ABSTRACT

Transfer, particularly far transfer through analogic mapping and reasoning, is considered one of the mechanisms for creative problem solving. However, the cognitive paradigm of training for analogical problem solving has not met with much success. It is argued by these authors that a pedagogical model that exclusively focuses on training for analogical mapping is not effective. In this study, an alternative pedagogical approach, QEOSA, standing for Question, Explore, Optimize, Show, and Act, was tested on analogical transfer of problem solving with preschool children. This pedagogical model was informed by the creativity research with respect to creative problem solving as soft constraint satisfaction, involving both divergent and convergent processes. A randomly assigned experiment with 221 preschool children was conducted using QEOSA for 4 months (one semester). The results provide evidence of effectiveness of QEOSA in promoting far transfer. Theoretical and practical implications of the study for building an effective pedagogy of creative problem solving are discussed.

摘要

转移，特别是通过类比映射和推理的远转移，被认为是创造性解决问题的机制之一。然而，类比问题解决训练的认知范式并没有取得多大成功。这些作者认为，专门关注类比映射训练的教学模式是无效的。在这项研究中，另一种教学方法 QEOSA，代表问题、探索、优化、展示和行动，在解决学龄前儿童问题的类比转移上进行了测试。这种教学模式是通过创造性研究作为软约束满足来解决创造性问题的，涉及发散和收敛过程。使用 QEOSA 对 221 名学龄前儿童进行了一项随机分配的实验，为期 4 个月（一个学期）。结果证明了 QEOSA 在促进远距离传输方面的有效性。讨论了该研究对建立有效的创造性问题解决教学法的理论和实践意义。