Mémoire (M.Ed.)--Universite du Québec à Chicoutimi, 1989. / Document électronique également accessible en format PDF. CaQCU

This thesis is focused on creating and using the nonverbal physical tasks for teaching Physics. Firstly the general look at Physics education at elementary schools is taken as well as examining of the possibilities of the motivating in teaching. Physical tasks typology, its importance and inclusion in the teaching process are described. This paper introduces with nonverbal physical tasks, with their creation and their possible solutions. The main part of this paper is to create nonverbal tasks including didactic analysis. Some of these tasks are tested in practice and evaluated for their applicability in physics teaching. Result of this testing is included in the thesis.

There is an ongoing debate about the components and processes of creativity. Within the subfield of creative insight, which is often considered to be the first measurable part of creativity, the role of working memory is discussed. Since creative insight appears to happen without conscious planning, the involvement of working memory appears to be limited; a hypothesis supported by several studies. However, there are several studies that support an opposing hypothesis. Namely, that creativity, including creative insights, is a form of divergent thinking and that working memory is needed for divergent thinking. This study investigated the role of working memory in creative insight through correlation analyses between working memory capacity, the frequency of insight and divergent thinking ability. The study was performed using Operation Span to test working memory capacity, Compound Word Association to assess the frequency of insight, and a part of Torrance Test of Creative Thinking to assess the ability for divergent thinking. The result show that working memory have little involvement in creative insight, but that it is involved in divergent thinking. This indicates that the nature of insight is different from divergent thinking.

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With creative thinking we can identify general methods of problem solving, look at real life from another point of view. The method of 6 Thinking Hats is one of the creative ways to do so. The aim of this thesis is a complex review of using this method when solving a problem in a group. It tries to show creative thinking by which the group should get a certain outcome in solving the problem. The thesis analyses thoroughly all the parts of the 6 Hats method, and at the same time, it tries to view other perspectives on the workings of the method. A significant part of the thesis is aimed at the instructor, who decides to use this particular method, and his work. It should be an instrument to use for application of the 6 Thinking Hats method on a specific company problem.

本研究先藉由文獻分析法瞭解擴散性思考、數學問題發現與數學學業成就三者的內涵，繼而依據它們的內涵並佐以學習、問題解決的角度，建立起三者間關係的假設，並透過實證調查研究法來驗證這些假設。本研究之研究對象為台北縣市五所國中的318位國三學生，研究工具為「新編創造思考測驗」、「數學問題發現測驗」、「第一次數學科基本學力測驗」，並以次數統計、集群分析、相關分析、變異數分析、逐步迴歸分析進行資料分析。本研究主要的研究結果如下： 一、學生能夠發現各種思考產物類型與數學類型的問題。其中，關係性問題與發現性問題最多人提出，而單位性、類別性與驗證性問題則較少人提出。 二、學生的數學問題發現型態有個別差異。 三、擴散性思考與數學問題發現間為顯著中低度相關。 四、擴散性思考與數學學業成就多為顯著中低度相關。 五、數學問題發現與數學學業成就間為顯著中低度相關。 六、能問大量且層次高數學問題的學生其數學學業成就比較不會問數學問題的學生為佳。 七、擴散性思考之流暢力、數學學業成就、擴散性思考之變通力可以有效預測數學問題發現之問題數。 八、擴散性思考之流暢力、數學學業成就、擴散性思考之變通力可以有效預測數學問題發現之問題獨特性。 九、數學學業成就與擴散性思考之流暢力可以有效預測數學問題發現之問題品質。 十、數學問題發現之問題品質、數學問題發現之問題數可以有效預測數學學業成就。 本研究最後針對數學教育以及未來研究提出若干具體建議。 / First, this study probed into the contents of divergent thinking, mathematical problem finding, and mathematical achievement by literature review. Then the researcher made hypotheses of the relationships between divergent thinking, mathematical problem finding, and mathematical achievement based on the contents of them and the views of learning and problem solving, and designed survey research to examine these hypotheses. The subjects were 318 9th grade students from five junior high schools in Taipei county and Taipei city. The data- collection instruments included：(a) New Creativity Test; (b) Mathematical Problem Finding Test; (c) Basic Educational Indicator Tests of Mathematics. After utilizing frequency, cluster analysis, correlation analysis, ANOVA, and stepwise regression, the main results of this investigation are：(a) Students can find problems of all kinds of intellectual products and mathematics. Among them, problems of relations and problems to find were found most and problems of units and classes and problems to prove were found least ; (b) There are individual differences between mathematical problem finding styles; (c) The correlations between divergent thinking and mathematical problem finding are significantly positive; (d) Most of the correlations between divergent thinking and mathematical achievement are significantly positive; (e) The correlations between mathematical problem finding and mathematical achievement are significantly positive; (f) Students who can finds many high-level problems have higher mathematical achievement than those who can not; (g) Fluency of divergent thinking, mathematical achievement, and flexibility of divergent thinking can be used to predict the number of problems of mathematical problem finding effectively; (h) Fluency of divergent thinking, mathematical achievement, and flexibility of divergent thinking can be used to predict the rarity of problems of mathematical problem finding effectively; (i) Mathematical achievement and fluency of divergent thinking can be used to predict the quality of problems of mathematical problem finding effectively; (j) The quality of problems and the number of problems can be used to predict mathematical achievement effectively. Finally, the researcher brings up some suggestions on mathematical education and the future research.

This thesis discusses any potentialities and usage of nonverbal tasks for teaching Physics. It primarily analyses the general physical tasks and their position in teaching Physics and then nonverbal physical tasks and their application. For nonverbal tasks there is an emphasis not only on the solutions, but also on the aspects of creativity and on the advancement of divergent thinking of students. The thesis contains a set of created nonverbal tasks and their solutions. Some of tasks are processed to the worksheets and these worksheets were used for experimental verification of tasks. The experimental results are connected with this thesis and analyzed there. The aim of experiments is verification of ability of pupils to solve nonverbal tasks and their ability to identify dependencies between conventional approaches and nonverbal approaches.

Thesis (M.Ed. (Mathematics, Science and Technology Education)) -- University of Limpopo, 2020 / The purpose of this is to investigate how teachers go about for the development of Creative Thinking Skills (CTS) in a grade 9 technology classroom. The introduction of technology in the South African curriculum by the Department of Basic Education (DBE) to develop CTS through the Design Process (DP) as the cornerstone of the learning area. Technology as a learning area should provide learners with opportunities to solve real-life problems, in the process developing their CTS (DBE, 2011). In the 21st century, CTS have been seen as skills that are crucial across the spectrum of day to day activities. However; it appears to be very complex for technology teachers to enhance the teaching and learning of CTS in a technology classroom. The literature suggests that technology teachers tend to suppress the development of learners’ CTS by limiting the process of teaching and learning to low order thinking cognitive levels rather than high order cognitive levels. This study employed a qualitative research enquiry, purposive sampling was used for the selection of the relevant participants. Qualified technology teachers who teach grade 9 technology with at least three years’ experience in teaching technology were considered. Data collection was obtained through interviews, observation and document analysis. The research finding showed that teachers lack the understanding of policies, particularly CAPS hence they continuously compromise its implementation hindering with the development of CTS of learners as it is envisaged in the CAPS document. Furthermore, the research findings reveal that the teacher has a little or no understanding of what is creative thinking (CT) and what it entails, hence they did not unpack what is it exactly that they do to support the development of learners CTS in a technology classroom This study recommends that technology teachers be familiar with the CAPS document and implement it correctly without any compromise. Furthermore; understanding of the design process is of vital importance to teachers as it is the cornerstone of teaching and learning, particularly the development of CTS of learners. Technology teachers need also to have a clear understanding of what CT is and what it entails, that will assist to arouse their CT and help to develop the CTS of learners in a technology classroom.

Los avances tecnológicos permitieron que las empresas busquen nuevos horizontes para ofrecer productos y servicios que cubran las necesidades de los clientes incluso por encima de sus expectativas. Asimismo, la innovación en las organizaciones ha permitido que los líderes puedan fomentar una cultura de desarrollo en los individuos, un pensamiento abierto a la creatividad a la innovación radical para desarrollar nuevos productos y servicios. Esta innovación está asociada a un riesgo económico y operacional si no se gestiona correctamente. Por tal motivo, se busca estudiar los factores y métodos para minimizar estos riesgos para obtener los beneficios de las ventajas competitivas, altos ingresos económicos, personal comprometido y sostenibilidad a largo plazo. Para su desarrollo, se consideró 5 aspectos: 1° La innovación cognitiva almacena el comportamiento de los individuos aprendidos durante su formación,  2° La visión divergente para elaborar soluciones que cubran las necesidades de los clientes, 3° El pensamiento multidireccional que conduce a los individuos a identificar problemas y brindar soluciones creativas, 4° Las políticas de innovación para controlar los procesos en el desarrollo de un producto o servicio y 5° El liderazgo para fomentar el trabajo en equipo y la participación de los individuos en la toma de decisiones. / Technological advances have allowed companies to seek new horizons to offer products and services that meet the needs of customers even above their expectations. Likewise, innovation in organizations has allowed leaders to foster a culture of development in individuals, thinking open to creativity and radical innovation to develop new products and services. This innovation is associated with an economic and operational risk if it is not managed correctly. For this reason, it seeks to study the factors and methods to minimize these risks to obtain the benefits of competitive advantages, high economic income, committed staff and long-term sustainability. For its development, 5 aspects were considered: 1 ° Cognitive innovation stores the behavior of individuals learned during their training, 2 ° The divergent vision to develop solutions that meet the needs of customers, 3 ° The multidirectional thinking that leads to individuals to identify problems and provide creative solutions, 4th Innovation policies to control processes in the development of a product or service and 5th Leadership, to encourage teamwork and the participation of individuals in decision-making . / Trabajo de Suficiencia Profesional