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Creative and Critical Creative and Critical ThinkingThinking
A Cognitive Process for Problem A Cognitive Process for Problem SolvingSolving
Originally offered in Fall 2006Cora Dzubak Jim ValkenburgPenn State –York Delta CollegeModified - Winter 2008
AgendaAgenda
DefinitionsDefinitions Creative thinkingCreative thinking Critical thinkingCritical thinking
Cognitive DissonanceCognitive Dissonance Meta-CognitionMeta-Cognition
Two sides of the same coinTwo sides of the same coin Seeing the ProblemSeeing the Problem
Solving the ProblemSolving the Problem The role of memoryThe role of memory Transfer and learningTransfer and learning
Discerning credibilityDiscerning credibility How to teach Creative ThinkingHow to teach Creative Thinking
Creative/Critical ThinkingCreative/Critical Thinking
Creative Creative thinking is thinking is defined as the defined as the use of divergent use of divergent thinking, thinking, resulting in the resulting in the generation of generation of original ideas or original ideas or solutions. solutions.
Creative/Critical ThinkingCreative/Critical Thinking
Critical Thinking Critical Thinking may be defined as may be defined as the cognitive the cognitive process of actively process of actively questioning questioning assumptions, and assumptions, and analyzing, analyzing, synthesizing synthesizing and/or evaluating and/or evaluating data, evidence or data, evidence or points of view to points of view to solve a problem.solve a problem.
Critical ThinkingCritical Thinking Critical thinking is the intellectually Critical thinking is the intellectually
disciplined process of actively and skillfully disciplined process of actively and skillfully conceptualizing, applying, analyzing, conceptualizing, applying, analyzing, synthesizing, and/or evaluating information synthesizing, and/or evaluating information gathered from, or generated by, gathered from, or generated by, observation, experience, reflection, observation, experience, reflection, reasoning, or communication, as a guide to reasoning, or communication, as a guide to belief and action.belief and action.
In its exemplary form, it is based on In its exemplary form, it is based on universal intellectual values that transcend universal intellectual values that transcend subject matter divisions: clarity, accuracy, subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound precision, consistency, relevance, sound evidence, good reasons, depth, breadth, evidence, good reasons, depth, breadth, and fairness. and fairness.
http://www.criticalthinking.org/aboutCT/definingCT.shtml
Cognitive DissonanceCognitive Dissonance
When things When things just don’t seem just don’t seem to jibe with what to jibe with what one “knows”one “knows”
Possible Possible responsesresponses
Meta-cognitive Problem Meta-cognitive Problem ResolvedResolved What color is What color is
the bear?the bear?
Two sides/Same CoinTwo sides/Same Coin
Julian JaynesJulian Jaynes The ancient The ancient
view of creativityview of creativity PlatoPlato AristotleAristotle
Greek literatureGreek literature ShakespeareShakespeare The jump to The jump to
cyber spacecyber space
Two Sides/Same CoinTwo Sides/Same Coin
Critique as Critique as creativity and creativity and vice versavice versa
The Systematic The Systematic ApproachApproach
Seeing the ProblemSeeing the Problem
The simple and The simple and the complexthe complex
Occam’s RazorOccam’s Razor ““Outside the Outside the
box?”box?”
Solving the ProblemSolving the Problem
Define the problemDefine the problem Dissect the problemDissect the problem Plan a solutionPlan a solution External representationExternal representation Internal representations: using Internal representations: using
“what’s inside your head” as a “what’s inside your head” as a mental modelmental model
Evaluating your solutionEvaluating your solution
The Role of Memory in The Role of Memory in Creativity and Problem SolvingCreativity and Problem Solving
Effective problem solvers are Effective problem solvers are efficient users of memoryefficient users of memory
Use of Cues: when an individual Use of Cues: when an individual creates his/her own memory creates his/her own memory cues, recall is enhancedcues, recall is enhanced
Use of visual ImageryUse of visual Imagery
Transfer and LearningTransfer and Learning
Previous learning enhances later Previous learning enhances later learninglearning
The more one learns and the more The more one learns and the more one practices, the more information one practices, the more information that is transferred to a new situationthat is transferred to a new situation
““Overlearning” enhances transfer Overlearning” enhances transfer When tasks are similar transfer is When tasks are similar transfer is
increasedincreased
SynthesisSynthesis
TheoristsTheorists PiagetPiaget BloomBloom GardnerGardner
Putting Putting seemingly seemingly dissimilar things dissimilar things togethertogether
Discerning CredibilityDiscerning Credibility
Information Information LiteracyLiteracy Need for infoNeed for info Ability to access Ability to access
infoinfo Evaluate infoEvaluate info Synthesize infoSynthesize info Communicate Communicate
info info
Teaching Critical ThinkingTeaching Critical Thinking
Setting up Setting up problemsproblems
Using Using assessment assessment techniquestechniques
Allowing the Allowing the student to student to strugglestruggle