Applied Problem Solving Research Articles

Experiences with a real projects for real clients course on software engineering at a liberal arts institution

A Real Projects for Real Clients Course (RPRCC) is a course that provides students with the opportunity to develop a solution to a problem. Students interact directly with a client, and work on solving a problem for that client. RPRCCs are examples of service learning. Within the computing sciences, there has been a recent surge in the integration of RPRCCs into the curriculum. They are argued to offer an increased industrial awareness, and to help retain computing majors, especially among women. In this paper, we present our experiences with a senior-level computer science course on software engineering (SE) at a liberal arts institution. We have found that recruiting so-called real from within the liberal arts college setting is surprisingly easy; and that once you have established an initial set of clients is mostly self-sustaining. We demonstrate that an RPRCC enables students to develop their skills in teamwork and applied problem solving. The RPRCC offers the SE course a framework where students gain experience applying a variety of software architectures, design patterns, and other important SE concepts; and simultaneously develop teamwork skills.

Thinking Systemically About Complex Systems

As machine age problems have given way to systems age messes, the underlying complexity associated with understanding these situations has increased exponentially. Accordingly, the methods we use to address these situations must evolve as well. Unfortunately, many antiquated methods for dealing with situations remain prominent. Systems engineering, traditionally, is the practical application of procedural problem solving, typically geared toward the acquisition of large-scale systems. The underlying paradigm for solving these problems can be characterized as systematic thinking. While quite appropriate for machine age problems, this approach lacks the theoretical rigor to deal with systems age messes. Thus, a new paradigm of systemic thinking, conceptually founded in systems theory, is necessary. This paper briefly discusses systems engineering, contrasts it with systemic thinking, and introduces practical guidelines for the deployment of a systemic thinking paradigm.

Universities as strategic actors in the knowledge economy

The university plays a particular set of roles in the global knowledge economy. It acts as a provider of both public and private goods in terms of education and research, as well as playing historically well-established roles in terms of applied problem solving. Also, through what has been called its public space role, the university acts as a conduit for the development of wider societal impacts linked to and coevolving with the other three roles, and facilitating integration into the wider social and innovation system (Lester and Piore, 2004; Hughes and Kitson, 2012, this issue). At the same time, universities, in the plural, display a variety of emphases across these roles. When viewed over time and across countries they exhibit a wide variety of forms in terms of public and private ownership, profit and not-for-profit objectives, and degree of dependence on state funding. This represents a rich experimentation in organisational forms and knowledge foci, and degree of adaptation in relation to national, regional and global conditions. Uneven national and regional development and agglomeration of competencies has meant that universities, their academic staff and public sector funders often seek to balance local, national or regional interests and stakeholders with what are primarily seen as global standards of peer-group performance, in global networks of academics and global systems of research technology and innovation.

Validation and verification issues in a timeline-based planning system

AbstractTo foster effective use of artificial intelligence planning and scheduling (P&S)systems in the real world, it is of great importance to both (a) broaden direct access to the technology for the end users and (b) significantly increase their trust in such technology. AutomatedP&Ssystems often bring solutions to the users that are neither ‘obvious’ nor immediately acceptable to them. This is because these tools directly reason on causal, temporal, and resource constraints; moreover, they employ resolution processes designed to optimize the solution with respect to non-trivial evaluation functions. Knowledge engineering environments aim at simplifying direct access to the technology for people other than the original system designers, while the integration of validation and verification (V&V) capabilities in such environments may potentially enhance the users’ trust in the technology. Somehow,V&Vtechniques may represent a complementary technology, with respect toP&S, that contributes to developing richer software environments to synthesize a new generation of robust problem-solving applications. The integration ofV&VandP&Stechniques in a knowledge engineering environment is the topic of this paper. In particular, it analyzes the use of state-of-the-artV&Vtechnology to support knowledge engineering for a timeline-based planning system called MrSPOCK. The paper presents the application domain for which the automated solver has been developed, introduces the timeline-based planning ideas, and then describes the different possibilities to applyV&Vto planning. Hence, it continues by describing the step of addingV&Vfunctionalities around the specialized planner, MrSPOCK. New functionalities have been added to perform both model validation and plan verification. Lastly, a specific section describes the benefits as well as the performance of such functionalities.

Beyond Simon’s Means-Ends Analysis: Natural Creativity and the Unanswered ‘Why’ in the Design of Intelligent Systems for Problem-Solving

Goal-directed problem solving as originally advocated by Herbert Simon's means-ends analysis model has primarily shaped the course of design research on artificially intelligent systems for problem-solving. We contend that there is a definite disregard of a key phase within the overall design process that in fact logically precedes the actual problem solving phase. While systems designers have traditionally been obsessed with goal-directed problem solving, the basic determinants of the ultimate desired goal state still remain to be fully understood or categorically defined. We propose a rational framework built on a set of logically inter-connected conjectures to specifically recognize this neglected phase in the overall design process of intelligent systems for practical problem-solving applications.

Die Rekonzeptualisierung von Textaufgaben als Übungen in mathematischer Modellierung

During the last 20 years, many scholars have argued in various ways that the (traditional) practice of word problems in school mathematics does not foster in students, indeed inhibits, a genuine disposition towards mathematical modelling and applied problem solving. In this article we give a brief review and discussion of this research, including a summary of earlier work culminating in the book by Verschaffel et al. (2000) and with special attention to the more recent empirical work. We begin with presenting the ascertaining studies documenting and illuminating the phenomenon of “suspension of sense-making” when doing school arithmetic word problems. Then we move to studies that have contributed to the explanation of the observed effects. This explanation is followed by a review of some recent design experiments wherein the modelling perspective has been implemented and tested. Afterwards we discuss some recent studies on the difficulties encountered by teachers who try to implement this new perspective into their daily classroom practices. Finally, we discuss a number of educational implications of the research done so far and some challenges for the future of teaching mathematical modelling.

Conceptions of Efficiency: Applications in Learning and Problem Solving

The purpose of this article is to clarify conceptions, definitions, and applications of learning and problem-solving efficiency. Conceptions of efficiency vary within the field of educational psychology, and there is little consensus as to how to define, measure, and interpret the efficiency construct. We compare three diverse models that differ in computation (i.e., how efficiency scores are calculated), measurement (i.e., what variables are used to calculate an efficiency score), and application (i.e., under what research and instructional contexts each model should be used). Strengths and weaknesses of each model are discussed. The article provides a definition of the underlying construct assessed by each model and considers the most plausible interpretation of each type of efficiency score. Recommendations are provided for using these conceptions in future research, and especially the use of multiple measures in the same study.

Effective Consultation in Educational and Child Psychology Practice

How should applied psychology practitioners be prepared to meet an increasingly challenging and unpredictable working context? This article explores some of the key current issues for educational and child psychology practitioners and their professional trainers in the UK with regard to the topic of effective consultation. The article argues that Educational and Child Psychologists can make a distinctive and essential contribution to improving outcomes for children, young people and their families (a contribution that is firmly grounded in psychological theory, research and applied practice) and that effective professional consultation is an appropriate medium for applying psychology with a range of consultees and clients in diverse contexts. How ECPs are trained in consultation approaches is therefore a significant issue for all members of the profession. The objectives of this article are to examine specific practice and training problems and possibilities relating to consultation in educational and child psychology, to recommend improvements for the professional training for applied psychologists in this area and to make a plea for a renewed emphasis on practitioner research that is aimed at making a difference to applied problem solving.

Designing insightful inquiring systems for sustainable organizational foresight

This paper contributes to the theory of collaborative problem solving and strategy design by reviewing the state of the art in the application of problem solving and dialectical methods, and then linking up with analytical and computer-aided approaches. Churchman's concept of dialectical inquiry (DI) is presented, and some major derivatives of DI are reviewed, as well as an integrative method for sustainable insightful foresight developed by the authors called comprehensive situation mapping (CSM). In addition to its dialectical process side, CSM offers computational capabilities for devising and figuring out change scenarios. The theory for the manual application of CSM is summarized; in addition, its recent computerized version is presented and likely future improvements are sketched out in light of a current spate of case studies investigating the user-friendliness of its computerization.

"영어 교과의 협력적 문제 해결(CPS) 적용 과정에 대한 개발 연구"

본 연구의 목적은 Nelson(1999)의 협력적 문제 해결(Collaborative Problem Solving: CPS) 접근법을 적용한 영어 수업 과정을 규명하고 그 효과성 및 개선 사항을 도출하는데 있다. CPS를 적용한 영어 수업 과정을 개발하기 위해 먼저 파일럿 테스트를 하여 1단계 타당성 검토를 하였다. 이를 토대로 개발된 CPS 적용 영어 수업 과정은 2단계 전문가 검토를 통해 검증받았다. 본 연구의 대상은 초등학교 6학년이며 기간은 2008년 6월 27일에서 7월 11일까지 3주(5차시)에 걸쳐 이루어졌다. CPS 적용 영어 수업 과정은 각 단계별 학생 만족도와 차시별 수업 소감록의 분석으로 확인하였으며 효과성은 학습 효과에 대한 학생 의견과 학습 산출물을 분석하였으며 학생면접으로 보완하였다. 개선 사항은 CPS 수업에 대한 학생과 영어 교사의 반응을 분석하였다. 연구 결과를 요약하면 다음과 같다. 첫째, CPS 적용 영어 수업은 협력적 문제 해결 단계와 해결안 완성 단계에서 만족도가 높았으며 그룹 구성 단계와 문제 확인 단계에서 낮게 나타났다. 둘째, 효과성 면에서는 그룹 과정 기능 측면에서 학습 효과가 높음을 보여주었으나 그룹간 차이가 심했다. 또한 우수 그룹과 부진 그룹에 따라 의사 결정 방식이 달랐으며 동료들 간의 피드백이 상이하게 나타났다. 셋째, 개선 사항으로는 그룹별 해결책을 원어민에게 활용할 수 있는 기회 부여, 학습 스케줄표 제공, 최종 산출물의 샘플 제공, 소규모의 미니 과제 활동 등을 제시하였다. 본 연구 결과를 종합하여 다음과 같은 결론을 도출하였다. 첫째, CPS를 적용한 영어 수업에서 그룹의 긍정적 상호작용과 협력이 중요하다. 둘째, CPS를 적용한 영어 수업의 효과를 높이기 위해서는 그룹별로 부족한 점을 채워줄 수 있는 맞춤식 지원이 효과적이다. 셋째, CPS를 적용한 영어 수업의 개선 사항으로는 실제로 실습할 수 있는 문제 시나리오 개발, 해결안을 실제로 사용할 수 있는 기회 제공, 그룹 구성 방식과 우선순위 조절, 미니 과제 활동 투입 등이 있다.

LIBRE Stick Figure Tool

Graphic organizers are powerful visual tools. The representation provides dimension and relationship to ideas and a framework for organization and elaboration. The LIBRE Stick Figure Tool is a graphic organizer for the problem-solving application of the LIBRE Model counseling approach. It resembles a “stick person” and offers the teacher and student a problem-solving processing map. The use of the LIBRE Stick Figure Tool is presented to demonstrate its application and illustrate potential benefits to both student and teacher.

Imaging of peripheral vascular disease

This illustrated review article gives an evidence-based update on the different modalities used for imaging peripheral vascular disease (duplex ultrasound, computed tomog- raphy angiography, magnetic resonance angiography, and digital subtraction angiography). After discussing the latest technological developments for each modality, their limitations are also highlighted. The evidence is presented for the various modalities' roles in the imaging of peripheral vascular disease, including problem-solving applications. The strengths and weak- nesses of each modality are therefore critically appraised, including the salient technological, clinical, and fi nancial aspects. This review allows the general and specialist practitioner to make an informed decision on how best to deploy imaging tests in peripheral vascular disease as part of an evidence-based approach. The article concludes with a rational imaging algorithm for the investigation of peripheral vascular disease.

Expanding the conceptualization and measurement of applied problem solving and coping: From stages to dimensions to the almost forgotten cultural context.

The purpose of this article is to suggest an expansion of the conceptualizations and measurement of applied problem solving and, relatedly, coping. The author discusses the evolution of his programmatic line of research over the last 30 years to illustrate the changing landscape in applied problem solving and, to a lesser extent, in the coping literature. Developments from the early stage-sequential models of applied problem solving to the utility of combining major dimensions of applied problem solving and coping are discussed, as are the notion of problem resolution as a way of assessing consequences of coping, and finally, the use of East Asian cultural values to assess collectivistic coping styles. The overlooked and until recently almost forgotten role of culture in the evolution of these general domains of inquiry is highlighted. The author concludes that greater attention to the cultural context will expand psychology's theoretical models, greatly enhance our empirically based understanding of applied problem solving/coping, and promote our ability to enhance effective problem solving and coping around the world.

Conference Report

Conference Report

Integrating supplementary application-based tutorials in the multivariable calculus course

This article presents a study in which applications were integrated in the Multivariable Calculus course at the Technion in the framework of supplementary tutorials. The purpose of the study was to test the opportunity of extending the conventional curriculum by optional applied problem-solving activities and get initial evidence on the possible impact of the tutorials on students’ beliefs about the value of learning mathematics with applications. The study lasted three semesters and consisted of three experiments in which supplementary tutorials were offered in different forms: a weekly evening meeting for interested students, a weekly extra hour added to the conventional calculus class, and a workshop which introduces mathematics concepts from the application perspective. The study reveals: (1) significant positive effect of the tutorials on the students’ beliefs (in all three experiments); (2) statistically significant advantage of the group involved in the tutorials in relation to the group that learned in the conventional way (second experiment); (3) students’ positive evaluation of the workshops for better understanding the course lectures (third experiment). Grounding on the study experience, we propose for further discussion a stage model of the applied problem solving cycle.

A Review of Australasian Investigations into Problem Solving and the Novice Programmer

This Australasian focused review compares a number of recent studies that have identified difficulties encountered by novices while learning programming and problem solving. These studies have shown that novices are not performing at expected levels and many novices have only a fragile knowledge of programming, which may prevent them from learning and applying problem solving strategies. The review goes on to explore proposals for explicitly incorporating problem solving strategy instruction into introductory programming curricula and assessment, in an attempt to produce improved learning outcomes for novices. Finally, directions suggested by the reviewed studies are gathered and some unanswered questions are raised.

Causal Assessment in Small‐N Policy Studies

The identification of cause‐and‐effect relationships plays an indispensable role in policy research, both for applied problem solving and for building theories of policy processes. Historical process tracing has emerged as a promising method for revealing causal mechanisms at a level of precision unattainable through statistical techniques. Yet historical analyses often produce dauntingly complex causal explanations, with numerous factors emerging as necessary but insufficient causes of an outcome. This article describes an approach that renders complex causal narratives more analytically tractable by establishing measurement criteria for ranking the relative importance of component causes. By focusing on subjectively useful measurement attributes, the approach is well suited to the policy sciences' unique combination of explicitly normative aspirations and a commitment to the systematic assessment of causal claims.

Electronic tongues in flow analysis

This review presents the evolution of recent flow-based analytical systems, characterized by the use of arrays of sensors as a detection scheme. For the proper processing of the complex responses generated, the systems require the use of advanced chemometric treatment, in which received the term “electronic tongue”. Applications employing the flow injection analysis (FIA) and sequential injection analysis (SIA) are described. Chronologically, the progresses made by different research groups are shown, emphasizing their final applications in real problem solving.

The Josephus Flavius' problem

You may have used the Josephus Problem as a programming assignment in one of your courses. I have been using this problem for many years in CS1 or CS2, primarily to illustrate applications of various data structures and algorithmic problem solving. The resulting "brute force" solution works, but is not elegant. Accordingly, I challenge students to analyze the problem more mathematically and use mathematical thinking to seek a more precise solution. Few students are successful. However, computer science students should develop the skills necessary to find both solutions, algorithmic and mathematical model. The latter provides an efficient solution that can be used to validate the algorithmic solution -- very important for critical systems components.

Creative Problem Solving: The History, Development, and Implications for Gifted Education and Talent Development

This article presents a summary of research, development, and applications of Creative Problem Solving (CPS) in educational settings and, more specifically, in gifted education. The CPS framework is widely known and applied as one important goal in contemporary gifted education, as well as in relation to initiatives for “teaching thinking” in the broader context of general education. This article traces the history and evolution of the CPS framework through more than five decades of research, development, and practical application. We describe and discuss the specific changes in the model over time, as well as their rationale and foundations. We discuss the implications of changes within the CPS framework for teaching and learning; our purpose is not to compare or contrast CPS with other perspectives on creativity from psychology, cognitive science, or management. Finally, we present implications of contemporary CPS for instruction and assessment in gifted education.