Problem-solving Activities Research Articles

Hands-on tasks make learning visible: a learning analytics lens on the development of mechanistic problem-solving expertise in makerspaces

This study investigated the impact of participating in a year-long digital-fabrication course on high-school seniors’ problem-solving skills, with a focus on problems involving mechanistic systems. The research questions centered on whether working in a makerspace impacted students’ abilities to solve such problems and whether the process data generated during problem-solving activities could be used to identify the different problem-solving approaches taken by the participants. A novel set of hands-on, mechanistic problems were created to answer these questions, and the results showed that after taking part in the course students performed significantly better on these problems, with the post-course students making more progress towards the solutions than the pre-course students. The process data revealed two distinct problem-solving approaches for each problem, one adopted primarily by experts (the expert approach) and one by pre-course students (the novice approach). The post-course students were more likely to adopt the expert approaches, which were strongly associated with better performance on each problem. The study found that participation in the course made the high-school students better able to “see” the various components and their ways of interacting, making them more like expert engineers.

Teacher and Student’s Expectation towards Biochemistry STEM-based Module in Promoting Critical Thinking and Creativity

This research aims to describe the expectations of teachers and students towards STEM-based Biochemistry modules in promoting critical thinking and creativity. An interdisciplinary approach and appropriate learning module involving elements of Science, Technology, Engineering, and Mathematics (STEM) integrated into the Engineering Design Process (EDP) are deemed to improve student learning experiences through problem-solving activities in the real world. This study used a qualitative descriptive method through a survey. The subject is teachers of Biochemistry courses and students who have taken Biochemistry courses and fill out the survey voluntarily. Research data were collected through questionnaires and analyzed using descriptive analysis. The results showed that teachers and students expect the modules need to include contextual materials and integrate the elements of Science, Technology, Engineering, and Mathematics, and the presentation of learning materials should be interactive and attractive. This research will be a reference in developing STEM-based Biochemistry teaching materials that can develop students' critical thinking skills and creativity.

Game on! A state-of-the-art overview of doing business with gamification

Gamification is the act of applying game-design elements to transform activities, products, services, and systems in a way that provides the kind of experiences similar to those offered by games. These elements include badges, points, and leaderboards to motivate and reward problem solving activities and processes. Both businesses and business researchers are increasingly interested in the application of gamification. In this regard, this review aims to offer a state-of-the-art overview of gamification in business, revealing its current trends and future directions. Using business research on gamification published in the last decade (2012–2022) found on Scopus and Web of Science, we conduct a performance analysis to illuminate the field's performance (publication productivity and impact) alongside its key contributors (journals, authors, and countries) as well as a science mapping using a co-citation analysis to locate knowledge foundations, and bibliographic coupling and keyword co-occurrence analysis to reveal major themes in business gamification. Our exploration has unearthed gamification's pervasive influence across business domains, from enhancing learning and fostering innovation to empowering marketing strategies and catalyzing transformation. Gamification has also made significant inroads into management practices, driving engagement, influencing behavioral outcomes, and ushering sustainability. Peering into the future, our density-centrality quadrant analysis casts light on emerging frontiers. Noteworthily, we expect the next wave of gamification to be shaped by the allure of video games and the metaverse, bespoke industry-specific designs, confluence with e-commerce trends, emphasis on sustainable development, expanded social responsibilities, innovations in virtual reality, intersections with human urbanism, and the rise of smart cities. As gamification continues to integrate and reshape myriad facets of the business world, it holds the promise of not only enriching current practices but also charting the course for the future of innovative, sustainable, and transformative business strategies.

Didactical Design with Problem Posing to Overcome Epistemological Obstacles in Problem Solving

Problem-solving activities allow students to apply mathematical knowledge and connect other mathematical abilities more deeply. However, based on the situation in the field, students still experience epistemological obstacles in solving problems on Straight Line Equation material, especially issues in story form. This study aims to overcome students' epistemological obstacles in problem-solving using didactic design with a problem-posing approach. This research is qualitative research with a didactical design research method. Six students at one of the schools in West Kalimantan, Indonesia, were the subjects of this research. Tests, interviews, and observation guidelines were used as data collection instruments. The research data obtained were analyzed, reduced, and presented in narrative form. The results showed that epistemological obstacles can be overcome after implementing didactic design with problem posing. This finding has the same pattern as previous research findings, although on different materials and scaffolding. Therefore, didactical design with problem posing can be used as one of the alternative learning designs for straight-line equation material in the classroom.

Effect of Real Engagement in Active Problem Solving (REAPS) Model on academic achievements of secondary school students in the subject of Physics

National Curriculum of Physics for grades IX and X (2006) has recommended creating a sense of curiosity and wonder in students by demonstrating an increased awareness about the natural world, creativity, and problem-solving skills. It is also the demand for 21st-century skills. Moreover, by developing this ability in the school years’ students, they may be successful in the coming academic years and in their professional life also. For this reason, many of the models have been used. Hence, the research was conducted to find the effect of Real Engagement in the Active Problem-Solving model on secondary-level students' academic achievements in Physics. Using a Quasi-experimental design, two sections from two public schools were selected. One section from each school was randomly allocated to a traditional and one to a treatment group. Traditional groups were taught by their respective teachers and the experimental groups were treated by the researcher. A test of academic achievement was developed on the concept of mechanics and electrostatics in the 10th-class Physics book published by Punjab Text Book Board Lahore (2020) and administered a pre-test and post-test. Data were analyzed by using a t-test, one-way ANOVA, and MANOVA. It was found that 10th-class students treated with the REAPS model performed better in the academic achievement test in physics as compared to the students taught through traditional methods. So, it is recommended that QAED academy conduct training on the REAPS model may be conducted as it is feasible not only for these topics but also for other concepts and other branches of science. Moreover for Education, may include assessment items for the subject of Physics in SSC examinations so that, these exams may discriminate the students on the basis of higher-order skills.

Interventions of an early childhood teacher during problem-solving activities

ABSTRACT This case study was undertaken to characterise the interventions made by a kindergarten teacher during a multiplicative structure problem-solving lesson. The study findings show that when she realised the children were having difficulty, she provided assistance to enable them to find the right answer. When the children gave an incorrect response, she did not prompt them to reason their ideas, but either ignored their response or guided them to the right answer with manipulatives. Moreover, less varied and simpler problem-solving strategies were employed when the teacher gave instructions than when she gave help or clues. From this, we conclude that the intervention determined the type of strategy used by the children and the teacher varied their discourse depending on the children’s performance.

Problem-based Learning Activities as a Promotion of Local Cultural Awareness in A1 English Students

There is a tendency in language courses to use textbooks which focus mainly on anglophone cultures. As a consequence, learners are more exposed to foreign cultures rather than to their own, and they have a few chances to explore and reflect on their own culture. It was evident in a syllabus for an A1 course in a Teaching English as a Foreign Language (TEFL) degree at a university in Bogotá. This article shows how problem-based activities were used to promote local cultural awareness. This action research study implemented focus groups, questionnaires, students’ artifacts, and teacher’s interviews. The results show that problem-based activities contribute to students' concept of culture, the development of thinking and cognitive skills, and the ability to apply problem-solving skills in local cultural contexts. It can be concluded that problem-solving activities encourage students to analyze and reflect on cultural aspects, develop skills for solving problems and improve their communicative competence.

TEACHERS' PERSPECTIVE ON PROBLEM-BASED LEARNING TO IMPROVE STUDENTS' PROBLEM-SOLVING SKILL IN ELT JUNIOR HIGH SCHOOL

The development of technology increases from time to time. It also parallels the development of knowledge. Knowledge development leads to several skills that students should master. One of those skills is the ability to solve the problem. Problem-solving skill is an ability that students need and should be implemented to solve problems at school and in everyday life. Problem-solving activities will later make students accustomed to dealing with problems, including getting used to dealing with problems. The school that has a role in preparing students' future should facilitate students to acquire the problem-solving skill. During the teaching-learning process in school, problem-solving skill can be learned through the problem-based learning method. In practice, most English teachers do not implement the problem-based learning method in their classes and prefer to teach with conventional methods. To make meaningful learning, this research has the purpose of exploring teachers' perspectives on problem-based learning to improve students' problem-solving skills. Thus, the research used a qualitative research design with a case study approach to explore teachers' perceptions towards problem-based learning to improve students' problem-solving skill. The interview was held to collect the data with a junior high school teacher as a respondent. The research found that the problem-based learning method can improve students' problem-solving skills during the process of learning. Contextual learning through real problems relating to students' daily life should be implemented in the method. The study also found that the other skill that improves is teamwork and critical thinking skill. In conclusion, the research proves that the problem-based learning method can improve students' problem-solving skill in English language teaching in junior high school. However, there are several recommendations for teachers and future researchers. Teachers should make meaningful learning through this method, and they also should be well-prepared while implementing this method. Future researchers are expected to explore students' perspectives on this method.

GAMIFICATION AND SOLO TAXONOMY: A STRATEGY TO PROMOTE ACTIVE ENGAGEMENT AND DISCIPLINE IN ENGLISH LANGUAGE LEARNING

The motivation for this study arises from the potential of gamification, particularly the integration of game-based platforms like Kahoot!, to enhance active communicative language use within the classroom. The research aims to investigate the impact of implementing gamification based on SOLO taxonomy's relational level on the Kahoot! application on active participation, discipline, and learning outcomes in the context of English language learning. This study employs a descriptive research methodology, involving observations, interviews, and assessments, with a participant group comprising 35 nursing program students. Descriptive analysis reveals that gamification within the SOLO taxonomy framework positively influences students' active engagement and discipline, although there are fluctuations in their learning outcomes. Students express enthusiasm for utilizing the Kahoot! application for English learning, but they encounter occasional connectivity issues that hinder problem-solving activities. Consequently, the integration of technology is a promising approach for enhancing English language skills, with a reliable internet connection being a critical factor for success when using the Kahoot! platform.

How Do Prospective Teachers Find Number Patterns Based on the Laws of Proximity, Closure, and Similarity in a Problem-Solving Activity?

How Do Prospective Teachers Find Number Patterns Based on the Laws of Proximity, Closure, and Similarity in a Problem-Solving Activity?

Designing area of circle learning trajectory based on “what-if” questions to support students’ higher-order thinking skills

The study material on circle areas is contextually oriented and aids students in comprehending their surrounding environment. Higher-order thinking skills are imperative for the success of circular learning, as they help students grasp concepts holistically and solve concept problems. "What-if" questions can enhance students' higher-order thinking skills through problem-solving activities, fostering critical and creative thinking. However, applying "what-if" questions is limited to serving as problem-posing triggers, resulting in minimal variation in the material. Therefore, this study aims to design a learning trajectory for the area of circles based on "what-if" questions to enhance students' higher-order thinking skills. This research also addresses the gap by utilizing "what-if" questions to construct and evaluate circle area learning activities. We employed design research as the research method, conducted in three stages: preliminary design, experimental design, and retrospective analysis. The results demonstrated that the designed learning trajectory enhanced higher-order thinking skills in various aspects. Students exhibited critical thinking and profound analysis when working on worksheets and addressing the provided problems. Moreover, students showcased creative and divergent thinking abilities, enabling them to generate alternative problem solutions. Furthermore, optimizing technology usage and emphasizing reasoning in learning should be augmented to enhance student motivation and foster innovative learning.

Planning Teaching Sequences Based on Problem Solving from a Scientific Dissemination Tool

Background: The problem-solving approach has been highlighted in chemistry teaching. Objectives: To analyse the theoretical-methodological adjustments on the problem-solving approach carried out by chemistry teachers in their teaching plans. Design: Carrying out a problem-solving training activity. Setting and participants: This research involved twenty basic chemistry teachers, students of the professional master’s degree course in chemistry in the national education network offered by the Federal Rural University of Pernambuco. Data collection and analysis: We used the content analysis technique through a priori and a posteriori categories to analyse the teachers’ plans built from guiding studies published on the RPEQ website. Results: We noticed that the teachers used few elements as presented in the guiding studies, building different plans according to their classroom contexts and demonstrating autonomy and creativity. Conclusions: We observe the potentiality of the RPEQ website regarding its functionality as a digital didactic resource serving as a basis for teachers to plan teaching situations that are different from the traditional method.

Discuss It! Collaborating on the Tortoise and Hare Task

The authors share an online collaborative problem-solving activity that integrates support for students’ developing conceptual understanding, focused engagement, and positive feelings of agency and identity.

Assessing verbal interaction of adult learners in computer‐supported collaborative problem solving

AbstractThe objective of this study is to explore new ways of assessing collaborative problem solving (CPS) processes based on different modalities of audio data and their combination. The data collection took place in an educational lab setting during an experiment with adult teams from professional contexts who collaboratively solved multiple problems as part of a CPS training. From audio data, both verbal (ie, speech) and non‐verbal (ie, pitch) aspects were extracted. Four analysis methods were used, including (a) content analysis; (b) linguistic inquiry and word count; (c) verbal entrainment analysis; and (d) acoustic–prosodic entrainment based on pitch data. Insights are given into the CPS processes of the participating groups using these measures and relevant relationships between some of these measures are further investigated. Based on content analysis, it was found that most of the interactions during the CPS process are task oriented, whereas team‐oriented interactions are less present. Second, three measures of proportion of contribution in CPS were investigated and clear differences in participation patterns between and within teams were found. We suggest that a combination of utterance count and words per sentence could provide valuable insights for quantity and equality of participation. Third, the study explored pronoun use and found that the most frequently used personal pronouns were first‐person singular. Next, the results indicated a relationship between pronoun use and the relative frequency of interactions. Fourth, a rather weak relationship between lexical entrainment measures and the acoustic–prosodic measures were found, suggesting that these measures are indicative of separate communicative aspects in CPS. This study contributes to a better understanding of which type of audio‐based data is most informative to teachers and students as a feedback or assessment tool. This study complements previous research as it focuses on spoken human‐to‐human communication collected in an authentic context. Practitioner notesWhat is already known about this topic Support and guidance systems for learning coaches, teachers and learners are needed to foster the educational quality of collaborative problem solving (CPS) activities. CPS is a complex process and measuring the quality of CPS processes remains challenging. Multimodal learning analytics, focusing on verbal and non‐verbal data sources and using content analysis, linguistic inquiry and word count and verbal and acoustic entrainment measures could be valuable to measure the quality of CPS. What this paper adds The majority of interactions during CPS processes are task oriented or cognitive of nature, whereas team‐oriented interactions are less present. Utterance count and words per sentence should be used in combination, as they are indicative of different aspects. Pronoun use in learners' discourse is related to the types of CPS interactions. Lexical entrainment measures and acoustic–prosodic are indicative of distinctive communicative aspects in CPS. Implications for practice and/or policy Quality indicators of CPS processes should include both verbal and non‐verbal measures of students' interactions. Educational researchers and the (Edtech) industry should further leverage their forces to foster the development of (semi‐)automated systems for measuring the quality of CPS processes. It should be further investigated how quality indicators of CPS processes can be most meaningful to trainers, teachers and learners, for example, through the use of dashboards.

Evaluating Playful Creative Problem Solving in Kyiv and Ukrainian Refugees in France

Creativity in playful creative problem-solving (CPS) is influenced by the emotional state of the learner-player. In this study, we evaluated how stressful situations (such as conditions of war) can impact divergent thinking (DT) in CPS. To evaluate divergent thinking, the main components of which are fluency, flexibility, and originality, creativity researchers have developed the Alternative Uses Test (AUT), where participants are asked to write about different uses of familiar objects in a limited amount of time. In educational robotics, DT has been operationalized with the same components of fluency, flexibility, and originality based on the diverse configurations made by the learner-players.
 In the present research, we engaged participants in a playful activity with modular robotics to evaluate divergent thinking. Participants engaged in the CreaCube task are Ukrainians. We recruited two groups of participants: Ukrainian refugees living in France and participants staying in Kyiv (Ukraine). These participants are experiencing a stressful situation due to the daily war events in Kyiv during the development of this study (missile attacks, power and heating restrictions, air sirens, and limited communication with partners on the frontlines). By comparing these two groups of learner-players in the CreaCube task, we aim to identify how stressful situations affect divergent thinking.
 The preliminary results showed that flexibility and originality as DT components of the participants from Kyiv in the first experiment are significantly higher than those of the refugee participants based in France. This may indicate that the participants from Kyiv, having been in stressful situations (war conditions) for almost a year, have developed more original ideas (originality component) and different ideas (flexibility component), which could be explained by the daily problem-solving activity under war constraints. Playful situations under war conditions permitted the Kyiv participants to distract themselves from the current situation and show originality in thinking better than participants playing in France who were not in stressful situations. This may indicate that wartime constraints have engaged the participants in better strategies for generating novel ideas, but it also indicates that the interest in game activities has a positive effect on DT even in stressful situations for the participants.

Informal learning from dealing with software-related problems in the digital workplace

PurposeThis paper aims to examine the impact of problem-solving activities, emotional experiences and contextual and personal factors on learning from dealing with software-related problems in everyday office work.Design/methodology/approachTo measure the use of problem-solving activities, emotional experiences and the contextual factors of problem characteristics and learning in situ, a research diary was used. To measure team psychological safety (contextual factor) and personal factors, including the Big Five personality traits, occupational self-efficacy and technology self-efficacy, the authors administered a self-report questionnaire. In sum, 48 students from a software company in Germany recorded 240 diary entries during five working days. The data was analysed using multilevel analysis.FindingsResults revealed that asking others and using information from the internet are positive predictors of self-perceived learning from a software-related problem, while experimenting, which was the most common activity, had a negative effect on learning. Guilt about the problem was positively related to learning while working in the office (as opposed to remote work), and feeling irritated/annoyed/angry showed a negative effect. Surprisingly, psychological safety had a negative effect on perceived learning.Research limitations/implicationsMajor limitations of the study concern the convenience sample and the disregard for the sequence of the activities.Originality/valueThis study contributes to the limited empirical evidence on employees’ problem-solving activities and informal workplace learning in the software context. To overcome the shortcomings of previous studies using retrospective assessments and in-lab observations, this study uses the diary method to investigate in situ.

Islamic Religious Education on the Technological Developments of the Era-Revolutionary Society 5

The era of society 5.0 emerged with challenges as well as life obstacles. Society 5.0 has a significant impact on the education sector. Educational institutions are expected to be resilient in the face of emerging changes. Islamic religious education has faced big challenges because the era of society 5.0 puts forth 3 aspects, that of human literacy, data literacy, and technological literacy. The concept of learning Islamic religious education in the era of society 5.0, the benefits of learning this education, and the challenges of it in the era of society 5.0 are the background problems this study explores. This research model uses a literature study or what is commonly referred to as library research and the data collected is reviewed from various sources, including scientific publications and books that focus on these concepts, challenges and innovations of Islamic religious education in society 5.0. The data used are from books and journals. The challenges rose from the fact that there were inadequate human resources and teachers who were mostly elderly. The concepts applied in this learning utilize and create new innovations. The innovation of Islamic religious education learning that is carried out is by using a project-based learning model (PjBL) which is a 21st century learning model based on basic concepts and paradigms. This method is considered to be able to increase students’ motivation in conducting analysis aimed at problem-solving activities and critical thinking.
 Keywords: Society 5.0, Islamic religious education, Islamic religious studies, Revolution-era technology.

Emergence of Scientific Literacy in Science E-Module Learning Devices

Learning tools need to be implemented in today's learning innovations. Currently the government is implementing a new curriculum with a new policy in the form of scientific literacy learning. This learning focuses on daily problem-solving activities related to natural science. Therefore, there is a need for teacher innovation in developing E-Module teaching materials as a form of modern learning application. The purpose of this study was to determine the emergence of scientific literacy in science e-module learning tools. The method in this research using descriptive method. The results of this study indicate that the e-module used by teachers is related to content aspects worth 84% which is stated as good, process aspects with a percentage worth 78% stated well and in terms of context with a percentage of 81%. related to the emergence of scientific literacy while the results of interviews with science teachers indicated that the science e-module learning tools used had scientific literacy in each science material

Real action based on search solve create and share (SSCS) model to improve sustainability awareness of junior high school students

Water pollution from manufacturing waste and air pollution from forest and land fires are major environmental issues in the Siak district. This research aimed at gathering empirical data by implementing a real-action project based on SSCS learning to enhance sustainability awareness of Junior High School. This quasi-experiment was carried out in two groups of students in 7th grade of SMPN 1 Koto Gasib, Siak, Riau Province. The experimental class used the SSCS learning model with the ESD approach and the control class applied the scientific learning model. Indicators of sustainability awareness comprise: 1) Sustainability Practice Awareness; 2) Behavioral and Attitude Awareness; and 3) Emotional Awareness. Real-action project that is implemented by the teacher in this research is conducted to promote sustainability awareness in the form of a water purification model, planting pollution-absorbing plants, and creating Eco-brick flower pots. Data analysis uses inferential statistics, namely the T-test using SPSS-26 software. The analysis results of sustainability awareness indicate that students in the experimental class get a higher average of 76%, with the high category. Meanwhile, students in the control class get an average of 65% in the medium category. The T-test analysis of sustainability awareness gets a significance value of 0,002. 0,05, which indicates that there is a significant difference between experimental and control classes. The implementation of SSCS learning model using ESD approach can enhance the students’ sustainability awareness through environmental problem-solving activities, as well as building knowledge, behavior, and attitudes of love for the environment.

To know, feel and do: an instructional practice of higher education for sustainable development

Purpose The importance of multidimensional and engaging instruction for sustainable development goals (SDGs) in higher education cannot be overstated. Such instructions should motivate students not only to memorize and contemplate these goals but also to actively participate in addressing SDG-related challenges. Consequently, this study aims to develop practical and appropriate instructional approaches to education for sustainable development (ESD) in higher education to enhance students’ knowledge, attitudes and behaviors concerning sustainability. Design/methodology/approach By using a quasi-experimental design, this ESD study was conducted at a university in central Taiwan. A total of 121 students from diverse academic backgrounds participated in the 16-week experiment, which was divided into three groups. Lecturing, thematic teaching and design-thinking strategies were applied to these respective groups. Findings The thematic-teaching and design-thinking groups displaying improved cognitive performance. However, the quantity results revealed that the design-thinking group surpassed the other two groups in sustainability knowledge, attitudes, behaviors and mind map tasks. The qualitative findings further indicated that design thinking – through multiple practical problem-solving activities – guided college students to think independently and sustainably, as well as enabled them to internalize the value of sustainable development. By implementing these effective approaches, the core goals of ESD-related personal and societal transformations may be realized. Practical implications This study proposed a goal-oriented ESD instructional model for educators, demonstrating the efficacy of design thinking in cultivating higher-order thinking and affection for ESD in students. Additionally, this study introduced an innovative evaluation approach – mind mapping – to the ESD domain, which may compensate for the limitations of the survey method. Originality/value This study provides empirical evidence for the effectiveness of design thinking and thematic-based pedagogies in sustainable development higher education. Additionally, it also offers a practical ESD instructional model with reference value for scholars and multi-domain instructors. Moreover, the study highlights that by examining organizational governance from the perspectives of design thinking and higher-order affection, sustainable and economic development need not be mutually exclusive concepts. Instead, pursuing SDGs can be viewed as investment opportunities for organizations rather than mere costs.