Development Of Problem-solving Skills Research Articles

Will ChatGPT undermine ethical values in nursing education, research, and practice?

Will ChatGPT undermine ethical values in nursing education, research, and practice?

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.

The Development of Computational Thinking and Mathematics Problem Solving Skills Through Mathematics Modelling Activities

The latest TIMSS report highlighted that secondary school students from Malaysia did not perform well in this global assessment on mathematics achievement. Some studies have pointed out that students’ mathematics achievement can be improved by equipping them with computational thinking. Therefore, this study examined the development of computational thinking skill and mathematics problem-solving skills via mathematics modelling activities among secondary students in Malaysia. The research instrument used for the assessment of computational thinking was adapted from UK Berbras Challenges and CAS Barefoot Team from United Kingdom. In addition, rubrics for development of mathematics problem solving skill was adapted from Polya problem solving model. This study adopted qualitative approach and the modelling activities were conducted for six weeks. The activities were introduction of modelling, individual modelling task and group modelling task. Data were also collected based on results of computational thinking test and mathematics test. Data from observation and interviews were analyzed, and the scores obtained from both tests were compared and analyzed as well. Based on the findings of the study, it could be concluded that the students progressed at different levels during the development of their computational thinking skill and mathematics problem-solving competency via mathematics modelling activities. These results indicated that mathematics modelling activities can be conducted at schools to improve students’ performance in Mathematics.

An Investigation of Mathematics Teachers' Conceptions of Mathematical Literacy Related to Participation in a Web-Based PISA Course

In today's mathematics education, teachers are expected to have an adequate understanding of mathematical literacy and to know how to incorporate mathematical literacy understanding into their instructional practices. Therefore, the purpose of this study was to investigate mathematics teachers' conceptions of mathematical literacy related to participation in a web-based learning environment about mathematical literacy and Programme for International Student Assessment (PISA). The case study method was used and the participants consisted of 20 mathematics teachers determined by the criterion sampling method. The data were collected by semi-structured interviews. In the data analysis process content analysis method was used. The results revealed that, the participants who participated the web-based PISA education conceptualized mathematical literacy in relation to the use of mathematical knowledge and skills to deal with real-life problems and associated supporting mathematical literacy with supporting development of problem solving skill. However, the others conceptualized mathematical literacy as having mathematical knowledge and skills to solve math problems and considered problem solving as a goal in supporting mathematical literacy.

Development Male Students’ Skills in Solving HOTS Problem in Terms of Self Confidence

Higher Order Thinking Skills (HOTS) type math problems are one way to develop students' higher order thinking skills. One aspect that affects problem solving ability is self confidence. Therefore, this study will describe the development of students' problem solving skills in terms of self confidence. This research is descriptive qualitative type with six male students as the subjects. At the initial stage, a questionnaire was given to determine the level of students' self-confidence. Then two subjects at each level were selected to take the problem solving ability test. As a triangulation, semi-structured interviews were conducted. The test and interview results were analyzed using the Miles and Hubberman model by adjusting to the problem solving steps, namely: understanding the problem, determining the solution plan, implementing the solution plan, and checking back. The results showed that subjects with high self confidence were able to develop problem solving skills, subjects with moderate self confidence only fulfilled the steps of understanding the problem and developing a solution plan, while subjects with low self confidence were only able to understand the problem. Thus, students with self confidence are better at developing problem solving skills, so it is important for educators to help students develop their self confidence through appropriate teaching methods, such as providing constructive feedback and providing opportunities for students to actively participate in the teaching and learning process.

Improving Executive Functions Using the Engineering Design Process: A Peer-Mediated Problem-Solving Approach for Autistic Adolescents

Executive functions-specifically, problem-solving skills-are crucial for school success. Challenges in these functions faced by autistic adolescents are often unrecognized or viewed through a behavioral lens that requires correction or normalization. A lack of development of higher order problem-solving skills leads to increased instances of secondary mental health issues, creating further behavioral and social challenges. We propose using the Engineering Design Process (EDP), a flexible, cyclical, top-down, self-sustaining approach that uses peer mediation to teach group problem-solving skills. We then position this cycle within existing occupational therapy models to demonstrate its adaptability and flexibility, describe the distinct features of this problem-solving strategy, and present a real-world case study in which the EDP is used as a problem-solving approach in an after-school program. The EDP develops crucial social and interpersonal skills using interest-driven occupations and can be organically used as a group strategy. This article uses the identity-first language autistic people. This nonableist language describes their strengths and abilities and is a conscious decision. This language is favored by autistic communities and self-advocates and has been adopted by health care professionals and researchers (Bottema-Beutel etal., 2021, Kenny etal., 2016).

Helping Students Become Proficient Problem Solvers Part I: A Brief Review

Understanding issues involved in expertise in physics problem solving is important for helping students become good problem solvers. In part 1 of this article, we summarize the research on problem solving relevant for physics education across three broad categories: knowledge organization, information processing and cognitive load, and metacognition and problem-solving heuristics. We also discuss specific strategies discussed in the literature for promoting the development of problem-solving skills in physics. This review article can be valuable in helping instructors develop students’ problem solving, reasoning, and metacognitive skills in physics and other related disciplines. Additionally, this review article is relevant across educational contexts in countries that may have different educational paradigms and challenges.

Utilizing STEM-based practices to enhance mathematics teaching in Vietnam: Developing students' real-world problem solving and 21st century skills

In Vietnam, STEM-based teaching approaches have been recommended for schools since 2018 with the integration of multiple related courses in schools. Teachers' perspectives on integrated STEM education, and how to design a STEM lesson that supports students’ learning are critical for ensuring that an integrated STEM curriculum is implemented successfully. This paper aims to describe a study applied successfully to STEM education in teaching Mathematics, in particular “Trigonometry ratio of an acute angle” in Vietnam. This study utilized mixed methods approaches with three phases: the first stage employed a quantitative study to examine the Vietnamese teachers' perspectives on STEM education. The second phase was an experiment on teaching while applying STEM education to design and organize a mathematics lesson, and the final phase was to employ a qualitative study to explore the Vietnamese students' experiences of STEM education connected with real-world problem solving and 21st-century skills development. A total of 47 teachers and 85 students participated in this study and data was collected through multi ways of surveys and semi-structured interviews. The findings show Vietnamese teachers' perspective of the necessity and importance of applying STEM education, however, they reported facing many challenges. A lesson designed as a STEM education application and the student's feedback regards the real-world roles. Learning outcomes connect with 21st-century skills in this study that are expected to provide the success evidence for further discussion and practice to improve the effectiveness of teaching and learning STEM education in Vietnam

Understanding Emirati teachers’ challenges in fostering problem-solving skills development in early years – A preliminary study

Emirati teachers, particularly those teaching in early years classrooms, encounter significant obstacles with 21st century pedagogy in support of the United Arab Emirates' (UAE) goal of moving towards a more knowledge-based economy. As improving students' problem solving-skills development takes precedence, policy makers' need to understand how best to support teachers becomes a priority. Through survey responses and interviews, this exploratory study aims to better understand Emirati teachers’ pedagogical content knowledge, teacher self-efficacy beliefs, and to gain insight on how to best support teachers in acquiring the kind of child-centered instructional practices needed to foster problem-solving skills development in their students. Results showed low teacher self-efficacy and teachers lack of proper exposure to pre-service training as well as professional training on problem-solving skills development pedagogy. Participants indicated their willingness to learn about how to best foster problem-solving abilities of their students to support the aspirations of the UAE education reform policy. A focused social cognitive-oriented professional development model for instruction grounded in the educationally relevant research from the cognitive sciences is recommended.

The Power of Digital Storytelling: Students’ Perceptions about Its Utilization in Developing Practical Understanding in an Instructional Technology Context

Dependence on technological concepts and applications to improve learning outcomes and learners’ performance has broad positive effects on deepening students’ understanding, especially in higher education and postgraduate studies. Digital storytelling (DST) is a high-value-added tool for achieving many learning goals. This study aims to explore students’ perceptions about the use of DST in strengthening the understanding of practical concepts among students on a master’s program in instructional technology at the Arab Open University in Oman. Both quantitative and qualitative methods were used to gather the required data. A total of 67 students participated in the study through a questionnaire, and a semi-structured personal interview format was used to gather qualitative data from ten of these participants. The results indicated that the students used DST for the purpose of learning and deep understanding of some practical concepts in an effective, fun, useful and constructive way in order to achieve targeted learning. The students’ most positive perception was of the technique when used in the following categories: information stability, application of concepts in a variety of contexts, and problem-solving skill development (M = 4.186, SD = 0.7371; M = 4.051, SD = 0.7558; and M = 4.023, SD = 0.7531 respectively). At the same time, the students’ perception was the least positive for DST in the analysis and discussion categories (M = 2.056, SD = 1.209). Most of the participants supported the idea that DST was a perfect and enjoyable tool for learning and deep understanding in their specialization. They also agreed that DST helped them to fix what they had learned and helped them to achieve broad interaction with the content and that it also contributed effectively to the application of the concepts in various learning contexts. DST developed students’ ability to solve any instructional problems but mainly contributed to raising the motivation toward learning.

Use of a newly designed intervention to support social problem-solving in primary schools

There is much research to describe the value of social problem-solving interventions in terms of long-term outcomes for children and young people, a great deal of which is summarised in two key review papers (Barnes et al., 2018; Merrill et al., 2017). A key element in effective teaching of social problem-solving skills to children is turning an abstract situation into a concrete situation. This has been demonstrated by Carol Gray through her development of Comic Strip Conversations (CSCs) (Gray, 1995). CSCs allow children and young people to reflect on social situations and to engage in problem-solving around them. This continues to be an area of difficulty for many children, and not solely those with diagnoses of Autism Spectrum Conditions. Comic Strip Conversations have, and remain to be, a widely recommended and used intervention to support the development of social problem-solving in schools. However, in our work as educational psychologists we find, anecdotally, that children (and staff) sometimes find them difficult to implement and to generate engagement. The present single-case study describes the introduction of a newly designed intervention which aims to support the development of social problem-solving skills using Playmobil. As there is a lack of research in this area with girls (Bradley et al., 2004), the research describes a female primary school child’s experience of the new intervention. Following suggestions that, in this area, researchers should use ‘adequate intervention descriptions to allow for replication’ (Smith, Daunic & Taylor, 2007) the research includes a full description of the intervention and examples of resources used.

Application of Digital Games in Developing Values and Problem-Solving Skills in Social Studies

This study assessed the potentials of using digital games to develop problem-solving skills and values of patience, tolerance and perseverance which digital games tend to promote. The study provides answers on the contributions of digital games into the development of problem-solving skills and values in Social Studies students. It adopted a descriptive design using 200 level pre-service Social Studies teachers in a government owned tertiary institution in Ogun State. At first, purposeful sampling technique was used to select pre-service Social Studies teachers while volunteer sampling was used to select forty (40) respondents for the study. A structured questionnaire tagged “Digital Games and Development of Problem Solving and Values in Social Studies Questionnaire” (DGDPVSSQ) (r = .89) was used to get feedback from the students. Descriptive statistical analysis of mean and standard deviation was used for the analysis of data obtained from students’ experiences after the games exercise. The result showed that digital games help in developing the problem-solving skills of logical thinking, solution focus, and evaluation of options; as well as the values of persistence, will to achieve, rules application and determination in Social Studies students. Based on the findings, it is recommended that digital games learning will be of immense benefit in improving academic achievement of students in Social Studies and hence using digital games in Social Studies should be encouraged to attract the attention of the students and develop problem-solving skills, positive attitudes and values in the student.

Penerapan Metode Pembelajaran Berbasis Masalah untuk Meningkatkan Keterampilan Pemecahan Masalah Siswa Sekolah Dasar

This research aims to explore the impact of implementing problem-based learning method on the problem-solving skills of Elementary School (SD) students. Through a qualitative approach involving observation, interviews, and document analysis, data were collected from teachers and students at SDN Salawana I. The analysis results indicate that the implementation of the problem-based learning method has a positive impact on student engagement, collaboration among students, and the development of problem-solving skills. Students show higher enthusiasm in learning when engaged in problem-solving relevant to their daily lives, while teachers report a significant improvement in students' ability to identify problems and formulate solutions. The practical implications of these findings support innovative approaches in elementary-level learning, emphasizing the importance of student engagement in the learning process. However, challenges in implementing this method also need to be considered, including infrastructure readiness and teacher training. This research contributes significantly to our understanding of the potential of problem-based learning methods in enhancing the problem-solving skills of SD students, while highlighting the importance of ongoing support in its implementation.

EXPECTATIONS FOR THE FUTURE, LIFE SKILLS AND SELF-ESTEEM OF YOUTH LEAVING THE CHILD PROTECTION SYSTEM

The youth who leave the child protection system face multiple challenges, some of them due to insufficiently developed life skills, as well as some psychological peculiarities related to them. The particular context in which they grew up leaves its mark on the confidence they have in a good future. The present study aims to explore to what extent the future expectations of these young people are positive or negative, as well as the relationship of these expectations with the level of development of their life skills, with the young people's perception of self-efficacy, as well as with the level of their self-esteem, being used for the first time on the Romanian population, the Casey Life Skills Assessment scale, short form. The research had an exploratory, quantitative design, and involved the application of an online questionnaire to a number of 92 young people, aged 18-26, who benefit from a special child protection measure in Romania. The results of the study show that the optimistic perception of the future of young people who are about to leave the child protection system correlates positively with an increased level of self-esteem, perceived self-efficacy, as well as with the self-estimated level of development of life skills. In conclusion, the preparation for independent life of the young people raised in the child protection system requires attention both for the formation of life skills and for the development of self-esteem and problem-solving skills, so that they can look with hope to their own future.

Practice Promotes Learning: Analyzing Students’ Acceptance of a Learning-by-Doing Online Programming Learning Tool

Learning-by-doing is a pedagogical approach that helps in learning skills through practice. An online learning-by-doing tool, CodeLab, has been introduced to students undertaking the digital design and creation bachelor’s degree program at the Universitat Oberta de Catalunya. The tool has been used to facilitate and engage students, not well-acquainted with problem-solving techniques, in an introductory programming course. The aim of this study was to examine the factors that play vital roles in students’ acceptance of learning-by-doing tools that facilitate the development of problem-solving skills. The Unified Theory of Acceptance and the Use of Technology (UTAUT) model was used for this purpose and extended by adding the factor of motivation, which is essential for educational contexts. The results highlight that there is a strong relationship between acceptance and motivation, implying that students would use online learning-by-doing tools, such as CodeLab, depending on the amount of motivation and engagement while practicing the learning activities. A positive relationship between motivation and acceptance clearly supports the primary aim of using learning-by-doing tools in problem-solving courses.

Development of chemistry learners’ problem-solving skills through hands-on instructional model

<p><span lang="EN-US">Learners can experience science in the real world by interacting with materials, collaborating with peers, and engaging in a problem-solving process. Notwithstanding, secondary school learners’ problem-solving skills (PSS) can be developed by using an instructional strategy that actively involves them in the learning process instead of sorely focusing on content learned. This paper shows how the production of materials for teaching and learning can go hand-in-hand with the development of learners’ PSS through the implementation of a Hands-on Instructional Model (HIM) in chemistry lessons. This study was a Design-based Research using a convergent mixed-method approach. The data was collected using lesson observation protocol, focus group discussions guide, and problem-solving test. On the aspect of the development of PSS, learners were enhanced with the skills to solve an ordinary chemistry problem and the criteria of observation were on the ways learners identify a problem, the approach used to solve the problem, and whether they could reflect on the answer they obtained. The findings indicate a substantial impact of HIM on learners’ PSS. Therefore, it is suggested that HIM should be used frequently to enhance learners’ active engagement in chemistry lessons and for further development of their PSS.</span></p>

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.

Effect of Kid's Athletics Program on Elementary School Student's Goal Setting, Problem Solving, and Social Skills

Study this aim to know how the kid's athletics program influences elementary school students' goal setting, problem-solving and social skills. Method research used in research _ this is a pretest-posttest control group design. The sample used in the study is 16 students’ boys and 14 students women ages 11-12 years. The sampling process uses a purposive sampling technique. The student shared Becomes two groups, namely 15 experimental groups and 15 control groups. The instrument used in research is the Life Skills Scale for Sport Questionnaire. Posttest results on both groups show the development of goal setting, problem-solving, and social skills. After all, the kid's athletics program significantly affects student goal setting, problem-solving, and social skills compared to group control.

Counting Tents: Pedagogical Reflections on Faculty–Student Collaboration in a Real-World Project on Homelessness

This teaching note describes the design and implementation of an undergraduate research team project to conduct a tent census. Previous studies highlight the importance of real-world research as a part of sociology curriculum. Tents, as a visible sign of homelessness, represent one such contemporary social problem. Our undergraduate research team documented and geolocated tents in the city of Seattle between 2019 and 2020. This project integrated elements of active learning, collaborative learning, and problem-based learning. The strengths of our student research team were experiential learning, greater awareness and engagement in homelessness, and development of research and problem-solving skills. We offer some generalizable “lessons learned” from our assessment of the successes and challenges of a unique tent census project for student learning and engagement. This article concludes with the challenges of these kinds of real-world projects as well as recommendations for future faculty–student collaborations on important sociological issues.

Memorization: Friend or Foe when Solving Problems in STEM Undergraduate Courses

Problem-solving skill development is an important aspect of student learning in science, technology, engineering, and mathematics (STEM) academic environments, but when solving problems, undergraduate students can choose learning approaches that may either hinder or develop their problem-solving skills. For example, memorization can be used as a learning approach to recall knowledge with or without the intention of understanding course content. Given the diverse roles of memorization in learning, the objective of this study is to investigate student perceptions of the use and importance of memorization when solving problems in STEM undergraduate courses. Focus groups were conducted with students from two Canadian institutions with participation from students enrolled in biology, chemistry, computer science, and engineering majors.
 The results indicate that students find memorization valuable in their course contexts and identify the importance of transitioning memorized knowledge to understanding of subject material. Students need time to access and apply knowledge when solving problems and therefore, instructors should design assessments to alleviate time pressures. Instructors should also explain to students when use of memorization is appropriate and which learning approaches will help students develop their problem-solving skills.