This qualitative research study explores the complex phenomenon of intuition within the Creative Problem Solving process. The first part of the study utilized 100 alumni, students, professors, and visiting professors of the International Center for Studies in Creativity (ICSC). These participants were asked a series of questions in order to help the researcher answer the questions: How do creativity practitioners construe intuition? What role does intuition play in the Creative Problem Solving (CPS) (Miller, Vehar & Firestein, 2001; Noller, Parnes & Biondi, 1976; Osborn, 1953; Puccio, Murdock & Mance, 2006) process? The second part of the study involved eleven graduate students enrolled as Creative Studies majors at ICSC who were participants in a course on holistic approaches to Creative Problem Solving. The study explored the questions: Are intuitive tools and techniques effective in CPS? If so, when are they effective? When CPS is taught from a holistic perspective, is transformation likely to occur? Four theoretical models, including: a definitional model of intuition; a skill set for intuition, a process to improve the effectiveness of intuitive tools; and a transformational model of learning, were developed. These models were designed as a way for creativity practitioners to understand this phenomenon and to incorporate it into their practices.

This qualitative research study explores the complex phenomenon of intuition within the Creative Problem Solving process. The first part of the study utilized 100 alumni, students, professors, and visiting professors of the International Center for Studies in Creativity (ICSC). These participants were asked a series of questions in order to help the researcher answer the questions: How do creativity practitioners construe intuition? What role does intuition play in the Creative Problem Solving (CPS) (Miller, Vehar & Firestein, 2001; Noller, Parnes & Biondi, 1976; Osborn, 1953; Puccio, Murdock & Mance, 2006) process? The second part of the study involved eleven graduate students enrolled as Creative Studies majors at ICSC who were participants in a course on holistic approaches to Creative Problem Solving. The study explored the questions: Are intuitive tools and techniques effective in CPS? If so, when are they effective? When CPS is taught from a holistic perspective, is transformation likely to occur? Four theoretical models, including: a definitional model of intuition; a skill set for intuition, a process to improve the effectiveness of intuitive tools; and a transformational model of learning, were developed. These models were designed as a way for creativity practitioners to understand this phenomenon and to incorporate it into their practices.

In Canada, many large-scale assessments are administered in English and French. The validity of decisions made from using these assessments critically depends on the meaningfulness and comparability of scores from using different versions of assessments. This research study focused on examining (1) the degree of construct comparability and (2) possible sources of incomparability of the Canadian English and French versions of the programme for international student assessment (PISA), 2003 problem-solving measure (PSM). In this study, statistical and qualitative linguistic reviews were used to examine construct comparability and potential sources of incomparability. These procedures sought to (1) determine the degree of comparability of the measure (2) identify if there are items that function differentially and (3) identify the potential sources of differential item functioning in the two language versions of the measure. Evidence from these procedures was used to determine the comparability of the inferences based on test scores from PISA 2003, PSM. A comparative analysis of the two language versions of the measure indicated that there were some psychometric differences at the scale and item level between the two languages which may jeopardize the comparability of assessment results.

Field theory of Lewin was used to analyze the experience of insight problem solving. It was proposed that insight is characterized by the intensity of the experience at the moment of solution. It was argued that the intensity of the insight experience depends on the experienced degree of difficulty of the problem for an individual. The experienced degree of difficulty was conceptualized as a two-fold notion: It was defined by the interdependence of the degree of restructuring involved in the problem and the dynamics of the solution process, which causes the change in the state of tension experienced by the problem solver. Two hypotheses were formulated outlining the relationship between the intensity of the insight experience and both the degree of restructuring required to solve the problem and the amount of tension released in the system with the solution. The developed theoretical framework was investigated in the domain of matchstick arithmetic problems. A measure of the degree of restructuring for this domain was developed, and a preliminary test of the measure was carried out. Four experiments were conducted to investigate the effects of the degree of restructuring and the amount of tension on the intensity of the insight experience. The results showed that the solution of a problem that required higher degree of restructuring resulted in a more intense experience of insight. Moreover, when the same problem was solved with higher level of tension, it led to a more intense experience of insight. Thus, it was empirically shown that the intensity of the insight experience was affected by both structural and dynamic properties of the solution process. The theoretical framework, the design of the experiments, and the results are discussed.

Field theory of Lewin was used to analyze the experience of insight problem solving. It was proposed that insight is characterized by the intensity of the experience at the moment of solution. It was argued that the intensity of the insight experience depends on the experienced degree of difficulty of the problem for an individual. The experienced degree of difficulty was conceptualized as a two-fold notion: It was defined by the interdependence of the degree of restructuring involved in the problem and the dynamics of the solution process, which causes the change in the state of tension experienced by the problem solver. Two hypotheses were formulated outlining the relationship between the intensity of the insight experience and both the degree of restructuring required to solve the problem and the amount of tension released in the system with the solution. The developed theoretical framework was investigated in the domain of matchstick arithmetic problems. A measure of the degree of restructuring for this domain was developed, and a preliminary test of the measure was carried out. Four experiments were conducted to investigate the effects of the degree of restructuring and the amount of tension on the intensity of the insight experience. The results showed that the solution of a problem that required higher degree of restructuring resulted in a more intense experience of insight. Moreover, when the same problem was solved with higher level of tension, it led to a more intense experience of insight. Thus, it was empirically shown that the intensity of the insight experience was affected by both structural and dynamic properties of the solution process. The theoretical framework, the design of the experiments, and the results are discussed.

The purpose of this research is to investigate group problem-solving processes , interactions , and also, the factors that influence the operation on performance assessment. The main points for this study are: 1.What kind of situation does the model of group problem-solving form? 2.What situation does the group participate in each process of problem-solving? 3.What changes do the group participate in each stage of problem-solving after performance assessment? 4.What influences do manipulatives make on the operation of problem-solving processes? 5.What do the members think about the method of assessment? The method of this research is as follow. The investigators referred to the mathematics textbook (Volume 11) to develop five units of performance assessment. The participants were a group of four 6th grade elementary school children in Kaohsiung. The investigator collected the think-aloud protocols of the group and observed the behaviors from video and recordings. Finally, in order to understand children¡¦s feelings of assessment, the investigator arranged semi-structured interviews. The data was used to prepare chart according to Schoenfeld¡¦s model, also its distribution table, and the ratio of participation. The main conclusions of this research are: 1.The process of group problem-solving is affected by discussions among peers. 2.The model of process of problem-solving is affected by actually performing and acting out. 3.The group may or may not be engaged in all stages of problem-solving. 4.The changes of problem-solving stage for each member were different. 5.The use of manipulatives affects each problem-solving stage. 6.Children expressed that they enjoyed group performance assessments. Based on results of this study, the investigator highly recommended performance assessment to take place in elementary mathematics classroom.

Students need to build on their own understanding when problem solving. Mathematics reform is moving away from skill and drill types of activities and encouraging students to develop their own approaches to problem solving. The National Council of Teachers of Mathematics emphasizes the importance of representation by including it as a process standard in Principles and Standards for School Mathematics (2000) as a means for students to develop mathematically powerful conceptualization. Students use representation to make sense of and communicate mathematical concepts. This study considers the way fourth grade students view and solve division problems and whether problem type affected the choice of strategy. This study also looked at factors that affect students' score performance. Students in extant classrooms were observed in their regular mathematics instructional settings. Data were collected and quantified from pretests and posttests using questions formatted like students see on the state assessment. The results indicate that students moved from pre-algorithmic strategies to algorithmic strategies between pretest and posttest administration. The results also indicate that problem type did not predict students' choice of strategy and did not have an affect on the students' ability to arrive at a correct solution to the problem. This study found that the students' choice of strategy did play a significant role in their quest for correct solutions. The implication is that when students are able to make sense of the problem and choose an appropriate strategy, they are able to successfully solve division problems.

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Physics and Astronomy." Includes bibliographical references (p. 178-184).

Thesis (Ph.D)--Aerospace Engineering, Georgia Institute of Technology, 2009. / Committee Chair: Mavris, Dimitri; Committee Member: Costello, Mark; Committee Member: German, Brian. Part of the SMARTech Electronic Thesis and Dissertation Collection.

Not available / text