Development Of Problem-solving Abilities Research Articles

Research on blended teaching Mode of Cultivating problem solving ability-- Taking the course of "Curriculum Design and Evaluation" as an example

本文在文献分析的基础上梳理了影响问题解决能力培养的五因素、教学干预策略和教学环节，在此基础上设计了培养问题解决能力的混合教学模式。文章以具体教学为例，利用问题解决能力评价量表对25名大学生做前测和教学干预后的后测进行效果检验，结果验证了本文设计的混合式教学模式在促进问题解决能力培养方面有效，为推动混合教学常态化背景下学生问题解决能力的培养提供参考。 Based on the literature analysis, this paper sorts out the five factors,teaching intervention strategies and teaching sessions that affect the development of problem solving ability, and on this basis, a blended teaching mode for developing problem solving ability is designed. The article takes specific teaching as an example and uses the problem solving ability evaluation scale to test the effect of pre-test and post-test after teaching intervention on 25 college students. The results verify that the blended teaching mode designed in this paper is effective in promoting the cultivation of problem solving ability and provide reference for promoting the cultivation of students' problem solving ability in the context of the normalization of blended teaching.

Sustainability and innovation in an educational context

Innovation and sustainability will be of utmost importance in the educational workshops of the next decades and will necessitate distinct techniques and specialised skills. Regarding education, sustainability, and environmental awareness, the European Union has issued a number of suggestions to its Member States. These proposals include objectives such as incorporating sustainability into teaching and learning, integrating environmental consciousness into the education system as a whole, and supporting the acquisition of awareness, comprehension, and action-based competencies. Innovation in education is essential to modernising the nation's educational system and preparing pupils for the future. Developing an inventive mentality is a crucial objective of education, as it stimulates creativity, the development of problem-solving abilities, and the capacity to adapt to rapid change. Sustainability and innovation are essential components of contemporary education because they help students prepare for the future, provide chances for practical learning, improve career preparation, and increase environmental consciousness. Students that incorporate these ideas into their schooling will be better equipped to face future obstacles and capture opportunities.

METHODOLOGY FOR TEACHING LABORATORY CLASSES IN PHYSICS THROUGH THE STEM METHOD

STEM (Science, Technology, Engineering, Mathematics) is designed to explore what information is available to mechanical engineering students in higher education institutions and what work is being done there. Nowadays, modern teaching methods are used in educational institutions, and one of such methods is the STEM method. Based on global experience, we know that this method is an interdisciplinary approach used to provide students with a broad and deep education in the sciences. The widespread use of information and communication technologies in the field of science education has led to the emergence of a new type of educational experiment - a virtual experiment. This is considered a form of virtual simulation of STEM technologies. The implementation of virtual laboratories using computer programs that simulate physical processes virtually on a computer and allow changing its operating conditions and parameters is a type of STEM method. Such a program creates a unique situation for the implementation of interactive learning. We reviewed scientific literature published in peer-reviewed, high-ranking journals on the development of problem-solving abilities in STEM-rich physics teaching. Based on STEM education, mechanical engineering students were given stages of teaching specific content topics related to curriculum concepts. In order to increase the effectiveness of teaching the STEM method in laboratory classes of the Faculty of Mechanics, an article devoted to this issue discusses ways to use interactive modeling PhET, Algodoo - a digital programming language for 2D physical modeling, computer modeling "Open Physics". programs. One of the main principles of STEM education is to teach future physicists to acquire industrial experience and methodologically sophisticated research methods. The second important issue is the development of industrial business, that is, access to new ideas in response to production problems. It can be seen that the results obtained during the study of the STEM method of teaching in laboratory classes at the Department of Mechanics show great interest in providing students with teaching aids. The information obtained as a result of the study is recommended for use in higher and secondary educational organizations, and these results are the basis for new directions of research in the field of physics education.

Development of Problem-Solving Abilities in Science by Inquiry-Based Learning With Cooperative Learning for Grade 4 Students

Considering problem-solving ability as an important qualification in the 21st century that could be developed by instructional methods that allow learners to construct their knowledge via questioning through cooperative learning activities, we conducted action research with the purpose of investigating the effectiveness of inquiry-based and cooperative learning on grade 10 students’ problem-solving ability and studying students’ satisfaction with inquiry-based and cooperative learning in developing their problem-solving ability. The participants were 7 grade 4 students in the Thai educational context. They were selected from a class of 20 students using the results of a placement test. The instruments were a learning management plan designed using the integration of inquiry-based learning and cooperative learning, a problem-solving ability evaluation form, and a satisfaction questionnaire. The data was analyzed using the statistics of percentage, mean score, and standard deviation. The result shows that the integration of the two methods was beneficial in improving the problem-solving skills of the majority of the participants. Participants were also satisfied with learning management throughout the semester it was implemented.

Mathematics in the Woods: Exploring Low-Income Parents’ Perceptions of and Involvement in Their Children’s Mathematical Learning

This article features data from a three-day mathematics camping trip that offered parents and their children time and space to enjoy non-digital activities and mathematics-building tasks. Drawing upon data from a larger qualitative study of children and their parents, this article specifically focuses on 10 parents’ perceptions of their children’s mathematics learning, problem-solving, and wellbeing. Findings suggest that, although parents are interested in their children’s mathematics learning, they are most concerned with their children’s development of problem-solving abilities and social skills. Moreover, students’ own learning experience is important for their mathematics learning.

COMPARISON OF PROBLEM SOLVING ABILITY IN PBL MODEL WITH INDEX CARD MATCH AND THINK PAIR SHARE STRATEGIES IN FUNCTIONAL MATERIALS

This study has the aim of knowing the development of problem solving abilities before and after the implementation of each model and knowing whether or not there are differences in problem solving abilities between the models in the experimental class 1 and experimental class 2. The approach used in this study is quantitative with a quasi design. experimental. The sampling technique was purposive sampling and class X IPS 2 was taken as the experimental class 1 which was given the PBL model with index card match. Meanwhile, class X IPS 3 as experimental class 2 was given a PBL model with think pair share. The results of the analysis in this study obtained conclusions including: 1) experimental class 1 there was a significant development of problem solving ability in the results before and after giving the model, 2) experimental class 2 there was a significant development of problem solving ability in the results before and after giving the model, 3) there is no significant difference in problem solving ability between experimental class 1 and experiment 2. Thus it can be concluded that the two models are equally able to improve students' problem solving abilities.

PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK KELAS X SMAN 1 LUBUK SIKAPING

Mathematical problem solving is an ability that must develop in learning mathematics. That is because, with the development of problem solving ability, the mindset of students will also increase. But in reality, the problem-solving ability of the 10th-grade students of SMAN 1 Lubuk Sikaping is still relatively low. Therefore, the study applied the model Problem-Based Learning to improve student’s problem-solving ability. The type of research is pre-experimental with the one-shot class study design. The study subjects were all of the 10th-grade SMAN 1 Lubuk Sikaping for the 2021/2022 year. The results data obtained from quiz and test mathematical's problem-solving abilities. Thus, it concluded that the learning Problem Based Learning positively influenced the mathematical problem solving ability of the 10th grade of SMAN 1 Lubuk Sikaping. Keywords — Problem Solving, Problem Based Learning

Penggunaan Model Creative Problem Solving (CPS) untuk Meningkatkan Kemampuan Matematis Siswa

The purpose of this research is to describe students' mathematical problem solving abilities during learning process with Creative Problem Solving (CPS) model and simultaneously to see the improvement of problem solving ability of students. This research uses a qualitative approach together with quantitative through concurrent embedded strategy. The sample of research is 22 students of class VIII SMP Negeri 4 Pilot Aceh Tamiang. The instruments used are problem solving and semi-structured test. Data of problem solving ability of student during learning with CPS model was analyzed descriptively, while improvement of problem solving ability of student was analyzed by t-test using SPSS software version 22 for windows. The results showed that there was development of problem solving ability of students during learning with CPS model. The development of students 'problem-solving abilities is demonstrated by students' ability to understand problems, plan settlements, solve problems and re-examine them. This ability is evident at every meeting. Further research results also show there is an increase in problem solving skills of students with CPS model.

Current Situation of Problem Solving Ability Development for Chemistry Teaching at High Schools of Lao PDR

Education in the Lao People’s Democratic Republic (Lao PDR) plays an important role in the development of national construction and defense. Among subjects at High schools, Chemistry is one in the field of natural science with many applications. However, nowadays, despite many achievements, the reality of teaching chemistry at High school has showed a lot of inadequacies. This article addresses some of the problems in the development of problem solving ability in chemistry-teaching at high schools in the Lao People’s Democratic Republic.

Comparative analysis of students’ achievement in senior school certificate further mathematics examinations in kwara state, Nigeria (2007-2016): Implication for stakeholders in education

This study explored the trends in students’ achievement in Senior School Certificate Examination (SSCE) in Further Mathematics in Kwara State, Nigeria. The study adopted descriptive research design of ex-post factor type. The sample comprised all Further Mathematics students in 79 public senior secondary schools with 3 Local Government Areas in Kwara State. Two research questions were raised and answered in the study. Frequency count, Percentage and Autoregressive (AR) processes for modelling of time series analyses were used to analyse the data. The results revealed that the trend of students’ achievement in WASSCE Further Mathematics from 2007 to 2016 was stochastic with random walk steadily progressive and percentage of the students obtained credit ranged from 23.0 to 77.3; pass ranged from 18.2 to 72.2 and fail ranged from 0.0 to 25.8. It was recommended among others that stakeholders in education should improve the quest for scientific literacy particularly for science-based subjects and further Mathematics curriculum should be all inclusive and non-discriminating to allow development of problem solving ability.

PROFIL PEMECAHAN MASALAH BARISAN DAN DERET ARITMETIKA SISWA CLIMBER DI SEKOLAH MENENGAH PERTAMA

The development of the world of education in Indonesia can not be separated from the influence of globalization, science and technology are always growing rapidly give a comprehensive impact on all aspects of human life, including the sector of education. Resilient and competitive human resources are needed to meet these challenges. Thus, the need to know about Adversity Quotient of a person to know how far a person can survive and overcome the difficulty. Mathematics which is a universal science underlies the development of modern technology and has an important role in various disciplines. The development of problem-solving abilities is also one of the most important aspects in the objectives of mathematics learning, especially on sequence materials and arithmetic series. Arithmetic sequences and series became a very important mathematical concept because of its wide application, so widely used in daily life. So this qualitative research is done with the aim to describe the process of solving the problem of rows and arithmetic series of junior high school students based on Adversity Quotient climber category. Technique of data collection is done by giving of Problem Solving Task (TPM) sequence and arithmetic series and job-based interview. Based on the analysis of research data that has been done, it is concluded that climber students in understanding the problem trend to read the problem twice. In plotting problem solving, climber students have an alternative solution to solve a given problem. At the implementation stage, climber students solve existing problems based on the most appropriate appropriate problem-solving plan and clearly disclose the truth information from the solution of the problem that has been done. The process of re-examining the problem solving, it is clear that the climber's students are re-checking and also trying to find alternative ways to solve the problem by first making an illustration of the drawing before doing the calculation process.
 
 Key Word: Problem Solving, Arithmetic Sequences and Series, Climber

Effect of educational agent and its form characteristics on problem solving ability perception of students in online task based learning media

The aim of this study is to investigate the effect of an educational agent, used in online task based learning media, and its form characteristics on problem solving ability perceptions of students. 2x2 factorial design is used in this study. The first study factor is the role of the educational agent and the second factor is form characteristics of the educational agent. The educational agent plays two different roles (teacher and friend). Form factor is whether the educational agent is supported by speech bubble or not. The dependent variable of this study is problem solving ability perception. The working group of the study consists of 47 students, taking ‘Multimedia Design and Creation’ classes in the spring term of 20102011 academic year in the department of Computer Education and Instructional Technologies of Ankara Universtiy. In terms of two variables, students were assigned to four different experiment groups at random. All of the experimental studies were maintained online. Measurements regarding dependent variables were carried out online. Problem Solving Inventory (PSI) is used to measure problem solving ability perceptions. Pre-test problem solving ability perception points were controlled in order to determine the effect of experimental operations on groups and post-test points were then compared. It is determined that applied method has an important effect on problem solving ability perception of students and that the educational agent in the role of teacher is more effective than the role of friend in the development of problem solving ability perception.Keywords: programming teaching, problem solving ability, educational agent.

On the Effectiveness of TRIZ Tools for Problem Finding

The ability to understand problems well, often referred as problem finding, is identified as the most important aspect of engineering problem solving. The use of some ideation tools can assist in this endeavor. The effective utilization of certain tools can even impact the long-term development of problem solving ability. This study investigates how different tools of TRIZ can be helpful for problem finding. This paper considers the following: 1) What functionality are required in a problem solving tool to ensure effective problem finding?; 2) Which tools of TRIZ can assist problem finding?; and 3) How does the use of these TRIZ tools enhance the process of problem finding? The tools explored in this paper are: Situation Analysis, Substance – Field Analysis, Method of the Ideal Result, ARIZ, OTSM and IDM-TRIZ. Discussions are also made as to why these tools of TRIZ offer benefit for problem finding. The results from this paper have implications on the design of training programs in TRIZ for both educational and professional settings.

The development of problem-solving abilities in the interdisciplinary projects: the attitudes of pre-service teachers

The development of problem-solving abilities in the interdisciplinary projects: the attitudes of pre-service teachers

Pedagogy for Teaching and Learning Cooperatively on the Web: AWeb-Based Pharmacology Course

The Internet is becoming a preferred place to find information. Millions of people go online in the search of health and medical information. Likewise, the demand for Web-based courses grows. This article presents the development, utilization and evaluation of a web-based pharmacology course for nursing students. The course was developed based on 150 commonly used drugs. There were 110 year 1 nursing students took part in the course. After attending six hours face to face lecture of pharmacology over three weeks, students were invited to complete a questionnaire (pre-test) about learning pharmacology. The course materials were then uploaded to a WebCT for student's self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given the same questionnaire (post-test). There were a significant increase in the understanding compared with memorizing the subject content, the development of problem solving ability in learning pharmacology and becoming an independent learner (p ,0.05). Online quizzes yielded satisfactory results. In the focused group interview, students appreciated the time flexibility and convenience associated with web-based learning, also, they had made good suggestions in enhancing web-based learning. Web-based approach is promising for teaching and learning pharmacology for nurses and other health-care professionals.

Effects of Pascal and FORTRAN Programming on the Problem-Solving Abilities of College Students

The major purposes of this study were: (a) to determine if learning to program a computer in either Pascal or FORTRAN improves the problem-solving skills of students when compared to a control group and (b) to determine if learning to program a computer in Pascal is more effective than learning to program a computer in FORTRAN in the development of problem-solving abilities. Subjects were 58 college students enrolled in 15-week Pascal and FORTRAN computer programming classes. A 61-item problem-solving instrument was used as the pretest and posttest measure. Results indicated that learning to program in Pascal or FORTRAN does significantly improve problem-solving abilities of college level students, as measured by the instrument used, when compared to a group that receives no programming instruction. However, there was no significant difference in problem-solving ability between the Pascal group and the FORTRAN group.

The Teaching of General Problem Solving Strategies

In this article the author advocates the development of problem solving ability as a fundamental aim of all teachers, regardless of the age of the pupils or the subject being taught. A definition of ‘a problem’ and a breakdown of the problem solving process is offered. This is followed by a series of guidelines for the teaching of general problem solving strategies. Finally, an illustration is given of how a general model can be taught to young (6–8 year old) children.

Scope and Sequence for a Problem-Solving Curriculum

“The development of problem-solving ability should direct the efforts of mathematics educators through the next decade. Performance in problem solving will measure the effectiveness of our personal and national possession of mathematical competency… The mathematics curriculum should be organized around problem solving.” (NCTM, An Agenda for Action) It was with these things in mind that the School District of Philadelphia and its Division of Mathematics Education took on as one of its major priorities the creation of a scope and sequence outline for problem solving. We also recognized, from the very inception of this project, that teachers would need activities, direction, guidance, and materials to effectively implement the program.

Development of problem-solving abilities in the neonatal Peking duck.

Development of problem-solving abilities in the neonatal Peking duck.

The Development of Problem-Solving Ability in Arithmetic: A Summary of Investigations. M. E. Lazerte

Previous articleNext article No AccessEducational WritingsThe Development of Problem-Solving Ability in Arithmetic: A Summary of Investigations. M. E. Lazerte Foster E. GrossnickleFoster E. Grossnickle Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 34, Number 10Jun., 1934 Article DOIhttps://doi.org/10.1086/457116 PDF download Crossref reports no articles citing this article.