A Proposal of a Method to Promote Creativity Based on Computational Thinking Using Modified Problem-posing

The development of creativity and computational thinking (CT) has been emphasized in education through various studies and research. In activities such as problem-based learning (PBL), students are required to set and solve problems independently. However, it is often difficult for them to discover problems independently, and for teachers to evaluate them appropriately. This study focused on activities where students created problems, that is, problem-posing and examined methods for demonstrating creativity based on CT. Using this method, students were asked to modify and improve the original problem based on CT. The advantages of this method are that it encourages students to understand the structure of the problem, allows them to create entirely new problems, and helps teachers evaluate their work properly.


INTRODUCTION
In the digital age of the 21st century, where advanced information technology is accelerating, it has been pointed out that it is essential to acquire creativity, computational thinking, and more.
Computational thinking (CT) is the process of organizing and expressing problems in a form that computers can solve [1].Google for Education specifies abstraction, algorithm design, decomposition, and pattern recognition as psychological processes, and automation, data representation, and pattern generalization as visible results, and that these are related to problem-solving using computers [2].The International Society for Technology in Education (ISTE) and the Computer Science Teachers Association (CSTA) also provide an operational definition of CT [3].Therefore, it is essential to foster creativity many studies [4].
There has been much research on creativity.Guilford states there is convergent and divergent thinking and that latter is essential for creativity [5].Csikszentmihalyi defines creativity (with small c) as creativity in a very personal sphere, demonstrated Creativity (with capital C) as creativity in the public sphere; even if the starting point is the individual, it brings about reforms in culture, the structure of things, and the way of life.It is something that people expect and seek from society and that society expects and demands from people [6].Onda defines creativity as the ability to ideate or create something new and valuable, and the personality traits that underlie it (i.e., creative personality), and emphasizes that since creative self-realization values novelty in each child, it is fundamental to school education.Although several studies define creativity, it connect it to creating something new in the world [7].Since I considered the development of creativity in each subject To foster creativity through school education, students are often made to set their tasks and solve them.Problem-based learn learning of concepts and principles by allowing them to explore and learn from complex real-world problems rather than having teachers directly teach facts and ideas [8].Kwon et al. [9] and Chamberlin an creativity and is therefore vital for activities that encourage creativity.In addition, to develop the skills to find and solve problems independently, PBL must focus on discovering problems (i.e., problem-posing) and problem-solving.
However, a lot of research on PBL has focused on problem-solving activities; practical ways to help students discover problems on their own have yet to be fully explored.Therefore, this study focused on problem-posing.Freire states that problem-posing education fosters the ability to take a critical look at the world we live in and helps us to see the world not as a fixed reality but as a reality in the process of change [11].There have been several studies on problem-posing, especially in the field of science, where hypotheses are formulated and experiments are conducted based on the theory of abduction.Abduction is a concept proposed by Peirce; it refers to logical reasoning to derive a hypothesis that can best explain an individual event.It has been pointed out that problem-posing is related to understanding the structure of problems, which incites creativity; therefore, problem-posing activities can be expected to foster basic creativity skills.
However, there are several issues that need to be addressed.For example, it is difficult for novice learners to find a new topic.In this study, I proposed a method for promoting -.In the following section, the proposed method is introduced.

MATERIALS AND MOTHODS
In this section, I propose a method for fostering creativity through school education based on CT.There are two types of creativity: creativity in solving and discovering problems.Activities that allow students to think of problems freely are convenient for those who can think of problems on their own but need to learn how to set them up.It can be challenging to understand how to set up the task and can be difficult for the teacher to evaluate.Meanwhile, activities that require students to choose a wholly fixed task or several tasks may not be sufficient to foster their creativity.Therefore, it is necessary to develop activities to solve these problems.
However, it is often difficult for students who have never created a problem to solve it by themselves before setting up a task.In other words, proposing a method that enables such students to create problems is necessary.Polya states that changing the problem and creating a new problem is essential for understanding and solving problems [12].Wallas stated that transforming the problem effectively develops creativity [13].Therefore, to foster creativity at school-level education, creating questions by transforming problems is necessary.

RESULTS AND DISCUSSION
and improve the problems presented by the teacher in advance.The goal is to have students create new problems for themselves by modifying the problems based on CT. Figure 1 shows the overall flow of the activity that incorporates problem modification to foster creativity based on CT.
This methodology may be regarded as a CT in modified problem-posing.For example, the relationship between modified problem-posing and CT is shown in Table 1.evidence and acquiring skills that can be applied to other problems.In modified problemposing method, decomposition is related to focusing on the parts of the problem, algorithmic thinking is associated with understanding the flow and relationships of the entire problem, generalization is related to finding patterns in the problem, and abstraction is associated with applying the problem to other problems.Therefore, modified problemposing can be considered as a better activity focusing on decomposition, algorithmic thinking, generalization, and abstraction of CT.
Example of Modified Problem-posing In this section, I have provided an example of problem-posing using a modification.To make the structure of the problem easier to understand, I have used the Collatz conjecture as a problem that does not require prior knowledge.It is a well-known problem in mathematics.
Example.(Collatz Conjecture, 3n+1 Problem) For any natural number n > 1, we apply the following rules repeatedly.
(1) If n is even, divide it by two.
(2) If n is odd, triple it, and add one.
(3) Repeat the calculation, and when n becomes 1, the calculation is completed.To make modified problem-posing easier to understand, the problem as an activity diagram of a unified modeling language (UML) is used, as shown in Figure 2.For example, in Table 2, focusing on the initial values, it is possible to restrict the range of n, or change n to a real number r. Next, the branching part can be changed from even or odd to multiples of three or other.Furthermore, the computation part after the branch can be changed by dividing n by two or triple n and adding one to divide n by three or double n.
To modify the problem while focusing on the parts, it is necessary to understand the structure of the problem.It is also possible for students to explain the reason for the modification.In addition, it can make students think about the overall effect when a specific part is changed.
In this way, modified problem-posing can deepen the understanding of the tasks used in existing education.In PBL using problem-posing with modification, many students are expected to create new problems that are new to them and use their own creativity based on CT.

CONCLUSION
In this paper, I proposed modified problem-posing as a method to foster creativity based on CT.The procedure is explained, it shows that students can create new problems and teachers can guide and evaluate them.In the future, it will be necessary to study the effect of using this method and evaluate the impact of the modification on academic performance and creativity.Further, it will be necessary to study the effects of using this method and quantitatively evaluate the relationship between the deformed parts, academic ability, and creativity.

Figure 1 .
Figure 1.Flow of modified problem-posingTable 1. Relationship between computational thinking and modified problem-posing

Figure 2 .
Figure 2. The activity diagram of collatz conjecture

Table 2 .
Examples of Modification