Implementation Of Problem Solving Research Articles

Exploring EFL Pre-Service Teachers Perception of Interaction: A Case of Indonesian Creative Problem-Solving Implementation

Exploring EFL Pre-Service Teachers Perception of Interaction: A Case of Indonesian Creative Problem-Solving Implementation

Problem Solving Method In Improving Students' Critical Thinking Abilities In Social Studies Learning

Enhancing students' critical thinking skills is a major challenge in Social Studies education in the 21st century. This study aims to explore the effectiveness of the problem-solving method in improving students' critical thinking skills within the context of Social Studies. Employing a qualitative approach with a library research design, this research analyzes various literature related to the application of the problem-solving method. Findings reveal that this method significantly enhances students' abilities to analyze information, formulate solutions, and connect theory with practice. However, challenges such as resource limitations and the need for teacher training can impact its effectiveness. The implications of this research suggest the need for intensive teacher training and systematic integration of the problem-solving method into the social studies curriculum to improve educational quality. Future research is recommended to explore different educational settings and additional method combinations to deepen understanding of problem-solving implementation in social studies education.

Using lesson study to help mathematics teachers enhance students’ problem-solving skills with teaching through problem solving

As a central objective, problem-solving skills are important in the mathematics curricula of many countries. However, such skills tend to receive limited and rarely systematic attention in mathematics lessons, including in the Netherlands. To address this gap, the authors adopt a specific approach that defines problem solving as integral to mathematics: Teaching mathematics Through Problem solving (TTP). In Japan, teachers often learn about TTP by performing Lesson Study (LS), an approach in which teachers work in teams to design and conduct a research lesson that allows them to learn collectively about students’ learning processes. TTP offers a promising, structured, didactical approach to introducing problem solving in mathematics lessons, and LS appears to represent an effective means for teachers to learn about TTP. To test this proposition, the current study entails a TTP- and LS-based intervention implemented in two secondary schools in the Netherlands, with an explicit focus on problem-solving skills. The central research objective for this study is to determine whether this TTP-LS-intervention helps mathematics teachers incorporate problem-solving skills into their lessons and how design characteristics and mechanisms of the intervention affect the outcomes. Interviews with teachers provide insights into which characteristics of the TTP-LS intervention fostered the implementation of problem solving in their teaching practice, as well as which did not. The collected data show that the teachers regard TTP as a valuable pedagogy to teaching mathematical problem solving. They report that the joint development, implementation, and evaluation of TTP lessons in the LS cycles, and especially observations of students, has given them more tools for applying TTP pedagogy and that they use these tools to promote problem-solving skills. Elements of the TTP lessons that the teachers perceived as difficult were the lesson phases that featured discussions on solution strategies rather than finding the “right” answers. Teachers regarded LS as a suitable approach for learning about TTP. Some points for improvement also emerged from the data. For example, more support should be given to TTP-LS-teams to explain the problem-solving skills they want to target in their lessons, and to practice especially the classroom discussion and summary phase.

Review of Mathematica's Problem Solving Implementation in Elementary School

Problem solving is the ability of students to solve problems through a systematic thinking process. This research is focused on the implementation of problem solving, especially in elementary schools. This review summarizes the findings of literature studies on problem solving in elementary schools that were published from 2016-2022. Researchers use systematic. First of all the researcher formulates a research problem, then proceeds to explore relevant articles related to problem solving in elementary schools for analysis. Articles were searched using Scopus, Science Direct. From the search results obtained 142 articles related to problem solving. The results of the review revealed that 51% of the articles were the implementation of problem solving in elementary schools and 40 relevant articles were obtained.

Основные направления в решении проблем эндоскопической службы в Республике Казахстан

What is the problem?To conduct the analysis, the authors, including the President of the Kazakh Endoscopy Society, PhD, head of the Center for Expert Endoscopy and Interventional Radiology of the National Cancer Research Center (NROC) Batyrbekov K.U., took data on the organization of endoscopic care to the population at the outpatient and inpatient levels, provided at the request of the NROC by the health departments of the regions of the Republic of Kazakhstan by the results of 2021 and 9 months of 2022. It should be noted that the report on endoscopic activity involved almost only subordinate organizations of the health departments of the regions and received isolated data from private medical organizations.Questions about the state of endoscopic care in the republic, the solution of urgent problematic issues of the service have been raised repeatedly in recent years, but to date have not received proper consideration and solutions.The first open question is the lack of a regulatory framework for the endoscopic service:for 15 years of the absence of the specialty endoscopy in the nomenclature of specialties and specializations in the field of healthcare of the Republic of Kazakhstan, the endoscopic service exists without a proper methodological and regulatory framework.The second, interrelated with the first and rather acute issue in the organization of endoscopy is the recruitment and training of personnel. To date, according to available data, taking into account the population density, only 6 regions are most staffed with endoscopists (Astana, Karaganda, Kyzylorda, Kostanay, Pavlodar regions, Zhetysu region). In the southern regions (Shymkent, Zhambyl, Turkestan regions), staffing is average, in the western region, according to data for 2021 and incomplete current data, the lowest provision of endoscopists.One of the urgent problematic issues of the service is low tariffs: it is necessary to improve, revise tariffs for a number of endoscopic examinations.Visions for the implementation of problem solving. In this analytical review, the authors consider the current situation regarding the organization of endoscopic services in the Republic of Kazakhstan. The key problematic issues of the service are identified and ways to solve them are proposed. The importance of a systematic management approach in the formation of a strategy for the development of the service and the establishment of effective control on the ground, in order to increase the availability, quality and effectiveness of endoscopic care, early detection of malignant neoplasms of screening localization (colorectal cancer) in the regions of the republic was noted.Conclusions and suggestions are intended for use by the sectoral state body (Ministry of Health of the Republic of Kazakhstan), health care organizers in the preparation of regulatory legal acts and the formation of management decisions to improve the organization of endoscopic care to the population.Keywords: endoscopy, healthcare, screening, colorectal cancer, malignant neoplasms.

Implementasi Metode Pembelajaran Problem Solving Pada Pembelajaran Tematik Di Kelas IV SD Negeri 3 Pasarmadang Kecamatan Kota Agung Kabupaten Tanggamus

Problem-solving is a very effective method when applied in the learning process. Thematic learning is integrated learning that links several subjects divided into several themes and sub-themes to direct students to be more active, and creative in developing their thinking. This type of research is descriptive qualitative research. This research was conducted at elementary school 3 Pasarmadang in grade IV. The subjects of this study were the principal, the thematic teacher/class teacher, and the fourth-grade students with a total of 28 students. Data collection techniques used are observation, interviews, and documentation. The data that has been obtained during the study were analyzed by reducing the data, presenting the data, drawing conclusions, and triangulation from the results of the study. Based on the results of research and analysis on the implementation of problem-solving learning methods in thematic learning in class IV at elementary school 3 Pasarmadang, it can be concluded that the teacher makes a lesson plan (RPP) first. In the RPP there are 3 activities, namely initial activities, core activities, and closing activities. In the core activity, the teacher provides material using 6 stages of problem-solving methods, namely the problem identification stage, the representation/presentation stage of the problem, the solution planning stage, the implementing/implementing planning stage, the planning assessment stage, and the evaluation stage of the solution. At the end of the learning process, the teacher evaluates the material. From the results obtained by the researchers, the problem-solving implementation method has been able to be applied well in the fourth grade at elementary school 3 Pasarmadang.

Implementation of Problem Solving in School: From Intended to Experienced

Abstract The importance of mathematical problem solving has long been recognized, yet its implementation in classrooms remains a challenge. In this paper we put forth the notion of problem-solving implementation chain as a dynamic sequence of intended, planned, enacted and experienced activity, shaped by researchers, teachers and students, where the nature of the activity and its aims may change at the links of the chain. We propose this notion as an analytical framework for investigating implementation of problem-solving resources. We then illustrate this framework by a series of narratives from a project, in which the team of task-designers develops problem-solving resources aimed at reaching middle-school students via their teachers, who encounter these resources in professional development communities. We show how the problem-solving activity evolves along the implementation chain and then identify opportunities for mutual learning that emerge from tensions in perspectives on PS held by the different parties involved. The impact sheet to this article can be accessed at 10.6084/m9.figshare.19493903.

Gifted students’ learning experiences in systematic game development process in after-school activities

The purpose of this research is to investigate students’ learning experiences in a systematic game development process. The study was conducted at a science and arts center, where gifted students can enroll in after-school activities. Fifteen students and one instructor participated in a 12-week problem-solving implementation. During the last five weeks of the process, the students were engaged in developing educational computer games based on a game design model. Our findings showed that the game design model used in the study allowed the students to become aware of professional game development activities, such as identifying a target audience, prototyping, and evaluation. Furthermore, this game design model enabled a more systematic and faster implementation of the game development activity. The results of the research also showed that game development activity yielded important educational outcomes for the students to become skillful at problem-solving and convey their feelings/thoughts to the artifacts through the experience of the design process.

Mathematical problem-solving skills of junior high school students

Student problem-solving skill is the focus of mathematics learning. Students are expected to have specified skills to solve mathematical problems. This study aimed to describe students’ mathematical problem-solving skills at a junior high school in Calang. The method used in this study was qualitative. Two year-9 students were selected by purposive sampling as the participants. Data collection was conducted using a test and interview. The test comprised mathematical problems, aiming to determine students’ ability to solve the problems. The interview was conducted to verify the students’ answer, as some indicators were not fulfilled without the interview. The results showed that the students’ mathematical problem-solving skills were poor. The students did not understand the problems well. They had a plan for solving the problems, but it was not in line with the concept. Their problem-solving implementation was not in order, and they did not recheck their solution. This finding implies that teachers need to pay attention to students’ skills in solving non-routine problems. Teachers should use contextual word problems that are directly related to students’ daily life so that students feel familiar with the questions.

Mapping Students' Problem-Solving Skills in Physics Subject After Inquiry Learning at Class X SMAN 1 Prambanan

Problem-solving skills is necessary to be mastered by students to help them in solving the problems of their daily life in the future. The purpose of this study was to map the student problem-solving skills after inquiry learning in Physics subject, impulse, and momentum in class X SMAN 1 Prambanan, Yogyakarta. Experimental research model with one-shot case study design was used in this study. Data collection was performed through essays at the end of the learning process. The results of the mapping show that students have different problem-solving skills levels at each stage. At the stage of problem identification, students were in a very good category. At the stage of planning the problem solution and problem-solving implementation, the students were in a good category, while in results evaluation, the students were in a fairly good category. The result of this study can contribute to giving the point of view to the teacher about students' problem-solving skills level based on the indicators as well as giving the additional information as a literature in the topic of students’ problem-solving skills after inquiry learning.

The Effect of Problem Solving Course on Pre-Service Teachers’ Beliefs about Problem Solving in School Mathematics and Themselves as Problem Solvers

Problem solving in schools begins with mathematics teachers. The degree to which mathematics teachers are prepared to teach for, about and through problem solving influences on their implementation of problem solving in school. We conducted a small scale study where we examined the effect of implementation of heuristic strategies and Polya’s steps in mathematics method course. We assessed pre-service teachers’ knowledge and attitudes about them as problem solvers before and after the course. Moreover we assessed their beliefs of problem solving in school mathematics. Those beliefs were assessed in two occasions: right after the course and after finished teaching practice. Although students’ knowledge on problem solving was improved, the results of students’ beliefs show that it is important that pre-service teachers, and consequently in-service teachers, are constantly reminded on the positive effect of constructivist and inquiry-based approach on teaching mathematics.

Resolución de problemas en la enseñanza del cálculo diferencial e integral en una variable: Perspectiva de los docentes de matemática

Las líneas de investigaciones en resolución de problemas en la enseñanza de las matemáticas son muchas y con similitudes y discrepancias entre sí. En particular, lo que se entiende por resolución de problemas presenta diferencias entre la teoría y la práctica. En la enseñanza de la matemática superior, el cálculo diferencial e integral en una variable es un área rica para el uso de la resolución de problemas por sus contenidos y la cantidad de carreras universitarias que la incluyen en sus planes de estudios. Por esto se quiso indagar sobre el uso que le dan docentes de matemática a la resolución de problemas en la enseñanza del cálculo diferencial e integral en una variable. Para esto se aplicó un cuestionario a docentes con experiencia en la enseñanza del cálculo diferencial e integral en una variable de la Universidad de Costa Rica, la Universidad Nacional, el Instituto Tecnológico de Costa Rica y la Universidad Estatal a Distancia. Los resultados revelan contradicciones entre las concepciones de docentes sobre lo que es un problema matemático y su implementación en el aula.

Institutionalizing place-based policing: the adoption of a Case of Place approach

PurposeResearch shows that crime and disorder tend to concentrate in small, geographic locations and that place-based and problem-solving policing strategies can impact crime and disorder without displacing it to neighboring areas. However, implementation of problem-solving is a challenge. Loosely defined locations, shallow problem analysis, and distractions to problem-solving are cited implementation shortcomings. These shortcomings may be overcome by using the Case of Place approach, a case management strategy focused on documenting and analyzing place-based dynamics and characteristics to inform and direct policing strategies. The paper aims to discuss these issues.Design/methodology/approachThe current study describes the adoption of the Case of Place approach in an urban police agency’s operations and performance management system. The authors utilize implementation theory to explore and explain the adoption of this new place-based strategy.FindingsKey findings reveal important structural and cultural challenges to implementation. Structural challenges included modifying supervision structures, creating new positions, decentralizing analytical functions, and redirecting resources to problem-solving. Cultural challenges observed included emphasizing problem-solving as an organizational priority, integrating crime analysts into neighborhood precincts, and centering performance management processes around problem-solving.Originality/valueThe authors explore how implementation dynamics impact the adoption of new policies and practices, and offer a number of propositions for the use of the Case of Place approach within a place-based strategy portfolio.

A Longitudinal Analysis of the Relations Among Professional Development, Educators’ Beliefs and Perceived Skills, and Response-to-Intervention Implementation

ABSTRACTProfessional development is a critical systems-level intervention thought to facilitate Response-to-Intervention (RtI) implementation. The current study examined the relations between professional development, educator outcomes, and problem-solving implementation within an RtI framework using growth curve modeling. School leadership teams from pilot schools (n = 34) participated in 3 years of training. Pilot schools also received job-embedded coaching. Comparison schools (n = 27) provided a referent group. Results indicated that problem-solving implementation increased faster at pilot schools (β = 0.10, SE = 0.05, t = 2.03, p < .05). In addition, beliefs regarding data-based decision-making (β = 0.36, SE = 0.17, t = 2.13, p < .05) and perceived problem-solving skills applied to academics (β = 0.30, SE = 0.10, t = 3.07, p < .01) positively related to implementation. Implications include the needs to further explore professional development activities and for consultants to utilize evidence-based professional development principles when supporting RtI implementation.

Relationship Between Systems Coaching and Problem-Solving Implementation Fidelity in a Response-to-Intervention Model

ABSTRACTThe literature on RTI has indicated that professional development and coaching are critical to facilitating problem-solving implementation with fidelity. This study examined the extent to which systems coaching related to the fidelity of problem-solving implementation in 31 schools from six districts. Schools participated in three years of a state-level professional development initiative to implement RTI practices. Each school received ongoing coaching through job-embedded training, technical assistance, and evaluation support. Data on quality of coaching received, continuity of coaching (i.e., coaching provided by the same individual over time), changes in educator beliefs and perceived skills, and problem-solving implementation fidelity were examined through multilevel modeling (MLM) procedures. Results indicated that coaching continuity positively related to RtI implementation fidelity. Implications for systems coaching practices to support problem-solving and RTI implementation are discussed.

An Investigation of Secondary Teachers’ Understanding and Belief on Mathematical Problem Solving

Weaknesses on problem solving of Indonesian students as reported by recent international surveys give rise to questions on how Indonesian teachers bring out idea of problem solving in mathematics lesson. An explorative study was undertaken to investigate how secondary teachers who teach mathematics at junior high school level understand and show belief toward mathematical problem solving. Participants were teachers from four cities in East Java province comprising 45 state teachers and 25 private teachers. Data was obtained through questionnaires and written test. The results of this study point out that the teachers understand pedagogical problem solving knowledge well as indicated by high score of observed teachers‘ responses showing understanding on problem solving as instruction as well as implementation of problem solving in teaching practice. However, they less understand on problem solving content knowledge such as problem solving strategies and meaning of problem itself. Regarding teacher's difficulties, teachers admitted to most frequently fail in (1) determining a precise mathematical model or strategies when carrying out problem solving steps which is supported by data of test result that revealed transformation error as the most frequently observed errors in teachers’ work and (2) choosing suitable real situation when designing context-based problem solving task. Meanwhile, analysis of teacher's beliefs on problem solving shows that teachers tend to view both mathematics and how students should learn mathematics as body static perspective, while they tend to believe to apply idea of problem solving as dynamic approach when teaching mathematics.

Born to Fail? Policing, Reform and Neighbourhood Problem Solving

The issue of problem solving as a component of neighbourhood policing is an important and potentially highly problematic one. The UK government claims in its 2008 Green Paper, From the Neighbourhood to the National, to be ‘absolutely committed to neighbourhood policing as the bedrock for local policing in the 21st Century’. Yet experience tells us that implementation of problem solving is likely to be far from straightforward. This article draws attention to the many obstacles identified over 25 years of experimentation with the principles of problem solving. The article examines what is known about implementation of problem solving in the police service and the factors which influence its delivery. It draws attention to lessons learnt and the implications for the delivery of neighbourhood policing.

An analysis of in-service Mathematics teachers' conceptions of problem-solving in the subject at Midlands State University in Zimbabwe

The study investigated a group of mathematics in-service teachers' conceptions of problems and problem solving in the subject. Such conceptions were premised to have a mediatory role on the teachers' pre-disposition to implement problem solving strategies in their instructional practices. It was motivated by the observation that problem solving was not being implemented effectively in mathematics instructional situations in most schools.The study subjects were 34 mathematics in-service teachers enrolled for the Bachelor of Education degree at Midlands State University in Zimbabwe in 2006. The research instrument was a questionnaire designed to find out what they perceived to be mathematics problems and problem solving. Data was collected during their residential tutorial session in August 2006.The results indicated that the teachers had a view of mathematics problems which was limited to the standard drill exercises and translation tasks which are common in most mathematics textbooks. Such tasks were also rated as having a lot of mathematics content, were useful in teaching, and would be used very often in the subject's instruction. This was found to be a view which was likely to militate against effective implementation of problem solving as an instructional mode.The study recommended the re-examination of mathematics teacher preparation courses so that they make problem solving a more central and critical component of the programme. Availing literature on problem solving to school libraries and mathematics departments could also motivate teachers to utilise this instructional strategy. In-service workshops for practising teachers could be adopted mainly for advocacy purposes.

Fidelity of Problem-Solving Implementation and Relationship to Student Performance

This study examined the fidelity of problem-solving implementation by multidisciplinary teams (MDTs) in 227 schools and the relationship to student outcomes. Judgments about fidelity of problem-solving implementation and student goal attainment were derived from independent ratings of work products submitted by MDTs. Highest fidelity scores were evident for “Behavioral Definition of the Problem” and “Clearly Identified Goal;” lowest fidelity scores were demonstrated for “Hypothesized Reason for the Problem” and “Treatment Integrity.” Ratings of student goal attainment indicated positive student change during problem-solving implementation. Statistically significant but modest correlation coefficients were demonstrated between ratings of student outcomes and ratings of six of the eight problem-solving components. Stepwise multiple regression of student outcome ratings on ratings of implementation fidelity demonstrated that two problem-solving components (“Clearly Identified Goal” and “Data Indicating Student Response to Intervention”) were significant predictors, accounting for 8% of the variance in student outcome (F=11.09, p <.001).