Complex Problem-solving Skills Research Articles

Investigating The Central Tendency Effect Among Raters in Complex Problem-Solving Skills in Physics Essay Items: An Application of Many-Facet Rasch Measurement

The study sought to investigate the central tendency effect among raters in complex problem-solving skills in physics essay items using Many-Facet Rasch Measurement. This became necessary because the central tendency effect can affect students' scores. The research design adopted for this study is a descriptive research design based on the survey method. The population of the study comprised eighty-eight (88) public schools in all the local government areas with a physics student population of 3642 students and ninety-four (94) physics teachers in all the Senior Secondary Schools in Uyo Senatorial District for the 2022/2023 academic session. 364 SS3 physics students and 37 physics teachers from the 31 selected secondary schools in Uyo Senatorial District were sampled using a multistage sampling technique for effective selection. The multi-stage sampling technique was adopted for the study. The instrument used for data collection was the Physics Achievement Test (PAT) obtained from WAEC and NECO 2020 Physics Essay items. However, the reliability coefficient of 0.91 and 0.90 respectively. The finding revealed that there was no central tendency effect error committed by individual raters when rating complex problem-solving skills in WAEC and NECO 2020 physics Essay Items. Also, reveals there is a significant difference at the rater's group level exhibiting central tendency effect when rating complex problem-solving skills between WAEC and NECO 2020 physics Essay Items which implies that there is no group-level central tendency effect present among raters when rating complex problem-solving skills between WAEC and NECO 2020 physics Essay Items. The researchers concluded that rater effects are sources of variance in performance ratings that are associated with the rater's behaviour and not the actual performance of the ratee. It was recommended that to prevent the central tendency effect, it is important for superior raters to regularly observe their subordinates throughout the evaluation period and keep notes for future reference.

Factors influencing the complex problem-solving skills in reflective learning: results from partial least square structural equation modeling and fuzzy set qualitative comparative analysis

BackgroundThe Organization for Economic Cooperation and Development emphasizes the importance of complex problem-solving (CPS) skills in the 21st century. CPS skills have been linked to academic performance, career development, and job competency training. Reflective learning, which includes journal writing, peer reflection, selfreflection, and group discussion, has been explored to improve critical thinking and problem-solving abilities. The development of various thinking modes and abilities, such as algorithmic thinking, creativity, and empathic concern, all affect problem-solving skills. However, there is a lack of an overall theory to relate variables to each other, which means that different theories need to be integrated to focus on how CPS skills can be effectively trained and improved.MethodsData from 136 medical students were analyzed using partial least square structural equation modeling (PLSSEM) and fuzzy set qualitative comparative analysis (fsQCA). A hypothesized model examining the associations between the CPS skills and influence factors was constructed.ResultsThe evaluation of the structural model showed that some variables had significant influences on CPS skills, while others did not. After deleting the insignificant pathways, a structural model was built, which showed that mediating effects of empathic concern and critical thinking were observed, while personal distress only had a direct effect on CPS skills. The results of necessity showed that only cooperativity and creativity are necessary conditions for critical thinking. The fsQCA analysis provided clues for each different pathway to the result, with all consistency values being higher than 0.8, and most coverage values being between 0.240 and 0.839. The fsQCA confirmed the validity of the model and provided configurations that enhanced the CPS skills.ConclusionsThis study provides evidence that reflective learning based on multi-dimensional empathy theory and 21 stcentury skills theory can improve CPS skills in medical students. These results have practical implications for learning and suggest that educators should consider incorporating reflective learning strategies that focus on empathy and 21 stcentury skills to enhance CPS skills in their curricula.

Assessing competence in teacher education: Development of university students’ problem-solving skills

In our research, we examined the development of complex problem-solving skills among 1st-year teachers training undergraduate students in engineering at Sapientia Hungarian University of Transylvania (N = 73). The research aimed to determine whether knowledge transfer works among students in interpreting life-like, specific problems. A worksheet was used as a measuring tool. In compiling it, we applied the concept that tasks include computer-transferable algorithms (such as cryptography process, parallel computing, and constraints), and their solution does not require any special IT knowledge, only structured and logical thinking. The research reports on the extent to which teacher training students have acquired knowledge and problem-solving strategies related to certain disciplines. The obtained data shed light on the fact that the lack of an interdisciplinary approach hinders the recognition of the connections between the different fields of education. Keywords: Computational thinking; problem-solving skills; Teaching education.

A proposed methodology for mapping and ranking competencies that HRM graduates need

In the 21st century new jobs have emerged, and also the way we do our jobs has also changed. Therefore, certain competencies have become more crucial, so the question emerges how higher education can prepare graduates for such changes. The study aims to discuss the methodology applied to identify the key competencies relevant in junior human resource management (HRM) jobs in Hungary, which is hoped to bring HRM bachelor programmes closer to employers’ needs. The research incorporated the analysis of the Hungarian competency requirements for HRM higher education, the requirements of the potential employers, based on requirements listed on job portals and during focus group interviews conducted with HRM professionals. The analyses revealed that communication, complex problem solving and digital skills are considered as highly important. The competencies identified provided the foundation of a Q-methodology research into the importance and hierarchy of the required competencies. For the pilot research, HRM professionals were selected from different functional areas, and with different previous professional experiences, ranging from 1 year to several years. The study presents the results as well as the experiences of using the Q-methodology in competency research, and refers to the implications for HRM professionals and HR education policy makers.

Thai Computer Studies Student Teacher Complex Problem-Solving Skills Development: A Cooperative Learning Management Model

The research aim was to develop cooperative learning management (CLM) model using computational thinking (CT) and mind mapping techniques to promote Thai computer studies student-teacher (CSST) complex problem-solving skills (CPSS). The sample was 15 first-year CSSTs in the Faculty of Education's Computer Studies Department of Thailand's Thonburi Rajabhat University. The pre-study achievement test classified students into three levels (weak, moderate, or strong). Five experts were involved in the assessment of the CLM plan, which was determined to have a content validity index (CVI) at the highest level (mean = 4.00). They also evaluated the 21 indicator rubric scoring-type test tool for complex problem￾solving skills (CPSS) and determined its CVI mean = 3.99. After a pilot test of 30 student teachers, a 42- item questionnaire was finalized. The final CPSS course involved five primary components within an eight￾step process. The CSST used six sessions of four hours each. Results showed that the final course post-test score was 90.40 for all 15 student-teachers, significantly higher than the 70% achievement level setting.

Personality traits and complex problem solving: Personality disorders and their effects on complex problem-solving ability.

Complex problem solving (CPS) can be interpreted as the number of psychological mechanisms that allow us to reach our targets in difficult situations, that can be classified as complex, dynamic, non-transparent, interconnected, and multilayered, and also polytelic. The previous results demonstrated associations between the personality dimensions neuroticism, conscientiousness, and extraversion and problem-solving performance. However, there are no studies dealing with personality disorders in connection with CPS skills. Therefore, the current study examines a clinical sample consisting of people with personality and/or depressive disorders. As we have data for all the potential personality disorders and also data from each patient regarding to potential depression, we meet the whole range from healthy to impaired for each personality disorder and for depression. We make use of a unique operationalization: CPS was surveyed in a simulation game, making use of the microworld approach. This study was designed to investigate the hypothesis that personality traits are related to CPS performance. Results show that schizotypal, histrionic, dependent, and depressive persons are less likely to successfully solve problems, while persons having the additional behavioral characteristics of resilience, action orientation, and motivation for creation are more likely to successfully solve complex problems.

Development of the logical thinking of future mathematics teachers through the use of digital educational technologies

The purpose of this research is to get the opinions of future mathematics teachers on the development of logical thinking skills through the use of digital educational technologies. This research was created by using the qualitative research method. The participant group of the research consists of 50 teacher candidates studying in the mathematics teaching department of various universities in Kazakhstan in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it was determined that the majority of pre-service mathematics teachers had moderate logical thinking skills. The majority of pre-service mathematics teachers stated that they found the use of digital technologies effective in the development of logical thinking skills. The suggestions of the majority of pre-service mathematics teachers regarding the use of digital education technologies in the development of logical thinking skills are creating and developing logical thinking skills through digital education technologies, developing logical thinking skills through digital education technologies and providing complex problem-solving skills through digital education technologies. Effective course content should be created in order to enable pre-service mathematics teachers to gain logical thinking skills through digital education technologies.
 Keywords: Digital education technologies, logical thinking, pre-service mathematics teachers;

Developing Physician Leaders’ Complex Problem-Solving Skills

Complex problem-solving is difficult for any leader. Fortunately, physicians have an edge, as they solve problems hundreds of times every day in their clinical practice and research endeavors. That’s the good news. The bad news is that problem-solving does not necessarily come as easily when physicians enter formal leadership roles.

Features of Entertainment Digital Games for Learning and Developing Complex Problem-Solving Skills: A Protocol for a Systemic Review

Entertainment digital games (EDGs) can be used to promote real-world-relevant learning, even if they have not been specifically designed for educational purposes. This is especially true for EDGs that engage players in contexts that mimic real-world problem scenarios and support the development of knowledge and skills that can be transferred to out-of-game contexts. In these cases, gameplay learning can be a very effective means of promoting those cognitive capabilities that are central to addressing real-world challenges requiring complex problem-solving (CPS), but at the same time are particularly difficult to foster through formal educational environments and approaches. However, what features of EDGs can simultaneously promote player enjoyment and CPS processes, which specific CPS skills can be fostered, and by which mechanisms, are questions that remain largely unanswered in the current literature. This paper presents a protocol for a systematic review that aims to address this gap by examining relevant analysis and design frameworks for entertainment games. Selected frameworks will be reviewed by combining a game-centric and a player- centric perspective to identify structural elements of gameplay environments and tasks that may affect psychological processes relevant to the promotion of CPS capabilities. To this end, each framework will be subjected to a formal content analysis in which data will be extracted, coded, and analyzed based on the Work System Theory (WST) and the Cognitive Work Analysis (CWS) frameworks. The main outcome of the proposed systematic review will be a knowledge base that can help researchers, developers and practitioners to select the most appropriate methodological frameworks for the analysis and design of entertainment games capable of promoting CPS skills through gameplay learning. In addition, this protocol can also inform and guide further reviews of methods for analyzing and designing educational games.

Assessing competence in teacher education: Development of university students’ problem-solving skills

In our research, we examined the development of complex problem-solving skills among 1st-year teachers training undergraduate students in engineering at Sapientia Hungarian University of Transylvania (N = 73). The research aimed to determine whether knowledge transfer works among students in interpreting life-like, specific problems. A worksheet was used as a measuring tool. In compiling it, we applied the concept that tasks include computer-transferable algorithms (such as cryptography process, parallel computing, and constraints), and their solution does not require any special IT knowledge, only structured and logical thinking. The research reports on the extent to which teacher training students have acquired knowledge and problem-solving strategies related to certain disciplines. The obtained data shed light on the fact that the lack of an interdisciplinary approach hinders the recognition of the connections between the different fields of education. Keywords: Computational thinking; problem-solving skills; Teaching education.

Thai information and communication technology student teacher complex problem-solving skills

From the study’s qualitative analysis, 5 latent variables and 21 observed variables concerning complex problem-solving (CPS) skills were identified and subsequently used in a questionnaire on a sample of 214 Thai education professionals teaching information and communication technology (ICT)-related student teachers in one of 31 Thai Rajabhat (teaching) Universities. Goodness-of-fit and descriptive statistical analysis (mean and standard deviation) were analysed by using IBM® Statistical Package for the Social Sciences® for Windows version 21, while the second-order confirmatory factor analysis used LISREL 9.10. The results revealed that the educators perceived information literacy (1.00), analytical thinking (0.96), self-control (0.93), knowledge application (0.90) and planning ability (0.85) as the most important for the student teachers’ CPS skills. Moreover, the results revealed that each teacher’s opinion on CPS skill indicators was at a ‘high agreement’ level. Therefore, it suggested that the results can be used by Thailand’s Ministry of Education and other ICT-related education agencies in developing CPS skill programmes for Thai student teachers.
 
 
 Keywords: CPS, ICT, Information literacy, preservice teachers, Thailand

Computational Thinking in Solving Engineering Problems – A Conceptual Model

Programming is an excellent approach to cultivating computational thinking (CT) skills lacking among current engineering undergraduate students. Although highly useful in teaching programming skills, physical, tangible programming tools available in the market are limited to users aged 12 and below, a gap that impedes the effort to cultivate problem-solving skills and computational thinking among engineering students. As a result, many students who join engineering programmes are without solid computer programming skills. This paper proposes a method to tackle the said gap by applying physical programming education blocks. The programming blocks have various logical functions and input-output capabilities that allow decision-making, looping, and function calling. Users can build their logical thinking skills in the form of cause-and-effect analysis using the play method. Through this approach, students can enhance their programming skills, which improves their computational thinking ability and complex problem-solving skills. It is hoped that such an approach could help them in transiting from tangible programming to text-based programming.

777Teaching evidence-based medicine using authentic assessment the Whack-a-mole project

Abstract Introduction Authentic assessments facilitate student’s application of complex problem-solving skills and knowledge to real-world tasks. The whack-a-mole (WAM) project includes key critical thinking, biostatistics and epidemiology skills as well as elements of complexity and creativity skills that are particularly important when teaching evidence-based medicine to health professionals. Complementary and alternative medicines (CAMs) provide the current context as they are widely used in the Australian population making them an important subject amongst primary health care professional and policy makers. Aim To report student perceptions and learning after completion of the real-world authentic assessment WAM. Methods WAM required students to choose, document, investigate, identify, critically appraise and report on a complementary medication for sale in Australia. A total 464 students enrolled in a 3rd Biomedical Science capstone unit completed the WAM project report and video assessments in teams. Data on student perceptions was collected using an online questionnaire and analysed using SPSS 25 and NVIVO 11. Results The average overall mark for the WAM assessment was 52/60 (86%). 116 students (25%) completed the online questionnaire of which 92% of students indicated the whack-a-mole project changed their perceptions of complementary medicine and/or the regulation of goods and services in Australia. The majority of students found no (43%) or insufficient (55%) evidence to support product claims. These findings were supported by qualitative feedback. Conclusion Students applied the principles of EBM to the WAM project and in doing so altered their perceptions of CAM, regulation and scientific evidence. Key messages Authentic assessments play a key role in engaging student in real-world problem solving to advance their critical thinking and evidence-based medicine.

Assessing Complex Problem-Solving Skills in Under 20 Minutes

Abstract. Rationale: Assessing complex problem-solving skills (CPS) is of great interest to many researchers. However, existing assessments require long testing times making them difficult to include in many studies and experiments. Here, we propose a specific composition of microworlds based on the MicroDYN approach, which allows for valid estimation of CPS in a substantially reduced amount of time (<20 min). Methods: Based on the reanalysis of a sample of N = 232 university students who worked on 11 microworlds of increasing difficulty, we conducted multiple confirmatory factor analyses to test all possible combinations of microworlds, which were theoretically justified in advance. Results/Discussion: We demonstrate one best fitting set with five microworlds, which shows excellent factorial validity and relates to both conventional measures of intelligence and to school grades. We hope that this will allow other researchers to include CPS into their study designs even when testing time is limited.

Using Sequence Mining Techniques for Understanding Incorrect Behavioral Patterns on Interactive Tasks

Interactive tasks designed to elicit real-life problem-solving behavior are rapidly becoming more widely used in educational assessment. Incorrect responses to such tasks can occur for a variety of different reasons such as low proficiency levels, low metacognitive strategies, or motivational issues. We demonstrate how behavioral patterns associated with incorrect responses can, in part, be understood, supporting insights into the different sources of failure on a task. To this end, we make use of sequence mining techniques that leverage the information contained in time-stamped action sequences commonly logged in assessments with interactive tasks for (a) investigating what distinguishes incorrect behavioral patterns from correct ones and (b) identifying subgroups of examinees with similar incorrect behavioral patterns. Analyzing a task from the Programme for the International Assessment of Adult Competencies 2012 assessment, we find incorrect behavioral patterns to be more heterogeneous than correct ones. We identify multiple subgroups of incorrect behavioral patterns, which point toward different levels of effort and lack of different subskills needed for solving the task. Albeit focusing on a single task, meaningful patterns of major differences in how examinees approach a given task that generalize across multiple tasks are uncovered. Implications for the construction and analysis of interactive tasks as well as the design of interventions for complex problem-solving skills are derived.

Adoption of the Theory of Inventive Problem Solving (TRIZ) in The Malaysia Education Policy and Curriculum for STEM Subject

The STEM body of knowledge has become a core focus for the Ministry of Education of Malaysia to be embedded in the mainstream education curriculum but one of the challenges is to improve the level of student competency in problem-solving skills. A new policy has been developed at the governmental level to ensure the change can be successfully made and executed successfully at the school level. One of the initiatives is to enhance the complex problem-solving skills of the students by introducing the Theory of Inventive Problem Solving (TRIZ) topic in the Curriculum and Assessment Standard Document for Design and technology subject. The integration of the TRIZ is streamlined with other creativity theories and thinking models. The adoption of TRIZ is strategically designed to support and complement the student in developing a technological project and design competencies. The teaching and learning process of TRIZ in the subject has started in 2018 as the first official textbook has been used in all schools around Malaysia. A survey has been carried out to 1032 respondents that involved in the process of teaching and learning the TRIZ topic in the subject. The result has shown positive feedback from respondents, and further issues have been highlighted to improve the process of teaching and learning in school.

Jobs 4.0: Are Botswana Workers Ready?

This paper attempts to unravel the potential social effects of the fourth industrial revolution (4IR) on Botswana employees. The authors investigated employees’ level of awareness and preparedness for an era of full blown 4IR adoption. Utilizing purposive sampling, a self-administered questionnaire was distributed to a sample of 52 employees in Gaborone. This work employed the Unified Theory of Acceptance and Use of Technology model (UTAUT). The major findings of the study are: 50% of respondents confirmed their preparedness for the adoption of 4IR technologies; 48% believed that the rest of employees in their organization were prepared for 4IR; 65% said they were prepared to embrace and take advantage of the efficiencies brought about by 4IR; job roles are likely to change significantly with some roles disappearing and new roles emerging; and critical thinking, complex problem solving, innovation and digital related skills are bound to be more in demand. The outcomes of this research will serve as a wakeup call to Botswana employees, to equip themselves and future generations with requisite skills, for the changing roles. Furthermore, organizations will also use the outcomes to consider reskilling their employees accordingly. For educators, the study will encourage consideration and alignment of the curricular while in terms of and for policy formulation, it will engender reflecting on the regulatory frameworks to align them to the demands of the new era. Keywords : Fourth Industrial Revolution, industry 4.0, jobs4.0, future of jobs DOI: 10.7176/DCS/11-2-05 Publication date: February 28 th 2021

It is Not Enough to be Smart: On Explaining the Relation Between Intelligence and Complex Problem Solving

The main aim of this study was to (a) test the construct validity of complex problem solving (CPS); (b) examine the ability to acquire knowledge as a mediator of the relationship between intelligence and CPS performance; and (c) investigate the personal need for structure as a moderator of the relationship between intelligence and knowledge acquisition. A total of 128 participants completed the self-report Personal Need for Structure scale; the Vienna Matrix Test to assess intelligence; and a new multiple complex systems approach method to assess CPS skills. When analyzing the internal structure of CPS, we found that a two-dimensional model consisting of knowledge acquisition and knowledge application best fitted the data. We also found that the relationship between intelligence and CPS performance was partially mediated by the ability to acquire knowledge. Finally, personal need for structure did not moderate the relationship between intelligence and the ability to acquire knowledge. Our results indicate a need to further investigate other cognitive abilities in interaction with contextual situational factors that could additionally explain variance in CPS performance. Moreover, we also highlight the importance of deeper observation of the knowledge application phase of CPS process.

Advancing the Design of Self-Explanation Prompts for Complex Problem-Solving

This research investigated the effects of focus (inference vs. inference followed by integration) and level (low vs. middle vs. high) in self-explanation prompts on both cognitive load and learning outcomes. To achieve this goal, a 2*3 experiment design was employed. A total of 199 South Korean high school students were randomly assigned to one of six conditions. The two-way MANOVA was used to analyse the effects of the self-explanation prompts on learning outcomes. Results showed that there was an interaction effect between focus and level of self-explanation prompts on delayed conceptual knowledge, suggesting that the focus of self-explanation prompts could be varied depending on their level. Second, learners who were given a high level of prompts scored higher on the immediate conceptual knowledge test than those who received a low level of prompts. A two-way ANOVA was conducted to analyse the effects of the self-explanation prompts on cognitive load and showed no significant interaction effect. However, there was a main effect in the level of the prompt that a high level of self-explanation prompts imposed a lower cognitive load compared to a low level of prompts. In sum, the design and development of self-explanation prompts should consider both focus and level, especially to improve complex problem-solving skills.

The Use of Heuristics in Adaptive Narratives to Inform Decision-Making Practices

The use of heuristics as an instructional strategy enable instructors to provide students with problem-solving strategies that can be adapted and modified for different contexts and experiences. The purpose of this study was to examine the use of heuristics by students and gain insight into the thought process behind their problem-solving skills. The study used an adaptive narrative as an information delivery medium. An adaptive narrative was chosen because it could be designed to simulate decision-making processes encountered in real-world situations. Students enrolled in an introductory biology major class were chosen for the study because their fields of interest all require complex problem solving and decision-making skills. It was of interest to investigate what decisions were made when heuristics were given and how that may influence their rationale in the decision-making process. The results of this study indicate that: heuristics can enable students to make correct decisions when the heuristics are based on already familiar concepts; although students self-reported low cognitive load challenges in the NASA TLX, most of the explanations were deemed poor when graded by rubrics; students had difficulty transferring information learned in the narrative and synthesizing a complete and complex explanation past three data points. This study provides evidence that greater practice in the transfer of information to novel settings is important in education for students to become proficient in complex decision-making.