<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582024000200182</article-id>
<article-id pub-id-type="doi">10.15359/ree.28-2.18481</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creatividad percibida en problemas insight por alumnado de secundaria: Efectos de algunas variables del problema y del sujeto resolutor]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceived creativity in insight problems by secondary school students: Effects of problem and solver&#8217;s variables]]></article-title>
<article-title xml:lang="pt"><![CDATA[Criatividade percebida em problemas de insight por estudantes do ensino secundário: Efeitos de algumas variáveis do problema e do solucionador]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yousfi]]></surname>
<given-names><![CDATA[Hanane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanjosé]]></surname>
<given-names><![CDATA[Vicente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Ferragud]]></surname>
<given-names><![CDATA[Carlos Bernardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solaz-Portolés]]></surname>
<given-names><![CDATA[Joan Josep]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de València Grupo de investigación CDC ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de València Grupo de investigación CDC ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universitat de València Grupo de investigación CDC ]]></institution>
<addr-line><![CDATA[Valencia ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>2</numero>
<fpage>182</fpage>
<lpage>204</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582024000200182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582024000200182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582024000200182&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  El estudio analiza la percepción de estudiantes de secundaria sobre la creatividad en problemas de insight.  Metodología.  Se realizó un estudio empírico con un total de 127 estudiantes de España de 8.º (2ºESO) y 11.º grado (1.º Bachillerato) participaron en el estudio y evaluaron la creatividad implicada en los problemas antes y después de intentar resolverlos. Dichas evaluaciones se relacionaron con el curso, género, superficie y aspectos estructurales de los problemas. Se consideraron superficies o contextos de la vida diaria y de ciencia. Los aspectos estructurales de los problemas se asociaron con la estrategia específica necesaria para resolverlos, chunk decomposition, y constrain relaxation, la ayuda del enunciado para iniciar el procedimiento de resolución, y la posibilidad de controlar metacognitivamente la calidad de la solución elaborada. Se confeccionaron cuadernillos individuales con enunciados contrabalanceados para evaluar la creatividad percibida y para resolver los problemas.  Resultados.  Contrariamente a lo esperado, el alumnado es capaz de representar mentalmente aspectos estructurales de los problemas durante su lectura, y antes de resolverlos. La superficie de los problemas no afectó significativamente la percepción de creatividad inicial. Tras resolver los problemas, los cambios promedio en la creatividad percibida fueron de pequeña magnitud.  Conclusiones.  Los resultados alientan al profesorado a utilizar problemas insight para promocionar la creatividad en las aulas de secundaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  The study analyzes secondary school students&#8217; perceptions of creativity in insight problems.  Methodology.  An empirical study was conducted with a total of 127 Spanish students from 8th grade and 11th grade. The students evaluated the creativity involved in the problems before and after attempting to solve them. These evaluations were related to grade, gender, surface, and structural aspects of the problems. Everyday life and science contexts were considered as problem surfaces. The structural aspects of the problems were associated with the specific strategy needed to solve them, such as chunk decomposition and constraint relaxation, the assistance provided by the problem statement to initiate the resolution process, and the possibility of metacognitive control over the quality of the solution. Individual booklets with counterbalanced statements were prepared to assess perceived creativity and to solve the problems.  Results.  Contrary to expectations, students were able to mentally represent the structural aspects of the problems during reading, and before solving them. The problem surface did not significantly affect the initial perception of creativity. After solving the problems, the average changes in perceived creativity were small.  Conclusions.  The results encourage teachers to use insight problems to promote creativity in secondary school classrooms.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  O estudo analisa a percepção de estudantes do ensino médio sobre a criatividade em problemas de insight.  Metodologia.  Foi realizado um estudo empírico com um total de 127 estudantes espanhóis do 8º ano (2º ESO) e 11º ano (1º Bacharelato). Os estudantes avaliaram a criatividade envolvida nos problemas antes e depois de tentar resolvê-los. Essas avaliações foram relacionadas com o ano, gênero, superfície e aspectos estruturais dos problemas. Foram consideradas superfícies ou contextos da vida cotidiana e da ciência. Os aspectos estruturais dos problemas foram associados à estratégia específica necessária para resolvê-los, como, chunk decomposition, y constrain relaxation, a ajuda da formulação do problema para iniciar o procedimento de resolução, e a possibilidade de controle metacognitivo sobre a qualidade da solução elaborada. Foram elaborados cadernos individuais com enunciados contrabalanceados para avaliar a criatividade percebida e para resolver os problemas.  Resultados.  Ao contrário do esperado, os estudantes conseguiram representar mentalmente os aspectos estruturais dos problemas durante a leitura, antes de resolvê-los. A superfície dos problemas não afetou significativamente a percepção inicial de criatividade. Após resolver os problemas, as mudanças médias na criatividade percebida foram de pequena magnitude.  Conclusões.  Os resultados incentivam os professores a utilizar problemas de insight para promover a criatividade nas salas de aula do ensino médio.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alumnado de educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[problemas insight]]></kwd>
<kwd lng="es"><![CDATA[pensamiento creativo]]></kwd>
<kwd lng="es"><![CDATA[solución de problemas]]></kwd>
<kwd lng="es"><![CDATA[Educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[habilidades académicas]]></kwd>
<kwd lng="en"><![CDATA[Secondary school students]]></kwd>
<kwd lng="en"><![CDATA[insight problems]]></kwd>
<kwd lng="en"><![CDATA[creative thinking]]></kwd>
<kwd lng="en"><![CDATA[problem solving]]></kwd>
<kwd lng="en"><![CDATA[Quality education]]></kwd>
<kwd lng="en"><![CDATA[academic skills]]></kwd>
<kwd lng="pt"><![CDATA[Alunos do ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[problemas de insight]]></kwd>
<kwd lng="pt"><![CDATA[pensamento criativo]]></kwd>
<kwd lng="pt"><![CDATA[resolução de problemas]]></kwd>
<kwd lng="pt"><![CDATA[Educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[habilidades acadêmicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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