Abstract
Problem solving is the skill that coordinates all the cognitive, metacognitive and behavioral processes taking place when individuals encounter a previously unprecedented situation or difficulty. Metacognitive processes seem to play the most important role for resolving a problematic situation as individuals reflect on their acquired knowledge, skills and experiences, thus become aware of their capabilities and how to regulate them. Therefore, metacognitive awareness is the competence that mostly assists individuals in their attempt to construct new knowledge and reach their goals. Furthermore, individuals’ self-assessment and peer-assessment processes could reveal their level of metacognitive awareness and therefore, by far, their problem solving competency. Consequently, ICTs could capture individuals’ problem solving skills through tracking down and analyzing the latters’ cognitive and metacognitive processes as well as their behavioral patterns. The aforementioned computer-based assessment could consist of a fuzzy expert system with domain knowledge from an automated task-based test with particular solution strategies in combination with log data for identifying and classifying one’s level of problem solving ability according to specific criteria.
Highlights
PHYSICAL AND MENTAL TRAININGOzen’s experimental study introduced practical sport climbing training as a means for enhancing primary students’ problem solving, communication, confidence and locus of control abilities
Problem solving is the skill that coordinates all the cognitive, metacognitive and behavioral processes taking place when individuals encounter a previously unprecedented situation or difficulty
The findings revealed that the treatment group outperformed significantly the control group in both problem solving performance and social skills
Summary
Ozen’s experimental study introduced practical sport climbing training as a means for enhancing primary students’ problem solving, communication, confidence and locus of control abilities Senior cognitive skills, such as problem solving can be improved through students’ active learning methods, which aim at participants’ exploring and applying knowledge, themselves. Such a competence-based assessment model would orientate university teaching methodology towards integrating elements, such as knowledge, skills, procedures and attitudes In this specific game there are multiple-type of interactive activities, ranging from mere solving cases and simulations to problem-based learning scenarios, which all have a clearly established level of competence and indicators. Harandi et al made an experimental study on high school students’ problem solving performance and social skills after training the formers’ metacognitive strategies. Through the realization of their own thinking about mathematics, teachers realize students’ mathematical misconceptions, level of understanding, beliefs and feelings (7)
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