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This article presents a summary of research, development, and applications of Creative Problem Solving (CPS) in educational settings and, more specifically, in gifted education. The CPS framework is widely known and applied as one important goal in contemporary gifted education, as well as in relation to initiatives for “teaching thinking” in the broader context of general education. This article traces the history and evolution of the CPS framework through more than five decades of research, development, and practical application. We describe and discuss the specific changes in the model over time, as well as their rationale and foundations. We discuss the implications of changes within the CPS framework for teaching and learning; our purpose is not to compare or contrast CPS with other perspectives on creativity from psychology, cognitive science, or management. Finally, we present implications of contemporary CPS for instruction and assessment in gifted education.
Treffinger et al. (2005) studied this question.