Chapter 3 Lesson 4:

Problem Solving
and Creativity
Presente by: Azareel
Shekinah Galvez
At the end of the lesson, you will be able
• describe problemto: solving and
creativity;
• explain the stages/processes of
problem solving and creativity;
• cite situations manifesting
barriers to problem solving and
creativity;
• differentiate common problem-
solving strategies;
• determine the role of transfer of
learning in the problem solving
 Problem Solving
Ana's food catering business has
been profitable, as there is no
competitor. Lately, a new catering
group was put up, offering as good
services similar to hers. With the
presence of the competitor, some
clients have shifted to the new
provider. Ana inquires on how to
 Problem Solving
A problem arises when there is a difference
between where you are now (e.g., the
presence of Ana's competitor) and where you
want to be (e.g., Ana's desire to sustain
customer loyalty). A distinguishing feature of a
problem is that there is a goal to be reached
through some action on your part, but how to
get there is not immediately apparent. There
is an obstacle or agap between where you are
now and where you want to be. In Ana's case,
 Problem Solving
A necessary element of a problem is the
presence of an obstacle or block toward
the attainment of that goal. For this
reason, problem-solving happens when
an individual strives to eliminate the
obstacle that hinders the attainment of
the desired goal. "If no obstacle hinders
progress toward a goal, attaining the
Figure 11. Elements of a problem scenario.

Current Block/ Desired

State Obstacle Goal
 Problem Solving
refers to cognitive processing directed at
achieving a goal for which the problem solver
does not initially know a solution method.
1.Cognitive. Problem solving occurs
within the problem solver's
cognitive system and can only be
inferred indirectly from the
problem solver's behavior
(including biological changes,
 Problem Solving
refers to cognitive processing directed at
achieving a goal for which the problem solver
does not initially know a solution method.
2. Process. Problem solving involves
mental computations in which an
operation is applied to a mental
representation, sometimes resulting in
the creation of new mental
representation.
3. Directed. Problem solving is aimed
 Problem Solving
refers to cognitive processing directed at
achieving a goal for which the problem solver
does not initially know a solution method.
4. Personal. Problem solving depends
on the existing knowledge of the
problem solver so that what is a
problem for one problem solver may
not be a problem for someone who
already knows a solution method.
Types of Problems

1.well defined 2. Ill-defined

problem problem
Robertson (2015) - Robertson (2015) - one
“provides all the of the initial state of the
information required
Jonassen (1997) to
- requiring problem is given but
solve it.”
the application of a definite what the goal state
number of concepts, rules, looks like is not
and principles being provided.
studied to a constrained
problem situation.
Types of Problems

1.well defined 2. Ill-defined

problem problem

Example: Example: (Read the

4 + 3 = example.)
The problem is ill-
7The problem tells you
defined problem
everything you need to because it is a complex
know. It is either you problem. You have to
are 100% right or consider many issues
wrong. to consider in arriving
 Approaches to Problem Solving

1.Behaviorist 2. Gestalist
approach approach
On this approach, On this approach, an
producing a previous individual ponders
behavior to solve a upon how to solve a
problem. A person problem, a flash of an
faced with a problem idea comes to mind,
situation will likely which eventually
use solution that is provides the best
 Thinking Metacognit Creativity Transfer of
skills
Logical ive Learning
thinking Thinking
Lateral
thinking Problem-solving cycle
Synthesis
Analysis
Evaluation
Sequencing
Decision-
 The IDEAL Identify
model of the problems
problem-solving and
process. opportuni
Look ties
Define
back and goals
learn

Anticipat Explore
e possible
outcome targets
s and
act
 identifies the
problem or
STEP 1:
potential
Identify the problems.
problem and
opportunities

When problems are treated

as opportunities, the result
is often an unexpected
solution or invention.
 requires you
to carefully
STEP 2: Define define your
goals. goals in the
problem
situation.

Different goals can lead

people to explore very
different strategies for
solving a problem.
 recall of
STEP 3: Explore procedural
knowledge
possible
from long-
strategies. term memory.

involves looking back

at your goals and
finding possible
strategies to solve the
 Strategies to make problem-solving
easier:
Heuristic Algorithm
Heuristic can lessen The use of a series of
the time to solve and steps to solve a
can reduce cognitive problem.
Aload.
student who is always late Computer programming is
to class may use the alarm a classic example using an
clock in the cellphone to algorithm.
signal it is time to wale up.
It may work effectively at
times, but if one is in deep
slumber, the person may not
be awakened by the alarm.
 Three General problem-solving
heuristics approach:
Random Trial and Means-ends
Hill Climbing
Error Analysis

It involves It involves It involves

randomly selecting the legal creating goals and
selecting a legal move that moves seeking moves
move and the problem that can
applying it to solver closer to accomplish the
create a new the goal state. goal.
problem state and
repeating that
process until the
 The person
must
STEP 4: anticipate
Anticipate what
outcomes and outcomes
act. will likely be.

The expectation is the

solution to the problem.
When assured that the goal
will be solved, the person
acts or implements the
 To solve the
problem is a
STEP 5: Look proof of its
back and learn. effectiveness
.

If the results give the correct

answer, then the strategy
used is good and effective. If
it is wrong, then
metacognitively ask, “What
 Barriers to Problem Solving
Functional
Mental Set. Irrelevance.
fixedness.

When a person When an When an

becomes fixated individuals fail to individual cannot
on the use of a recognize that discern the
strategy that objects can have relevant
previously other purposes, information
produced the aside from the needed in
right solution, but traditional use planning the
in the new they were made strategy to solve
situation it is not for. a problem. It will
 Creativity in Problem Solving
As pointed out in the earlier discussion, mental
set and functional fixedness are stumbling
blocks in problem solving. These obstacles
hamper the consideration of new alternative
ways to solve a problem. They illustrate the
lack of creativity on the part of the person.
Theorists agree that creative problem solving
must be taught and encouraged among
 What is Creativity?
Plucker et al. (2004) defined creativity as “the
interaction among aptitude, process, and the
invironment by which an individual or group
produces perceptible product that is both
novel and useful as defined within social
The term
context.” "creativity" means "the interaction
among ability, process, and the environment by
which an individual or group produces an
observable outcome that is both unique and
beneficial as defined within social context." -
Theories explain how Creativity is developed:
Stage and
Developmental Componential
Cognitive Theory
Theory Process of
Creativity
Advocates that States that Point out that
creativity ideational thought creative
develops over processes are expression
time (from foundational to proceeds through
potential to creative persons a series of stages
achievement). and or components.
accomplishment.
 Levels of Creativity
One of the first models of creativity
was advanced by Guilford (1967). He
considered creativity as a divergent
thinking act. He claimed that
creativity is the result of several
processes: fluency, flexibility,
originality, and elaboration.
 Creativity advanced by Guilford (1967):

Fluency Flexibility Originality Elaboration

is defined is the refers to is the

as the ability to the ability ability to
ability to simultaneou to produce systemize
produce a sly propose new, and
great a variety of original organize
number of approaches ideas, as the details
ideas or to a specific well as of an idea
problem problem. products. in one’s
solutions in head and
 Stages of Creative Preparation
Process (Gathering Materials)
Incubation (Subconcious
Working on the Idea)
Preparation Illumination
(Eureka,AHA,Lightbulb
Moment)
It involves
becoming
Verification
passionate about (Idea into Form)
an idea which
motivates you to
gather materials
 Stages of Creative Preparation
Process (Gathering Materials)
Incubation (Subconcious
Working on the Idea)
Incubation Illumination
(Eureka,AHA,Lightbulb
The period where Moment)
you unconciously
continues to Verification
work on idea, but (Idea into Form)
there is no active
attempt to solve
 Stages of Creative Preparation
Process (Gathering Materials)
Incubation (Subconcious
Working on the Idea)
Illumination Illumination
(Eureka,AHA,Lightbulb
Moment)
A sudden idea pops
out. Subconscious
Verification
thoughts find the
(Idea into Form)
connection with the
conciousness,
resulting in the AHA
 Stages of Creative Preparation
Process (Gathering Materials)
Incubation (Subconcious
Working on the Idea)
Verifcation Illumination
(Eureka,AHA,Lightbulb
Moment)
Involves working
with the idea into Verification
a form that can (Idea into Form)
be tested and
once proven, it
 Transfer of Learning in Problem
Solving and Creativity
The phenomenon that past
experiences in solving problems
are carried over or used in solving
new problems is referred to as the
transfer of learning.
 Transfers of Learning categorized into the following:

Near transfer Far Transfer

When the learners When learners
apply their knowledge perform a skill in a
and skills in the context very much
situations and context different from the
that are very close to context it was learned.
those in which the
learning occured.
Number problem in Word problem in Math
Math
 Transfers of Learning categorized into the following:

Positive transfer Negative Transfer

When learners can use When the previous
their prior knowledge learning or skill
or experience in obstructs the
solving a new problem acquisition of a new
situation. skills or the solving of
a problem.
New model and same New phone and IOS
brand of Android technology
phone.
 Transfers of Learning categorized into the following:

Vertical transfer Lateral transfer

When learners use When learners use the
their learning at a same skill to solve a
lower level to perform related different
a higher level of problem of the
cognitive task. comparable level of
difficulty after
Mastered adding 5 Relies on the stock
learning it.
digit number without knowledge.
carrying over.
 Transfers of Learning categorized into the following:

Neutral transfer Zero Transfer

This happens when past learning or prior

experience does not enhance or hinder the
aquisition of a new skill or in the solution of a
problem.
In the transfer of learning,
Glass and Holyoak (1986)
stated that "the problem-
solving process involves
several aspects from which
three major facets tend to
emerge: the solver's
representation of the
problem, the solver's
background experiences,
Theories that explain how learning is transferred from
one situation to another:

1.Theory of Identical elements

By:
Thorndike
The quality of transfer depends on the
identical elements that are common in
both past and new situations. If the
content, method, goal, and attitude in
the two situations are similar, the
Theories that explain how learning is transferred from
one situation to another:

2. Theory of Generalization
By:
Skills learned are Judd
transferable
to other
situations. It argues that if the learners
has fully understood the lesson and
mastered the competency, there is a
greater likelihood that such skill can be
Theories that explain how learning is transferred from
one situation to another:

3. Theory of Configuration
Gestalt
Emphasizes Psychology
the important role of
perception in the transfer of learning. It
argues that what is learned in one
situation can be shifted directly to
another situation only when similarity
End of lesson
Thank you!