a cartoon caption both individually and in small groups. The cartoons all come from The New Yorker magazine’s weekly Cartoon Caption Contest. The exercise allows the participants to get some experience in creative problem solving and decision making as group members. In addition to introducing these topics, the exercise proves to be a lighthearted way for students to get to know one another and helps create an interactive class environment during the semester.

By Measure: Creativity in Design

2007 ◽  
Vol 21 (5) ◽  
pp. 353-359 ◽  
Author(s):  
Brad Hokanson
Keyword(s):  
Problem Solving ◽  
Empirical Research ◽  
Research Methodology ◽  
Creative Thinking ◽  
First Year ◽  
Specific Training ◽  
Creative Problem Solving ◽  
First Year Students ◽  
Design Students ◽  
Creative Problem

Specific training may be required to develop creativity in design students. At the very least, training is valuable in developing creativity in first-year students. Creativity is a skill that can be examined, used and taught - and it is one that is central to designing. This paper presents the results of empirical research from a class in creative problem solving for design students. The nature of creativity and the structure of the class are described, and this is followed by an outline of the research methodology and the use of the verbal Torrance Test of Creative Thinking. Creativity, as measured through the test, significantly increased.

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