Effects of using creative problem solving in eighth grade technology education class at Hopkins North Junior High School

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Date
2003Author
Myrmel, Mary Kay
Publisher
University of Wisconsin--Stout
Department
Industrial/Technology Education Program
Advisor(s)
Welty, Kenneth
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The purpose of this quasi-experimental study was to determine whether the number of creative responses would improve if junior high students were exposed to creative problem solving instructions on a daily basis. The hypotheses of this study were that there is no significant difference in both the quantity and variety of creative responses from students that receive 15 mini lessons in creative problem solving techniques. The subjects of this research were 50 eighth grade Technology Education students at Hopkins North Junior High, Hopkins, Minnesota during the third term of the 1998 – 1999 school year. The pretest and posttest instruments were simply pieces of paper with spaces for 40 monograms. During the pretest students were asked to draw as many potential monograms using the initials for the high school as possible in 5 minutes. The posttest asked students to draw as many potential monograms using the initials for the junior high school as they could draw in 5 minutes. The students in the treatment group received a series of 10 mini lessons on creative problem solving techniques that were approximately 5 minutes in duration. Both the pretests and the posttests were analyzed in terms of the number of monograms generated as well as the variety of monograms produced by the students in the treatment and control groups. The result of the study showed a significant increase in the number of monograms produced by students in the treatment group in comparison to those produced by the students in the control group. However, there was no evidence of a significant difference in the variety of their monograms produced by the treatment and the control groups. While the variety of responses was similar in both groups, the number of responses did increase in the group receiving treatment. Therefore, one of the conclusions of the study was that the mini lessons were effective in increasing the number of monograms produced. Furthermore, the lack of gains made in terms of the variety of monograms generated suggests students need richer lessons in creative problem solving techniques with more opportunities for practice and application
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http://digital.library.wisc.edu/1793/40985Type
Thesis
Description
Plan B