Improving the Understanding of the Impact of Creative Problem Solving Training through an Examination of Individual Differences
Date of Award
Creative Studies, M.S.
International Center for Studies in Creativity
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Gerard J. Puccio
This thesis addressed the relationships between students who reported enjoyment of learning and the perceived future value of using the various components, stages and tools of the Creative Problem Solving (CPS) process, and their CPS styles as measured by the Buffalo Creative Process Inventory (BCPI). Data was collected using the BCPI and an end-of-course survey in both graduate and undergraduate introductory CPS courses from January through December 2000. A key quantitative outcome revealed that the principles and tools in relation to the divergent thinking aspect of the CPS process were the most enjoyable to learn and rated the highest future value. Key qualitative outcomes described the CPS principle ‘Deferring Judgement’ as a significant learning from the course, as well as the incorporation of course principles into one’s personal and professional lives. In contrast to the overall positive response to divergent thinking, individuals with High Ideator and High Developer preferences indicated that they did not enjoy or see much future value in these tools and principles. An implication suggested the relevance of using the BCPI in order to maximize transference of learning in the introductory CPS course. Recommendations for future research and study replication were discussed.
Wheeler, Russell A., "Improving the Understanding of the Impact of Creative Problem Solving Training through an Examination of Individual Differences" (2001). Creative Studies Graduate Student Master's Theses. 15.