Using Torrance's Problem Identification Techniques to Increase Fluency and Flexibility in the Classroom

This study was conducted to determine if it is possible to increase students' creative output by teaching a portion of the Future Problem Solving (FPS) process, the identification of problems, as part of a regular middle school curriculum. Subject were 43 13‐ and 14‐year old 8th graders in two heterogeneous physical science classes. Participants were given a pre‐test and showed no differences in fluency and flexibility, using the FPS evaluation system. Students in one class were trained in specific techniques designed to increase fluency and flexibility, using new material directly from the physical science curriculum. A posttest revealed significant differences between control and experimental groups in four measures: number of problems, number of relevant problems, number of different categories, and total score. The results supported the hypothesis that fluency and flexibility can be taught by utilizing the Future Problem Solving process. This study provides experimental evidence that thinking skills can be taught systematically in a content‐based curriculum