Creative problem solving as teaching competence, the discourse of teachers

La importancia del fomento de la solución creativa de problemas en educación superior es cada vez más reconocida; y asimismo, los beneficios que aporta van siendo progresivamente valorados, así como su papel clave en la era de la información. A pesar de esto, es muy poca la investigación que existe sobre la solución creativa de problemas como competencia docente. Se entrevistó a 12 docentes mexicanos y los datos fueron sometidos a un análisis de contenido con un enfoque cualitativo, con el objetivo de examinar su perspectiva sobre la importancia del uso de la solución creativa de problemas en educación superior. Los resultados muestran que los profesores consideran la solución creativa de problemas muy importante por su vinculación con la producción de conocimiento desde una perspectiva innovadora y por la conexión existente entre el empleo de estrategias creativas y la motivación del alumnado. Se hacen diferentes propuestas para promover su uso en las instituciones de educación superiorThere is an increasing awareness of the importance of fostering creative problem solving in higher education; and its benefits have also been increasingly recognized, as well as its key role in the information age. In spite of this recognition, there has been little research exploring creative problem solving as teaching competence. Twelve Mexican professors were interviewed and the data were submitted to content analysis with a qualitative approach, to address the examining professors’ view of the importance attributed to creative problem solving in higher education. The outcomes indicate that all professors consider creative problem solving very important due to its role in the production of knowledge from an innovative perspective; they agree as well in recognizing the connection between using creative strategies and students’ motivation. Different suggestions are made in order to enhance professors and students’ use of creative problem solving in higher education institution

Academic Self-Regulation in Three Children with ADHD

The current research aimed to submit a proposal for an intervention based on behavior modification training in academic self-regulation program for elementary school students in order to improve their academic performance. The program was developed through a quantitative methodology in which data were collected through field observations, interval rate records, permanent products and the application of the Self-Regulation Assessment in School Activities Questionnaire (Flores & Cerino, 2000); 22 sixth-grade students participated, divided into two groups (experimental/control) from an urban private elementary school in Merida, Yucatan, Mexico. Within the experimental group, work was focused on three children with disorder Attention Deficit (ADD) and disorder attention deficit with hyperactivity (ADHD) through behavior modification to ensure greater control over their learning process. The results show the effectiveness of the intervention in the students, since it is possible to increase self-regulation in the academic field. From the improvements found in academic performance, it can be concluded that the knowledge of students about their own ability in problem solving and supporting actions that impact on their tasks’ outcomes, are aspects that make a difference have an effect on the academic performance which is reflected in the scorings

Desarrollo de competencias docentes en el profesorado universitario: la solución creativa de problemas

Tesis Univ. Granada. Departamento de Didáctica de la Expresión Musical, Plástica y Corpora

Creative problem solving as teaching competence, the discourse of teachers

La importancia del fomento de la solución creativa de problemas en educación superior es cada vez más reconocida; y asimismo, los beneficios que aporta van siendo progresivamente valorados, así como su papel clave en la era de la información. A pesar de esto, es muy poca la investigación que existe sobre la solución creativa de problemas como competencia docente. Se entrevistó a 12 docentes mexicanos y los datos fueron sometidos a un análisis de contenido con un enfoque cualitativo, con el objetivo de examinar su perspectiva sobre la importancia del uso de la solución creativa de problemas en educación superior. Los resultados muestran que los profesores consideran la solución creativa de problemas muy importante por su vinculación con la producción de conocimiento desde una perspectiva innovadora y por la conexión existente entre el empleo de estrategias creativas y la motivación del alumnado. Se hacen diferentes propuestas para promover su uso en las instituciones de educación superiorThere is an increasing awareness of the importance of fostering creative problem solving in higher education; and its benefits have also been increasingly recognized, as well as its key role in the information age. In spite of this recognition, there has been little research exploring creative problem solving as teaching competence. Twelve Mexican professors were interviewed and the data were submitted to content analysis with a qualitative approach, to address the examining professors’ view of the importance attributed to creative problem solving in higher education. The outcomes indicate that all professors consider creative problem solving very important due to its role in the production of knowledge from an innovative perspective; they agree as well in recognizing the connection between using creative strategies and students’ motivation. Different suggestions are made in order to enhance professors and students’ use of creative problem solving in higher education institution