Problem Solving Skills In Creative Thinking

Creative Thinking Skills Creativity is essentially not a knowledge or a science branch. Instead it is a skill that may be improved through various methods. Amabile (1983) has reserved studies showing that the same factor that stimulate intrinsic motivation also simulate creativity. Brownd Walter (1983- 1993) discuss problem posing strategies for determining what a problem really is or presenting problem succinctly for solution as a basis for creative-problem solving. The very act of generating solutions to problems requires the creative process of going beyond previously learned concepts and rules. Creativity involves divergent and convergent thinking to produce new ideas (Crowl et al., 1997). Its place in the network of higher order thinking

• Creativity involves the consistent use of basic principles or rules in new situations, such as Benjamin Franklin’s application of conservation and equilibrium (Crowl et al., 1997); Picasso’s creation of “Guernica,” resulting from sketches and modifications of previous work; Watson and Crick’s discovery of the DNA double helix structure; and Edison’s invention of an electric lighting system (Weisberg, 1995). • Creativity involves discovering and solving problems. Innovative approaches are used to accurately evaluate shortcomings, and actions are taken to remedy those weaknesses (Crowl et al., 1997). • Creativity involves selecting the relevant aspects of a problem and putting pieces together into a coherent system that integrates the new information with what a person already knows (Sternberg & Davidson, 1995; Crowl et al., 1997). In a basic sense, it involves a series of decision-making choices between “two or more competing alternatives of action,” each having “several pros and cons associated with it” (Crowl et al., 1997, p. 169). Creativity overlaps with other characteristics, such as “intelligence, academic ability, dependability,

Johnson (1986), there is persuasive evidence that cooperative teams achieve it higher level of thought and retain information longer than students who work quietly as individuals. The learning gives students an opportunity to engage in discussion, take responsibility for their own learning and thus, become critical thinkers. In this study, the student can learn more when they work together, sharing different thoughts, ideas and experiences to attain their specific goals. Collaborative activity also helps the students to create a good communication and relationship to each other.

Meta-Cognitive Learning Skill Meta-cognition refers to learner’s automatic awareness about the topic that is discussed. The students has their ability to see the behind the scene picture of the topic, it is called “thinking beyond thinking”. Meta-cognitive skill is important not only in school but throughout the life of the students. Furthermore, the students must set plan of what the next step to do that is needed to accomplish, it will not be done by the students only. The teacher must help students to develop or enhance the learning skill of the