Sviluppare abilità logiche e di problem solving nella scuola primaria: una sintesi delle evidenze

The purpose of the study was to examine the mediating role of assessments in the development of problem-solving skills in university students at a selected university in Botswana. The study was specifically an attempt at identifying assessment strategies and question types that promote the development of problem-solving skills in university students. As part of the study, challenges which are faced by lecturers that militate against the development of assessments for the development of problem-solving skills in students were identified. The study used samples of 438 students and 108 lecturers selected using a stratified random sampling procedure to collect data about the role of assessments in the development of problem-solving skills in university students. A structured questionnaire that used a 5-point Likert scale was used for data collection. Collected data was analysed using SPSS version 24. Results of the study showed that assessment strategies that include practical examinations, projects, portfolios, quizzes, short tests, in class assessments (ICAs) and written examinations can be used to develop problem-solving skills in students, while oral presentations do not develop problem-solving skills in students. It was also found that assessment type questions that include essays, case studies, short answer and assertion/reasoning questions could be used to develop problem-solving skills in students, while assessment question types such as multiple choice, fill-in the blanks, matching and true or false do not lead to the development of problem-solving skills in university students. Results of this study will play a significant role in conscientising university lecturers on the types of assessments which can be used for the development of problem-solving skills in university students.

An integrative educational framework to enhance logical reasoning and cognitive skills in undergraduate nursing students: A constructivist grounded theory approach.

Problem Solving skills are very important to facilitate students in understanding and solving mathematical problems and in everyday life. But what is often found is low student problem solving skills, and even Indonesian students' PISA math results are ranked low. This study aims to: (1) describe the process of developing Islamic-based PISA model questions on content quantity and enrichment to improve students' problem solving skills; (2) describe the results of the development of Islamic-based PISA model problems on topics concerning Quantity and enrichment in a valid and practical manner; and (3) reveal the improvement of students' problem solving skills after applying the Islamic-based PISA model questions on the content quantity and enrichment. The research subjects were students of class VIII-A MTs Plus Baitussalam Toyamas, Banyuwangi regency in the even semester of the 2018/2019 academic year. The research design used two stages, namely the preliminary stage and formative evaluation. The stages of formative evaluation include the stages of self evaluation, prototyping (expert review, one-to-one, and small groups), and field tests. The research instrument used was a validation sheet; Observation sheet and student response questionnaire, and student learning outcomes test. Data analysis techniques include data analysis process development questions, validity, reliability, and problem solving skills of students. The question development design consists of two stages, namely preliminary and formative evaluation. The formative evaluation stage includes self evaluation, prototyping (expert review, one-to-one, and small groups), and field tests. The results showed that the development of a prototype device produced 10 items of Islamic-based PISA mathematical problems that were valid and practical. The results of the prototype validation test have validity values above 0.361 and the results from the table show r-count> r-table so that the questions have high reliability, implying that they can be used to determine the level of problem solving skills of students. The average results of the problem solving skills in field test are 9 students (28.13%) very good category; there are 13 students (40.63%) in the good category; there are 7 students (21.88%) in the sufficient category; and there are 3 students (9.40%) included in the less category. Overall, the average problem solving skills of students reached 35.43% with a good category. An increase in students' problem solving skills after students have been trained to solve PISA model problems, so students are able to understand and solve material on quantity problems; they have applied the correct problem-solving strategy.

Programming is the core of any computer science degree. Failure to grasp programming concepts such as logical reasoning and problem solving skills will have a negative impact on student's academic performance. A preliminary research was carried out at the University of Technology, Jamaica amongst first year computing students to ascertain factors that affect poor performance in introductory programming course. The study sought to examine the effect of peer tutoring, and attitude on academic performance. A control and experimental group was established, and an instrument was administered to measure students' attitude to programming along with the use of pre and post test scores. The study suggested that peer tutoring had a positive effect on students' attitude, namely, personal confidence, and academic performance. Further investigations were carried with a similar methodology and personality was explored as an additional factor affecting academic performance. Both studies revealed that personal confidence in learning programming contributed more significantly than the usefulness of programming and the perception of teacher motivation. The statistical analysis revealed no significant influence of personality types on academic performance, which suggests that it does not play an important role

Contextual teaching and learning-based local wisdom approach is an approach that can be used in 21st century classes to develop student skill problems. Enhancing problem solving skills is the focus of the objectives in this study. Classroom action research follows the Kemmis & McTaggart action model. The research subjects were 28 students in class VIIA of SMP Negeri 1 Manokwari. Data collected using observation sheet and test. The analysis found that the average of student activity in the first cycle was 66% (adequate category), and increased in the second cycle with an average of 80% (good category). The increase is 14%. The average problem solving skills of students in the first cycle were 14% (very poor category), and increased in the second cycle by 62% (enough category). It can be concluded that CTL-based local wisdom approach can enhance student activity and problem solving skills of junior high school students. Future research can use other local wisdom based learning to develop problem solving skills for better.

The purpose of this study is to examine the relationship between psychological flexibility level and problem-solving skills among students in special education departments. The research group consists of 453 special education students, who reached through criterion sampling technique. Of these students, 325 (71.7%) are females and 128 (28.3%) are males. The research data were collected face-to-face using the scales. Participants volunteered to take part in the research. The research model of this study was the correlational survey model, which is one of the quantitative research methods. The Acceptance and Action Form II Scale was used as a data collection tool to measure psychological flexibility, the Adult Problem-Solving Skills Scale was used to measure problem-solving skills, and the Personal Information Form was used to determine the gender and class level of participants. For analyzing the data, descriptive statistic, t-test, ANOVA, Pearson Correlation Coefficient analysis, and Simple Linear Regression analysis were used. According to the findings of the study are; there is no significant difference in the problem-solving skills of special education department students according to their gender (t451=802, p>.05). There is a significant difference in the problem-solving skills of special education department students according to their grade levels (F3-449=2.899, p<.05). The scores of first-year students are statistically significantly higher than those of fourth-year students. A low-level, positive, and statistically significant relationship was found between the psychological flexibility level and problem-solving skills of special education department students (r=.147, p<.01). The regression analysis revealed that psychological flexibility level scores significantly predict problem-solving skills scores.

The use of the flipped classroom approach in chemistry courses has rapidly increased over the past decade, and it appears that this type of learning environment will play an essential role in improving student success. However, it's crucial to note that the majority of these studies were carried out in higher education environments. There hasn’t been much research comparing flipped to traditional classrooms in K-12 institutions. The majority of comparisons between flipped and non-flipped groups were taught by different teachers, and typically conducted over a brief period of time, often a few weeks. The purpose of this study is to examine the impacts of the flipped classroom on student performance and problem solving skills in chemistry courses. A two-stage experiment was conducted in a secondary school in the Northwestern part of China with the flipped classroom group including 46 students, 20 males and 26 females and the non-flipped classroom group consisting of 50 students, 30 males and 20 females. Both groups were taught by the same chemistry teacher with eight years of teaching experience. Independent t-tests showed that the flipped classroom significantly improved student academic performance compared to the non-flipped classroom, and this effect lasted for at least one year. The study also found that flipped classrooms have a more progressive impact on students’ problem solving skills, which always take a long teaching period. Meanwhile, the research findings revealed that most students preferred or strongly preferred the flipped classroom approach after they experienced it. However, as the duration of the teaching experiment grows, students’ attitudes toward the flipped classroom approach tend to polarize.

Scientific reasoning and problem-solving have become primary interests in 21st-century education. These skills have an essential role in preparing students to face global competition. This study aims to determine the correlation between scientific reasoning and problem-solving skills of biology students in animal classification and whether scientific reasoning can be used to predict problem-solving skills. The participants were 56 undergraduate students of Biology Education. The scientific reasoning and problem-solving skills of students were assessed with the pre and post-test. A simple linear regression test using the SPSS 16.0 was applied in data analysis. The results showed a p-value of 0.00 < 0.05, so there is a correlation between scientific reasoning and argumentation skills. R-value indicates 0.523, which means a strong correlation. The contribution of scientific reasoning to argumentation skills was 27.3%, while other variables explained the rest.

Problem solving skill is one of the important skills which are expected to be gained during the educational programs. In the development of children's skills and shaping the behaviors, parental attitudes are believed to be effective. That means problem-solving skills and behavioral characteristics of individuals are closely related. From that starting point this research aims at revealing the impact of parental attitudes on problem solving skills of high school students. The research is in quantitative method with relational survey model. The working group of the study is 326 high school students selected randomly from Silvan district in 2015. For the analysis of data, descriptive statistical techniques (frequency, percentage, mean, and standard deviation), cross-correlation and regression analysis were used. Some of the important results of the study are: The level of students' problem solving skills is medium, there is no significant relationship between authoritarian attitudes of mothers and problem-solving skills of high school students, there is a positive medium level relationship between democratic attitudes of parents and problem-solving skills of students, parental attitudes of students predict 20% of students' problem solving skills.

In this research, it is aimed to compare the problem-solving skills of students who play sports and non-sports by identifying the problem-solving skills of high school students. In total, 200 students were sampled in this study. 100 of them do not play sports at all and 100 of them playsports in one sports branch in at least one of four dıfferent hıgh schools in Afyonkarahisar. In the selection of the students, stratified sampling method was used in order to represent the students of every class. As data collection form, which was developed by Heppner and Petersen (1982) and whose validity and reliability studies were carried out by Şahin N.H., Şahin N. and Heppner (1993) and which included 32 items were used. For the data analysis; descriptive statistics, one-way ANOVA, repeated measures ANOVA and pearson correlation coefficients were employed. As a result of the research, it was determined that general problem solving skills of the students were moderate. While it was determined that the problem solving skills of the students who did sports were higher than those who did not do sports (p <0.05), it was found that the students who are doing sports are higher than those who do not sports in hasty, evaluative, safe and planned approach. However, the overall problem solving skills of the individual sports students were found to be higher than those of the team sports students (p<0,01). In addition, the students' problem-solving skills differ significantly from the classroom and sports branch group (p<0,05). The results of this research show that it positively affects problem-solving skills and thus there is a need to steer students to play sports and support them in accordance with students skills. ÖzetBu araştırmada, lise öğrencilerinin problem çözme becerilerini belirleyerek, spor yapan ve yapmayan öğrencilerin problem çözme becerilerinin karşılaştırılması amaçlanmıştır. Araştırmanın örneklem grubunu Afyonkarahisar il merkezindeki dört lisede öğrenim gören ve 100’ü spor yapmayan, 100’ü de en az bir spor dalında faaliyet gösteren öğrenciler olmak üzere toplam 200 lise öğrencisi oluşturmaktadır. Öğrencilerin seçiminde her sınıftan öğrencinin temsil edilmesi bakımından tabakalı örnekleme yöntemi kullanılmıştır. Veri toplama yöntemi olarak, Heppner ve Peterson (1982) tarafından geliştirilen ve Şahin N.H., Şahin N. ve Heppner (1993) tarafından geçerlik ve güvenirlik çalışmaları gerçekleştirilen ve 32 maddeyi içeren Problem Çözme Envanteri kullanılmıştır. Verilerin analizinde; tanımlayıcı istatistik, tek yönlü varyans analizi, tekrarlı ölçümlerde varyans analizi ve pearson korelasyon katsayısı kullanılmıştır. Araştırma sonucunda, öğrencilerin genel problem çözme becerilerinin orta düzeyde olduğu saptanmıştır. Spor yapan öğrencilerde problem çözme becerilerinin spor yapmayanlara göre daha yüksek olduğu saptanırken (p<0.05) spor yapan öğrencilerin aceleci, değerlendirici, güvenli ve planlı yaklaşımda spor yapmayanlara göre daha yüksek olduğu tespit edilmiştir. Bununla birlikte, bireysel spor yapan öğrencilerin genel problem çözme becerileri takım sporu yapan öğrencilere göre daha yüksek bulunmuştur (p<0,01). Ayrıca, öğrencilerin problem çözme becerileri eğitim gördüğü sınıf ve spor branşı grubuna göre anlamlı farklılık göstermektedir (p<0,05). Bu araştırma sonuçlarının ilgili kişi, kurum ve kuruluş tarafından önemle dikkate alınarak öğrencilerin yetenek ve istekleri doğrultusunda spora yönlendirilmeleri ve desteklenmeleri önerilmektedir.

Reading comprehension skill is seen as a predictor of word problem-solving performance, and the close relationship between reading comprehension and mathematical skills is accentuated. On the other hand, more research is needed as to determine how logical thinking and word problem solving are related to each other and to analyze the role of reading comprehension in this relationship. The aim of the study is to examine the role of reading comprehension in the relation between logical reasoning and word problem-solving in 158 fourth grade primary school students. The data were collected through the administration of logical reasoning, syllogistic reasoning, and reading comprehension tests, and word problems. In this research, which makes use of a predictive correlational research model, the regression analysis was used to test the direct and indirect relationships between word problem solving, logical reasoning, inference making, and reading comprehension skills. As a result of the research, the relationships between the variables were found to be positively significant. Besides, reading comprehension seems to play a partial mediating role in the relationship between logical reasoning and word problem-solving. The positive correlation between word problem solving and logical reasoning skills suggests that activities to improve word problem-solving performance should be supported by logical reasoning- and inference making-related activities. The fact that reading comprehension skills play a mediating role between these two performances reveals the importance of linguistic skills such as reading comprehension in the development of logical and mathematical thinking.

This article is derived from the results of research entitled "Improving Students' Mathematical Understanding and Problem Solving Skills and Their Learning Interests in MTs through Contextual Teaching and Learning Learning (CTL)" which aims to see not only the influence of Contextual Teaching and Learning (CTL) in increasing students' mathematical understanding and problems solving skills, but also to see their interests in learning mathematic as well. This research is a quasi-experiment study. The population in this study is all students of MTs Cianjur district. The sample in this research are 36 students of class VII A as experiment class and 36 students of class VII B as control class. The data in this study was analyzed using parametric and non parametric statistics. The results of this study indicate that students' mathematical understanding and problem solving skills, as well as their learning interests when using the approach of Contextual Teaching and Learning Learning (CTL), is better than the students using conventional learning. There is an association between the quality of students' mathematical understanding skill and their mathematical problem solving skill with high enough criteria. There is an association between the quality of students' understanding and their interest in learning mathematic with high criteria. There is an association between students' problem-solving skill and learning interests with fairly high criteria.

The development of critical thinking skills in mathematics remains a significant challenge in Bamenda Municipality, where traditional teaching methods emphasize rote memorization over conceptual understanding. This study investigates the effectiveness of Problem-Based Learning (PBL) in enhancing students' critical thinking abilities in mathematics classrooms. A quasi-experimental research design, specifically a non-equivalent pretest-posttest control group design, was employed. The study sampled 103 Form Three students from two Government Bilingual High Schools, with one school serving as the experimental group (PBL approach) and the other as the control group (traditional teaching). Data were collected using pretest and posttest critical thinking assessments, measuring problem-solving, logical reasoning, and metacognitive skills. Analysis of Covariance (ANCOVA) was used to determine statistical significance. Findings revealed that PBL is rarely used in Bamenda’s mathematics classrooms, with 89.32% of students unaware of the approach. However, students exposed to PBL demonstrated significantly higher mean gains in critical thinking (22.88) compared to those taught through traditional methods (2.71). The ANCOVA test confirmed the effectiveness of PBL, yielding an F-value of 10.686 and a p-value of 0.000, leading to the rejection of the null hypothesis. These results underscore the need for curriculum reforms, teacher training, and institutional support to facilitate the integration of PBL in mathematics education. The study recommends targeted professional development programs and structured PBL activities to enhance students' problem-solving skills and overall academic performance.

This study aimed to examine the effect of interactive multimedia on problem-solving skills based on gender. The sample was chemistry education students in IKIP Mataram that consisted of 10 males and females’ students each. This study was pre-experimental research with a pretest-posttest one group design. Data collection was obtained by tests and interviews. The test of the problem-solving, in the form of the essay, was divided into three types, namely conceptual, algorithm, and conceptual-algorithm problems. Problem-solving was measured following the stages of Polya's problem-solving, namely understanding the problem, devising a plan, carrying out the plan, and looking back. The interview was conducted to gain more insight into their problem solving skill. Data were analyzed statistically using independent sample t-test and normalized gain scores (N-gain). The results of the analysis of the initial data obtained a significant value of 0.809, which indicated there was no difference between the problem-solving skills of male and female students. Meanwhile, the final data analysis obtained a significant value of 0.034 which means there was a difference between the problem-solving skills of the students. This furthermore showed that the use of interactive multimedia in chemistry learning increased the problem-solving skills of male better than the female. Moreover, male students’ problem-solving skills were higher than the females in all types of problems and at all stages of problem-solving. Due to interactive multimedia, the conceptual understanding and learning motivation of students is enhanced.

This study was carried out semi-experimentally to evaluate the effect of concept map basedteaching on nursing students’ problem solving skills. The students who took the course in fall term were determined as control and those who took it in spring term were determined as experimental group . Both groups were simultaneously administered Student Information Form and Problem Solving Scale (PSS) at the beginning of the fall term, and PSS at the end of the fall and spring terms.It was also found that PSS increased significantly at the beginning of the course period in the experimental group, and that although there was not a statistically significant difference between the groups at the end of the term regarding PSS mean scores,There was a positive and significant relationship between the increase in academic achievement and problem solving skills of the experimental group students. It is recommended that concept map based education should be used as a method providing effective learning in nursing education to enhance problem solving skills and academic success positively.Keywords: Concept map, problem solving skill, nursing.