World Academy of Science, Engineering and Technology

International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering Vol:2, No:4, 2008

Creative Thinking Skill Approach

Through Problem-Based Learning: Pedagogy
and Practice in the Engineering Classroom
Halizah Awang, and Ishak Ramly

curricular activities [3]-[4]. Teachers are encouraged to use

Abstract—Problem-based learning (PBL) is one of the student methodologies to promote creative thinking and students are
centered approaches and has been considered by a number of higher encouraged to be innovative and come up with creative
educational institutions in many parts of the world as a method of products. Students can be encouraged to participate in this
International Science Index, Educational and Pedagogical Sciences Vol:2, No:4, 2008 waset.org/Publication/15369

delivery. This paper presents a creative thinking approach for

process by enabling them to become aware of the ways in
implementing Problem-based Learning in Mechanics of Structure
within a Malaysian Polytechnics environment. In the learning which they think, learn and problem-solve. The way of
process, students learn how to analyze the problem given among the thinking will also attempts to involve students in the teaching-
students and sharing classroom knowledge into practice. Further, learning process through evaluations of what is taking place
through this course’s emphasis on problem-based learning, students during learning and can provide a window into the student’s
acquire creative thinking skills and professional skills as they tackle thinking processes.
complex, interdisciplinary and real-situation problems. Once the
creative ideas are generated, there are useful additional techniques
for tender ideas that will grow into a productive concept or solution. II. PROBLEM-BASED LEARNING
The combination of creative skills and technical abilities will enable Problem-based learning (PBL) is one of the student
the students to be ready to “hit-the-ground-running” and produce in centered approaches and has been considered by a number of
industry when they graduate. higher educational institutions in many parts of the world as a
method of delivery. PBL is a total pedagogical approach to
Keywords—Creative Thinking Skills, Problem-based Learning,
education that focuses on helping students develop self-
Problem Solving.
directed learning skills. It derives from the theory that
I. INTRODUCTION learning is a process in which the learner actively constructs
new knowledge on the basis of current knowledge. PBL
S OCIETY nowadays becomes complicated and dynamic.
In order to suit society’s needs, it is undesirable for
universities and colleges to produce graduates who can only
provides students with the opportunity to gain theory and
content knowledge and comprehension. PBL helps students
develop advanced cognitive abilities such as creative thinking,
work within the restricted framework of solving textbook problem solving and communication skills [2]-[4].
problems. People are expected to accommodate variations in Through Problem-based learning (PBL), students use
the demands of everyday tasks [1]. Thus, universities or “triggers” from the problem case or scenario to define their
colleges should also modify their education system to match own learning objectives. Subsequently they do independent,
the requirements of industry and commerce. Curriculum self directed learning before returning to the group to discuss
should be reformed to create classroom in which students are and refine their acquired knowledge. Thus, PBL is not only
challenged to think creatively about subjects by discovering, about problem solving, but rather it uses appropriate problems
understanding, analyzing and applying knowledge in new to increase knowledge and understanding.
situations [2]. Group learning facilitates not only the acquisition of
In Malaysia, efforts are being made to foster creative knowledge but also several other desirable attributes such as
thinking and problem solving through curricular and co- communication skills, teamwork, problem solving,
independent responsibility for learning, sharing information
This study was supported by the Ministry of Higher Education, Malaysia, and respect for others. PBL can therefore be thought of as a
Polytechnic of Malaysia, Universiti Sains Malaysia and Universiti Tun
small group teaching method that combines the acquisition of
Hussein Onn Malaysia.
Halizah Awang is with the Faculty of Technical Education, Universiti knowledge with the development of generic skills and
Teknologi Tun Hussein Onn, Malaysia, 86400 Parit Raja, Batu Pahat, Johor, attitudes. Presentation of technical material as the stimulus for
Malaysia (phone: 605-7174762; fax: 605-7174762; e-mail: halizah@ learning enables students to understand the relevance of
uthm.edu.my).
Ishak Ramly is with the School of Education, Universiti Sains Malaysia, underlying scientific knowledge and principles in technical
11800, Penang, Malaysia (phone: 604-65333235; fax: 604-6572907; e-mail: practice.
[email protected]). However, when PBL is introduced into a curriculum,

International Scholarly and Scientific Research & Innovation 2(4) 2008 334 scholar.waset.org/1999.10/15369
 World Academy of Science, Engineering and Technology
International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering Vol:2, No:4, 2008

several other issues for curriculum design and implementation III. PROBLEM SOLVING
need to be tackled. PBL is generally introduced in the context Teaching students to provide, as fast as possible, the one
of a define core curriculum and integration of basic and correct answer to a problem, does not contribute towards
sciences. It has implications for staffing and learning fostering students problem-solving abilities. If the emphasis is
resources and demands a different approach to timetabling, on the correct solution, the student’s originality and creativity
workload and assessment. Recently, modified PBL can be stifled [6]. In the learning process, students learn how
techniques have been introduced into technical education with to analyze the problem given among the students and sharing
real problem being used as the stimulus for learning. classroom knowledge into practice. Further, through this
course’s emphasis on problem-based learning, students
Ideas, prior knowledge, learning issues acquire creative thinking skills and professional skills as they
tackle complex, interdisciplinary and real-situation problems.
There’s nothing as theoretically interesting as good
Self-directed practice. This is particularly true of efforts to relate
Identify Problem Learning constructivism and creative thinking as a theory of learning to
the practice of instruction and for helping students become
No more effective problem solvers. Problem solving is often seen
International Science Index, Educational and Pedagogical Sciences Vol:2, No:4, 2008 waset.org/Publication/15369

Group Discussion as an experimental study requiring first-hand student

participation and gathering evidence that permits a question
Yes posed to be answered. There is the need for students to think
No
creatively forwarding hypotheses, point out ways of solving
Problem the problem and carry out a careful analysis of the results.
Solving/Decision
IV. CREATIVE THINKING SKILLS
Yes At the simplest level “creative” means bringing into being
something that was not there before and has been brought into
Presentation being. The word “creativity” covers a wide range of different
skills. Creative skills needed to change concepts and
perceptions.
In most descriptions of problem solving, there is usually a
Debrief the Problem step called “search for alternatives”. This implies that
Assessment (Students Interaction,
Applying Generic Skills) creativity is needed in this step. Creativity is poorly
understood and difficult to teach but there are positive
Final Solution
techniques that everyone can learn. Edward de Bono notes
creative techniques such as focus, challenge, alternatives,
concepts etc [7]. Creative thinking should take its place
Fig. 1 Flowchart of Problem Solving Process in PBL
alongside our other methods of handling information. A
person sitting down with the deliberate intention of generating
an idea in a certain area and then proceeding to use a creative
Fig. 1 shows the flowchart of problem solving process in
thinking technique systematically should represent a normal
Problem-based Learning approach. PBL exercises typically
state of affairs.
proceed through four phases – problem presentation, problem
Creative thinking will make students move “sideways” to
investigation, problem solution and process evaluation. The
try different perceptions, different concepts, different points of
problem would be a real-world situation, complex and open-
entry. Students can use various methods including
ended that will challenge higher-order thinking, creativity and
provocations to solve the problems. Creative thinking has
synthesis of knowledge [5]. Problem-Based Learning helps
very much to do with perception to put forward different
students develop creative thinking skills such as cooperative
views. The different views are not derived each from the
and interdisciplinary problem solving. Students learn to work
other but are independently produced. In this sense, creative
both independently and collaboratively. Even though students
thinking has to do with exploration just as perception has to
engage in self-directed learning through PBL, they regularly
do with exploration.
convene to share, evaluate and critique each other’s work
What causes creativity in the individual? Can the creative
during the group meeting. They deal with multiple and often
process be identified? A widely used of creativity tests is
conflicting goals and values, work with constraints and
Torrance Tests of Creative Thinking (TTCT)[9]-[10]. Three
determine the most appropriate action to take.
creative abilities measured by these tests are originality,
fluency and flexibility. These abilities are defined as;
originality: the ability to produce uncommon or unique

International Scholarly and Scientific Research & Innovation 2(4) 2008 335 scholar.waset.org/1999.10/15369
 World Academy of Science, Engineering and Technology
International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering Vol:2, No:4, 2008

responses; fluency: ability to produce a large number of ideas; group that has the concern or problem will organize its own
flexibility: the ability to produce a variety of ideational themes deliberate creative thinking session to tackle the problem.
or categories.
Originality in the technical context is the ability to find new Evaluation and Implementation
ways to adapt existing ideas to new conditions. The habit of The group that has the creative focus may also be involved
always asking questions about a situation will make student in evaluating the ideas that come out of the deliberate creative
creative in thinking. They are always asking questions such thinking. In such cases the process is continuous. If the
as: “Why do we do this?” How can we improve this design?” “thinking” group is different from the “implementation”
Is this really safe for the building?” Originality is nurtured group, attention has to be paid to the transfer of ideas so that
when students are willing to challenge the obvious. those expected to act on the idea are brought in at an early
Idea fluency is the ability to generate a large number of enough stage to feel some ownership in the new ideas.
ideas from which to choose. Research has indicated that the Learning with creative thinking is important to be creative
more ideas one has the greater is the likelihood of finding a at each stage of discussion. The definition of thinking task
usable solution. Delaying evaluation of the ideas during the needs to be creative. The structure for applying thinking
process of generating ideas can facilitate idea fluency. process needs to be creative. The output of thinking effort
Students can make notes, records their observations and needs to be creative. Finally, the evaluation and
International Science Index, Educational and Pedagogical Sciences Vol:2, No:4, 2008 waset.org/Publication/15369

opinions of problems in a way to assist in the process of idea implementation needs to be creative.
fluency. A different way for developing idea fluency is to use Creative thinking needs a framework of application;
special times or locations in which students tend to make a otherwise, students are not going to find themselves in a
discussion in creative way. position where they are expected to generate new ideas. No
Flexibility is the ability to consider a wide variety of rather matter how good the techniques may be, if they are not used,
dissimilar approaches to a solution. To be flexible, students they will not achieve much.
need to be aware of mental blocks that can lock them into a
V. METHOD AND IMPLEMENTATION
fixed way of doing a particular thing in a specific manner.
In their work habits, the creative students were more A quasi-experimental pretest-posttest was used in the study.
flexible and more willing to shift approaches when faced with The population for this study consisted 60 students of
a complex problem [4]. They tend to spend more time in the Diploma in Civil Engineering in Malaysian Polytechnics.
initial steps of problem identification and desired greater From the targeted population, samples were randomly divided
variety of potential solutions in the solution finding stage. into two groups of learning method as shown in Fig. 2.
Edward De Bono identified that there are two broad and
distinguishable uses of creativity. One of these is “everyday” Phase I
PBL Briefing
creativity in which creativity becomes part of normal thinking
and can therefore be applied to any situations that require
thinking [7]. This should happen without any formal or Week 1-8 Teaching & Learning Process
deliberate effort. Then there is specific creativity where a (Dip. in Civil Eng.)
definite need has been defined. In this case there is a formal
and deliberate effort to use the systematic techniques of
Phase II
creative thinking to generate new ideas. There are three
aspects to for creativity: PBL,A Convensional,B
(N=30) (N=30)

1. Defining the focus or creative task

2. Structure for the deliberate application of the Week 9-10
systematic creative thinking tools Assessment Collect &
Data Analyze
3. Evaluation and implementation of the output of the
creative thinking
Conclusion
Defining the Focus
There may be problems that arise and identify themselves.
Fig. 2 Flowchart of Quasi-experimental Design
Individuals make definite creative focuses. There may be an
obvious creative need. All these are ways in which creative
They are group A as an experimental group and group B as
focuses can emerge.
a control group for the session. The measured dependent
Structure for Creative Thinking variables in this study were the students skills in creative
Once the creative focus has been defined, it can be thinking and the independent variables were the mode of
subjected to deliberate creative thinking. This can be done by teaching. The instrument used to determine the dependent
groups or individuals or a combination of both in a discussion variables were the pre-test and post-test of Torrance Test of
session among group members. It often happens that the Creative Thinking (TTCT)[8].

International Scholarly and Scientific Research & Innovation 2(4) 2008 336 scholar.waset.org/1999.10/15369
 World Academy of Science, Engineering and Technology
International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering Vol:2, No:4, 2008

This paper proposes a Problem-Based Learning model of Managing:

Howard Barrows that uses the McKinsey strategic problem- Information Team, self, time
solving model and the SSCS model for teaching structural
problems in Mechanics of Structure in Polytechnic of
Malaysia [9]-[10]. The McKinsey model was adapted for Problem Solution
engineering need. This need comes from an engineering
Intuition
problem. Once a problem has been identified, the next step is
analyzing the problem. McKinsey calls this step “framing the
problem” and breaking it down into its component elements in
order to come up with an initial hypothesis as to the solution Data
[11]. Designing the analysis is the next step in this model.
Student must determine the analysis that must be done to Analyzing information::
prove the hypothesis. This step also includes developing o Framing-hypothesis-issue trees
o Designing outline-work plan
work plans for group study efforts. Next, is gathering the data o Gathering data-facts-interview
by emphasizing the use of fact finding and interviewing as a o Interpreting-analyzing-evaluating
source of information gathering. Fig. 3 McKinsey Model
International Science Index, Educational and Pedagogical Sciences Vol:2, No:4, 2008 waset.org/Publication/15369

TABLE I
PROBLEM-BASED LEARNING MODEL
LEARNING PROCESS AND PROBLEM SOLVING
A : Form B : Student C : Tutorial 1 D : Self- E : Tutorial 2 F: G : Debrief
Student Preparation (Building by directed (Bridging the Presentation the problem
Group (Giving the group process) Learning processing
problem) skills)
Assign work : Problem Tutor guidance Explore the Tutor guidance Tutor guidance Tutor
Assign group discussion using creative information using cognitive using cognitive evaluation
leader thinking skills and creative skills
Plans, manages Stating Notes, thinking Evaluation/
and controls hypothesis, Discussion references, approach Students Conclusion
the session assign tasks among group internet enhance their from students
among the members Concept map, ability on for the
Assistant group students generic skills presentation
Take notes Define problem discussion,
during decision
discussion Describe making on
problem problem
Group scenario solution.
members according to
Participate prior
actively in the knowledge
meeting
Discussion and
assign tasks
CREATIVE THINKING SKILLS (adapted from Infor Resources System)
Explore the Challenge Generate Ideas Prepare for Action
Goal:Fully understand the Goal:Generate many ideas to help you solve your well- Goal:Turn promising ideas into
problem by examining the defined problem. workable solutions.
situation and restating the problem Start here when:You need novel approach, useful Start here when:You have some
in as many ways as possible. ideas to solve your problem. good ideas that need strengthening.
Start here when:You want to Diverge: Come up with many ideas that might solve Diverge: Phrase your best ideas as
pinpoint the right problem to your problem. Keep going!Even as you see good ideas solutions, using the statement
solve. emerge, keep pushing for novelty. starter:”What I see myself doing
Diverge: Restate the issue from as Converge: Select the most promising and intriguing is....”Consider what you like,
many perspectives as possible. ideas to pursue. Potentials (what it might lead to if
Use the statement starters:How Finish with:An idea or selected list of ideas to help implemented) and Concerns(ask
to...How might...In what ways solve the problem. “How to...” “How might...” or “In
might.... what ways might...”.Generate ideas
Converge: Select the statement to overcome the concerns.
that best identifies the issue you Converge: Select the best ideas to
want to work on. overcome your concerns.
Finish with:A well defined Rephrase those ideas into a new
statement of the problem. and improved statement of the
solution using the statement starter:
“What I now see myself doing
is.....”
Finish with:A well developed,
detailed and improved solution.

International Scholarly and Scientific Research & Innovation 2(4) 2008 337 scholar.waset.org/1999.10/15369
 World Academy of Science, Engineering and Technology
International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering Vol:2, No:4, 2008

As shown in Fig. 3, time management is very important in problem. During this process, students focused on what they
McKinsey model. There is never enough time to get all did not know and hence found out materials in order to solve
possible data. It is up to the student to find the most pertinent the problem outside class time. The role of the tutor was to
data in the least amount of time. Interpreting the results is the facilitate the students as to identify the location of the
final step, analyzing and evaluating to test the hypothesis. necessary resources. After the session, the all student engage
SSCS model specifically for science instruction on the in self-directed learning. There are no assigned texts. Rather
premise that for a problem to be meaningful to a student, it the students are totally responsible for gathering the
needs to be identified and defined by the student and that information from the available library and computer database
students meaningfully learn problem-solving skills and resources. After self-directed learning, the students meet
science concepts. As shown in Fig. 4, this model consists of again to emphasize the use of fact finding and interviewing as
four phases; Search, Solve, Create and Share as shown in Fig. a source of information gathering. At these stages (stage C, D
3[6]. & E), Student was expected to come up with many ideas that
might solve the problem. The last parts of the model are
Brainstorming to identify problem, creating the final presentation and debrief the problem and the
Search generate a list of ideas to explore, put students have to share their knowledge during the
International Science Index, Educational and Pedagogical Sciences Vol:2, No:4, 2008 waset.org/Publication/15369

into question format and focus on

investigation presentation.

Generate and implement plans for

VI. FINDINGS AND DISCUSSION
finding a solution, develope critical Table II shows the results of Creative Thinking Skills
Solve and creative thinking skills, form
hypothesis, select the method for
referred to originality, fluency and flexibility components for
solving the problem, collect data and students with different learning approaches in both
analyze experimental and control classes.

Student create a product in a small TABLE II

MEAN SCORES FOR CREATIVE THINKING
scale to the problem solution, reduce
Create the data to simpler levels of Method Originality Fluency Flexibility
explanation, present the results as Pre Post Pre Post Pre Post
creatively as possible such using PBL 38.27 46.77 48.45 58.91 35.18 39.19
charts, poster or model. Conventional 34.58 40.22 41.56 49.88 29.51 30.51

Students communicate their findings, The findings indicate that the overall creativity of students
solution and conclusions with is characterized mainly by two component abilities names
Share teacher and students, articulate their
thinking, receive feedback and
originality and fluency. Students who achieve a high score on
evaluate the solutions. originality have the ability to produce ideas which are
unexpected. The highest score on fluency shows that students
are capable of producing a large number of ideas in response
Fig. 4 Model SSCS
to problem-solving situations. The flexibility scores defined
that most of students not flexible in their approach to learning
Problem-based Learning that used in this paper begin with
and acquisition of concepts.
the group assign as shown in Table I. The member of each
The results of the study indicate that Problem-based
group 4-5 students consist of group leader, assistant and
Learning approach could raise-up the creative thinking skills
members. This PBL model started with a unstructured
of students compared to Conventional Learning approach.
problem that given to the group of students. These problems
were similar in nature to the real problem but on a smaller
VII. CONCLUSION
scale. Students need to explore creatively in thinking the
issues of the problem by using the statement starters; How Our goal in this paper was to present PBL as an
to...How might.... to identify the problem [12]. Once the instructional model that could encourage the creative thinking
problem has been identified, the next step is framing the skills during the learning process. Once the creative ideas are
problem and breaking it down in its component elements in generated, there are useful additional techniques for tender
order to come up with an initial hypothesis, identifying ideas that will grow into a productive concept or solution.
relevant facts in the case and identifying learning issues. Even though students perceived that learning through PBL
Tutor guidance was provided in the first tutorial sessions. was difficult, they said that they did more thinking than
Each student has an opportunity to verbally reflect on their memorizing, understood the lessons better through discussion
current beliefs about the diagnosis and assume responsibility and could accept this method of instruction.
for particular learning that was identified. The students Creative skills must be practiced until the thought patterns
generate the learning issues based on their analysis of the in our minds become comfortable with these creative lateral
thinking techniques. We can create these creative grooves in

International Scholarly and Scientific Research & Innovation 2(4) 2008 338 scholar.waset.org/1999.10/15369
 World Academy of Science, Engineering and Technology
International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering Vol:2, No:4, 2008

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ACKNOWLEDGMENT through a Problem Solving Approach REACT, Issue No.1.
[7] De Bono, E. (1993). Serious Creativity: Using the Power of Interal
The authors acknowledge the Ministry of Higher Education, Thinking To Create New Ideas. New York: Harper Collins.
Malayia, Polytechnic of Malaysia, Universiti Sains Malaysia [8] Torrance, E.P. (1966). Thinking Creatively with Words: Verbal Booklet
and Universiti Teknologi Tun Hussein Onn Malaysia for their A. Benseville, IL: Scholastic Testing Service, Inc.
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cooperation. Medical Education: Promises Not Kept” by R.H Gkew. Biochemistry
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[10] Barrows, H.S. (1996). Problem-Based Learning In Medicine And
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