1CREATIVE THINKING

CHAPTER I

INTRODUCTION

Higher-order thinking is a concept of Education reform based on learning

taxonomies such as Bloom's Taxonomy. The idea is that some types of learning

require more cognitive processing than others, but also have more generalized

benefits. In Bloom's taxonomy, for example, skills involving analysis, evaluation

and synthesis (creation of new knowledge) are thought to be of a higher order,

requiring different learning and teaching methods, than the learning of facts and

concepts.

Higher order thinking involves the learning of complex judgmental skills

such as critical thinking and problem solving. Higher order thinking is more

difficult to learn or teach but also more valuable because such skills are more

likely to be usable in novel situations (i.e., situations other than those in which the

skill was learned).

Creative thinking is one of part involved high order thinking except critical

thinking. Students develop capability in critical and creative thinking as they learn

to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities,

consider alternatives and solve problems. Critical and creative thinking are

integral to activities that require students to think broadly and deeply using skills,

behaviours and dispositions such as reason, logic, resourcefulness, imagination

and innovation in all learning areas at school and in their lives beyond school.

Students develop capability in critical and creative thinking as they learn to

generate and evaluate knowledge, ideas and possibilities, and use them when

seeking new pathways or solutions. In the Science learning area, critical and

creative thinking are embedded in the skills of posing questions, making

predictions, speculating, solving problems through investigation, making

evidence-based decisions, and analyzing and evaluating evidence. Students

develop understandings of concepts through active inquiry that involves planning

2CREATIVE THINKING

and selecting appropriate information, and evaluating sources of information to

formulate conclusions.

Creative thinking enables the development of ideas that are new to the

individual, and this is intrinsic to the development of scientific understanding.

Scientific inquiry promotes critical and creative thinking by encouraging

flexibility and open-mindedness as students speculate about their observations of

the world. Students’ conceptual understanding becomes more sophisticated as

they actively acquire an increasingly scientific view of their world. In this paper

will explain deeply about creative thinking, its characteristics, instrument and

rubric, etc.

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CHAPTER II

DISCUSSION

A. DEFINITION OF CREATIVITY

Some definitions about creativity are :

1. An Ability. A simple definition is that creativity is the ability to imagine or

invent something new. As we will see below, creativity is not the ability to

create out of nothing (only God can do that), but the ability to generate new

ideas by combining, changing, or reapplying existing ideas. Some creative

ideas are astonishing and brilliant, while others are just simple, good,

practical ideas that no one seems to have thought of yet.

2. An Attitude. Creativity is also an attitude: the ability to accept change and

newness, a willingness to play with ideas and possibilities, a flexibility of

outlook, the habit of enjoying the good, while looking for ways to improve

it. We are socialized into accepting only a small number of permitted or

normal things, like chocolate-covered strawberries, for example. The

creative person realizes that there are other possibilities, like peanut butter

and banana sandwiches, or chocolate-covered prunes.

3. A Process. Creative people work hard and continually to improve ideas and

solutions, by making gradual alterations and refinements to their works.

Contrary to the mythology surrounding creativity, very, very few works of

creative excellence are produced with a single stroke of brilliance or in a

frenzy of rapid activity. Much closer to the real truth are the stories of

companies who had to take the invention away from the inventor in order

to market it because the inventor would have kept on tweaking it and

fiddling with it, always trying to make it a little better.

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B. NEGATIVE ATTITUDES THAT BLOCK CREATIVITY

1. Oh no, a problem! The reaction to a problem is often a bigger problem

than the problem itself. Many people avoid or deny problems until it's too

late, largely because these people have never learned the appropriate

emotional, psychological, and practical responses. A problem is an

opportunity. The happiest people welcome and even seek out problems,

meeting them as challenges and opportunities to improve things.

Definition: a problem is (1) seeing the difference between what you have

and what you want or (2) recognizing or believing that there is something

better than the current situation or (3) an opportunity for a positive act.

Seeking problems aggressively will build confidence, increase happiness,

and give you a better sense of control over your life.

2. It can't be done. This attitude is, in effect, surrendering before the battle.

By assuming that something cannot be done or a problem cannot be

solved, a person gives the problem a power or strength it didn't have

before. And giving up before starting is, of course, self fulfilling. But look

at the history of solutions and the accompanying skeptics: man will never

fly, diseases will never be conquered, rockets will never leave the

atmosphere. Again, the appropriate attitude is summed up by the

statement, "The difficult we do immediately; the impossible takes a little

longer."

3. I can't do it. Or There's nothing I can do. Some people think, well

maybe the problem can be solved by some expert, but not by me because

I'm not (a) smart enough, (b) an engineer, or (c) a blank (whether

educated, expert, etc.) Again, though, look at the history of problem

solving.

4. But I'm not creative. Everyone is creative to some extent. Most people

are capable of very high levels of creativity; just look at young children

when they play and imagine. The problem is that this creativity has been

suppressed by education. All you need to do is let it come back to the

surface. You will soon discover that you are surprisingly creative.

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5. That's childish. In our effort to appear always mature and sophisticated,

we often ridicule the creative, playful attitudes that marked our younger

years. But if you solve a problem that saves your marriage or gets you

promoted or keeps your friend from suicide, do you care whether other

people describe your route to the solution as "childish?" Besides, isn't play

a lot of fun? Remember that sometimes people laugh when something is

actually funny, but often they laugh when they lack the imagination to

understand the situation.

6. What will people think? There is strong social pressure to conform and to

be ordinary and not creative.

Here are some overheard examples:

Creative Person: "I like to put water in my orange juice so it's less sweet."

Ordinary Person: "You're weird, you know?"

Ordinary Person: "What are you doing?"

Creative Person: "We're painting our mailbox."

Ordinary Person: "You're crazy."

Creative Person: "Why don't we add a little garlic?"

Ordinary Person: "Because the recipe doesn't call for garlic."

Ordinary Person: "Why are you going this way? It's longer."

Creative Person: "Because I like the drive."

Ordinary Person: "Did anyone ever tell you you're strange?"

7. I might fail. Thomas Edison, in his search for the perfect filament for the

incandescent lamp, tried anything he could think of, including whiskers

from a friend's beard. In all, he tried about 1800 things. After about 1000

attempts, someone asked him if he was frustrated at his lack of success. He

said something like, "I've gained a lot of knowledge--I now know a

thousand things that won't work."

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C. CHARACTERISTICS OF CREATIVE PERSON

1. Originality

As you probably know, originality attracts attention. When you do

something that no one else have done, people will start to be curious to

know how and where you want to end up with this original idea. Think of

an idea, redesign it and make something new out of it.

2. Production

Learn to search for better ways to do tasks. Focus on what you do and you

will find new possibilities and new ways of doing things.

3. Growth and Change

Creative people search for change constantly, so learn not to restrict

yourself using the same old way of doing things. If you keep what you are

doing, then you will get the same results. In life, you have to learn to

change for the better, so you can grow and prosper.

4. Flexibility

Learn to be flexible and always learn the current inventions. People are

challenged daily to be flexible in work, relationships, life and learning new

things in general. If you have to learn something that could benefit you

and benefit your business, then do so. As I mentioned in my book, “the

ultimate guide to achieve your goals ” you have to keep in your mind

that you always have to be flexible in achieving your goals.

5. Independent thinking

Learn to become an observer and an analyst. Gather all the information

you can and then analyze and come up with your own analysis. Always

think for yourself.

6. Sensitivity

Observe the world around you. Observe the nature, flowers, and people.

Pick a flower and see its colors, smell, etc… Your sensitivity to the world

and to your environment will raise your creativity.

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7. Innovation

You must have the courage to try new things and if you want to build

something out of the ordinary, then do so. Innovation and having courage

are necessary for creativity. Many criticize new ideas and innovations, but

at the end, these new ideas will flourish.

8. Ask questions

Always ask questions and ask people to explain what they mean and the

things you don‘t understand. Don’t accept things as they are. Always

remember what Scott Adams said, “Creativity is allowing you to make

mistakes. Art knows which ones to keep.”

D. INDICATOR OF CREATIVE THINKING

Definition Behaviors

Fluency

1. sparked a lot of ideas, answers,

solving problems or answer

2. Provide many ways or

suggestions to do things

3. Always think of more than one

answer

1. Ask lots of questions

2. Respond with some answers if

you have questions

3. Having lots of ideas about a

problem

4. Current expressing ideas

5. Work faster and do more than

anyone else

Flexibility

1. Generate ideas, answers, or

questions that varied

2. Can look at a problem from a

different angle

3. Looking for many alternatives

or different direction.

1. Provide different interpretations

of an image, a story or a problem

2. Applying a concept or principle

in a way different

3. If given a problem usually think

of an assortment of different

ways to solve

Originality

1. Provide new ideas to solve

1. Think about problems or things

that other people do not think

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problems or give answers other

than those already used in

answering a statement

2. Being able to create an unusual

combination of parts or elements

2. Questioning the old ways and

trying to think of new ways

3. Choosing a different way of

thinking than others

Elaboration

1. Ability to enrich and develop

the ideas of others

2. Increase or specify the details of

an idea that it becomes more

attractive

1. Finding a deeper meaning to the

answers or solving problems by

performing the steps detailed

2. Develop or enrich other people's

ideas

3. Adding the lines, colors, and

details (parts of) the image itself

or others' images

Evaluation

1. Determine the truth or

correctness of a question of a

settlement

2. Being able to take a decision on

the situation open

3. Do not sparked the idea but also

implement

1. Giving judgment on the basis of

their own point of view

2. Sparked own views on a matter

3. Having justifiable reasons

4. Determine their opinions and

defend against

E. EXAMPLES INSTRUMENT TO MEASURE CREATIVE THINKING

1. Transition metals and their compounds display a variety of colours,

for example when a sample of copper is held in a flame it produces a

green flame test. Aqueous solutions of copper compounds are blue.

Adding ammonia to these solutions gives a deeper blue colour.

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Using your knowledge of chemistry, discuss why transition metals

and their compounds behave in this way.

(The learner may wish to discuss why transition metal compounds

are coloured (d–d transitions and oxidation state). The energy

difference in d–d transitions is also influenced by the ligand position

in the spectrochemical series, eg the energy difference associated

with the ligands water and ammonia. Some ‘transition elements’ such

as scandium and zinc do not form coloured ions explained by either

no d-electrons or a complete d-subshell)

(This question also gives the learners the opportunity to discuss the

nature of light and show their understanding of the emission and

absorption of light. Learners may wish to explain that coloured

solutions are produced by absorbing light and should be able to

explain that when a colour is absorbed the complementary colour is

observed. Although learners are unlikely to quantify the energy

emitted, they could discuss how energy and wavelength are related )

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2. Using your knowledge of chemistry, discuss the following molecule.

You may wish to discuss features such as functional groups, probable

chemistry, physical properties, isomers or spectroscopic features.

(.Learners can show their understanding of organic chemistry and

structural analysis. The molecule shown is cinnamaldehyde. It is

unlikely that learners would be familiar with this molecule or be able

to name it. However, they should be able to identify the phenyl

group, the unsaturated double bond and the aldehyde group. The

expected infra-red wave numbers for the functional groups or proton

NMR chemical shift values for the hydrogen atoms could be given.

The molecule is a liquid and only slightly soluble in water but

learners are more likely to mention that the formula mass is 132 g

mol–1 and the formula is C9H8O. Cis and trans isomers are possible

and the most likely isomer is the trans one shown. Addition reactions

to double bonds and carbonyl are possible (any correct suggestion

with reagents). Oxidation and reduction of the carbonyl functional

group could also be discussed with appropriate reagents. Learners

may also wish to discuss the bonding, eg delocalised electrons,

conjugation, sigma and pi bonding and sp2 hybridisation)

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O

OH

OH

OH

OH

O

OOH

O

OH

O

OH

OH

OH

O

OH

OH

OH

OH

O

OO-

O

O-

O

OH

OH

OH

+ 2H+

3. Using your knowledge of chemistry , describe how to prepare a

carboxylic acid and discuss the chemistry of the chosen carboxylic

acid.

(Learners may suggest any suitable method to prepare the

carboxylic acid, eg oxidising primary alcohols and aldehydes with

suitable reagents or hydrolysing nitriles, esters or amides, again

with suitable reagents.There are a range of responses that may be

given to discuss the chemistry, including carboxylic acids being

weak acids, neutralisation reactions and the pH of the salt formed,

the role of carboxylic acids in drug molecules, salt formation by

reaction with metals or bases, ester formation and amide formation.

Any other relevant chemistry such as other general reactions of

acids would be acceptable)

5. Chemicals in tea contribute to the colour when brewed. The colour in

tea is mainly from thearubigins and tannins. However, adding lemon

juice can lighten the colour and adding sodium bicarbonate can

darken the colour.

Thearubigin (colourless) Thearubigin anion (coloured)

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Using your knowledge of chemistry, suggest reasons why tea is coloured

and why the colour may depend on the source of the water used.

(The thearubigins are coloured in their anion form and behave as a

natural indicator. The acid in the lemon juice shifts the equilibrium

to the left, the colourless molecule, thearubigin. Sodium bicarbonate

is a base and reacts with the hydrogen ions in the molecules, shifting

the equilibrium to the right and making the colour darker. Learners

may also state that the colour observed is white light minus absorbed

colour and suggest reasons, in terms of electrons, for the absorption

of energy. The water used may have a different pH and so also have

an effect on the equilibrium and the colour observed. Learners may

use an equation to represent the dissociation and write an expression

for the equilibrium constant, K. They could also discuss the energy

difference between HOMO and LUMO in the above structures and

the absorption of visible light by organic molecules)

6. Titanium(IV) chloride is a colourless liquid at room temperature. It

is used in the production of titanium metal and titanium dioxide.

Using your knowledge of chemistry, discuss the chemistry of

titanium(IV) chloride and how you would determine the type of

bonding present.

(Learners can give the oxidation state of titanium and the electronic

configuration of titanium(IV). They could also suggest a possible

structure.A number of methods could be used, each one providing

evidence of either covalent or ionic bonding. Learners could suggest

measuring the melting point, boiling point, solubility, electrical

conductivity as dissolved, electrical conductivity as melt or reaction

with water. Learners could also discuss ionic chlorides such as

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NaCl, covalent chlorides such as CCl 4 or other titanium compounds

such as TiO2)

7. Using your knowledge of chemistry, suggest a method of producing

alcohols and how you could determine that you had produced this

alcohol.

(Ethanol could be produced by fermentation of carbohydrate, acid-

catalysed hydration of ethane, hydrolysis of esters, reduction of

ethanoic acid, nucleophilic attack on chloroethane by OH –(aq),

hydrolysis of methane nitrile then reduction etc. or other suitable

method to produce ethanol. Reagents would be expected in a good

answer.To identify the ethanol: Distillation to show that the

substance boils at 78°C. Test flammability. Learners may give likely

positions of peaks in proton NMR spectrum, mass spectrum and/or

infra-red spectrum)

11. The equation for ammonia being made from nitrogen and hydrogen

is:

N2(g) + 3H2(g) 2NH3(g) ΔH° = -92.22 kJ mol-1

‘Increasing the temperature and pressure and using a catalyst will

increase the value of the equilibrium constant, K, and so a larger

yield of ammonia will be produced.’ Using your knowledge of

chemistry, Comment On This Statement.

(Learners will need to show that they have a good understanding of

equilibrium and can explain how the various factors influence the

equilibrium position. Equilibrium constants are not changed if you

change the concentrations of species present in the equilibrium; this

is effectively what happens as the pressure is changed. The only

thing that changes equilibrium constant is a change in temperature.

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Learners should be able to explain the effect of increasing the

temperature based on Le Chatelier’s Principle and the enthalpy

value given. The catalyst does not change the equilibrium constant

but enables equilibrium to be established more quickly. Other valid

points would be acceptable and learners may suggest what would

happen to the yield, but this would have to be judged in the context

of the learners answer, as the temperature and pressure would be

competing factors affecting the yield)

F. CREATIVE THINKING SKILLS RUBRIC

1 3 5FLUENCY Lists a limited

number of ideas and responses

Lists a sufficient number of ideas or responses

Lists many ideas or responses

FLEXIBILITY Perceives or approaches the problem in a different way with assistance

Perceives or approaches the problem in a different way

Perceives or approaches the problem in a number of different ways

ORIGINALITY Generates few clever, unique or unusual ideas

Generates several clever, unique or unusual ideas

Generates many clever, unique or unusual ideas

ELABORATION Adds details, expands or embellishes ideas with assistance

Expands, develops and embellishes ideas by adding details

Expands, develops and embellishes ideas by adding details and making changes

CURIOSITY Demonstrates little curiosity and desire to know more about issues

Demonstrates curiosity about issues and pursues additional information

Demonstrates a high degree of curiosity, seeks additional information and independent study

RISK-TAKING Deals with unstructured situations; experiments and guesses with assistance

Deals with unstructured situations; predicts, guesses, and experiments to a sufficient degree

Demonstrates a high degree of willingness to take chances, defends ideas, experiments, predicts and puts plans into action

COMPLEXITY Deals with problems; brings order to situations, deals with change when assisted

Seeks alternatives; deals with change and problems, and brings order to situations

Seeks alternatives; deals with intricate problems and ideas, and develops plans into logical order

IMAGINATION Visualizes plans, Visualizes plans, Visualizes and

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ideas and thoughts when assisted

ideas and thoughts; sees beyond the practical

imagines plans, thoughts, ideas, outcomes and consequences to a high degree

CHAPTER III

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CONCLUSSION

Creative thinking is concentration plus imagination. It is the habit of trying

to see ideas or objects in a new context. Creative thinking is an attempt to grab

hold of an invisible thread connecting two concepts. It requires us to overcome

how we are constrained by culture, tradition, or circumstance. But for creativity to

be meaningful, it must produce results. Everyone can think creatively because

everyone can think! Leaders rely on their own creativity and the creativity of their

teams to make the best decisions.

REFERENCE

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http://www.capmembers.com/media/cms/LLP2_3863B079952A2.pdf

http://learn.quinnipiac.edu/eportfolioinfo/rubrics/Creative_Thinking_Rubric.pdf

http://assessment.arizona.edu/sites/default/files/CreativeThinking.pdf

http://repository.upi.edu/operator/upload/d_ipa_0604754_chapter4.pdf

http://repository.upi.edu/operator/upload/s_mat_0800736_chapter2.pdf