Improve Problem Solving Research Articles

Problem-solving therapy for suicide prevention in veterans with moderate-to-severe traumatic brain injury.

Develop and test the acceptability and feasibility of Problem-Solving Therapy for Suicide Prevention (PST-SP), a group intervention aimed at improving problem solving and preventing suicide, among Veterans with hopelessness and moderate-to-severe traumatic brain injury (TBI). Following treatment development, 16 U.S. Veterans with moderate-to-severe TBI and a Beck Hopelessness Scale score ≥4 participated in an acceptability and feasibility pilot study of PST-SP at a Veterans Affairs Medical Center. Participants completed the Client Satisfaction Questionnaire-8 (CSQ-8) and Narrative Evaluation of Intervention Interview (NEII) after participating in PST-SP. PST-SP was developed for Veterans with moderate-to-severe TBI and hopelessness. 75% (n = 12) of participants enrolled in the pilot study attended ≥80% of PST-SP sessions. Participants reported high satisfaction with PST-SP (CSQ-8 M = 27.8 out of 32; SD = 4.78; range 14-32) and described the intervention as valuable, beneficial, and without negative effects (NEII). Results from measures of acceptability and attendance suggest that PST-SP is an acceptable and feasible intervention for Veterans with hopelessness and moderate-to-severe TBI. Findings support readiness to examine efficacy of the intervention in a Phase II randomized controlled trial. (PsycINFO Database Record

Are Diverse Legislatures More Likely to Address Environmental Justice? Evidence from the 50 States

In this paper we argue that greater diversity in state legislatures makes them more likely to address environmental justice because greater diversity improves problem solving on complex tasks and better represents the perspectives of marginalized and excluded groups who are most likely to be affected by these problems. Taking diversity in state legislatures into account helps us to understand why some legislatures are more active on these important problems than others, providing insight into state policymaking as well as the role of diversity in enable groups better to grapple with pressing public problems. It also applies arguments about the impact of descriptive representation to a new area (EJ) and in a new way (focusing on the collective impact of diversity, rather than the distinctive behavior of individual legislators).

Problem Solving Reasoning and Problem Based Instruction in Geometry Learning

This research aims to analyze the comparison Problem Solving Reasoning (PSR) and Problem Based Instruction (PBI) on problem solving and mathematical communication abilities viewed from Self-Regulated Learning (SRL). Learning was given to grade 8th junior high school students. This research uses quasi experimental method, and then with descriptive analysis. Data were analyzed using two-ways multivariate analysis of variance (MANOVA) and one-way analysis of variance (ANOVA) with different cells. The result of data analysis were learning model gives different effect, level of SRL gives the same effect, and there is no interaction between the learning model with the SRL on the problem solving and mathematical communication abilities. The t-test statistic was used to find out more effective learning model. Based on the test, regardless of the level of SRL, PSR is more effective than PBI for problemsolving ability. The result of descriptive analysis was PSR had the advantage in creating learning that optimizing the ability of learners in reasoning to solve a mathematical problem. Consequently, the PSR is the right learning model to be applied in the classroom to improve problem solving ability of learners.

The Effectiveness of Malcolm’s Modeling Based On KWL Thinking Strategy towards The Problem Solving Skills

The learning model that can be implemented to improve problem solving skills is Malcolm’s Modeling. The objectives of this research were (1) to measure problem solving skill of the students who was taught by Malcom’s modeling based on KWL thinking strategy towards the minimum criteria scores; (2) to compare the students on problem solving skill who received Malcom’s Modeling based on KWL Thinking Strategy and expository learning model in the chapter of Scientific Notation. The population of this research were the students of seventh grade in Tainan Municipal Jincheng Junior High School in the academic year of 2016/2017. By simple random sampling technique, class 705 was selected as the experiment class and class 711 was selected as the control class. The data were collected by using some instruments, they were test and documentation. Data analysis used SPSS software and excel for t-test and proportion test. The results of the research showed that : (1) Malcom’s modeling based on KWL thinking strategy gained good result to the scores of the students; (2) the problem solving skill of the students who received Malcom’s Modeling using KWL Thinking Strategy was better than that skill of the students who received expository learning model.

Internet-based cognitive behavioural therapy for young people with suicide-related behaviour (Reframe-IT): a randomised controlled trial

BackgroundSuicide-related behaviours are common in young people and associated with a range of negative outcomes. There are few evidence-based interventions; however, cognitive behavioural therapy (CBT) shows promise. Internet delivery of...

Where Did They Go Wrong? Identifying Student Strategies Used in Analytic Thinking, Evaluating Data, and Problem Solving

This formative study was undertaken to identify and evaluate strategies students use solving nutrition problems so that ineffective strategies can be addressed in instruction to improve future course outcomes. Exploring strategies students use in answering nutrition questions will help instructors tailor instruction to improve learning. One hundred and twenty-three student volunteers (129 undergraduates enrolled) from 2 sections of an introductory nutrition course completed a 10-item quiz administered at the end of the semester. Students included nutrition majors and nonmajors seeking general education science credits. At this university general education science courses must demonstrate analytical thinking, problem solving, and interpreting/evaluating data. These types of learning are incorporated into topics on healthy eating, introductions to macronutrients, micronutrients, and food safety, with face-to-face instruction for 16 weeks. Students described methods used to solve 3 quiz items. Investigators reviewed methods and the correctness of the solution. To interpret body mass index values, students who used a table (48%) were correct more often than those relying on memory (51%). To identify food group deficiencies given relevant data, most students partitioned food to groups (71%) but only one-fifth obtained necessary information from charts defining quantities and specific recommendations (21%). To calculate Estimated Energy Requirement, students used the given formula (70%) or guessed (20%). Over 60% of students using the formula gave incorrect answers due to difficulty with computations or converting units. Encouraging students to use appropriate tables should increase success over relying on memory. Mastering unit conversions and reviewing order of operations should improve problem solving successes.

Meningkatkan Kemampuan Representasi Matematis melalui Penerapan Model Problem Based Learning

The ability of representation is one of the important components to develop students' thinking skills, because this capability is instrumental in helping students to transform abstract ideas into real idea and it can train students to improve problem solving skills with a variety of forms including pictures, diagrams, mathematical expressions, or words or written text. One model of learning that increases the ability of the mathematical representation is a learning model of problem-based learning. This research aims to: 1) determine a mathematical representation increased ability of students taught with problem based learning models 2) the interaction between the learning model of problem-based learning and grouping of students to increase the ability of the mathematical representation. This research is a quantitative research with an experimental method, that has pretest-posttest group design. The population was all students of class X SMA UnggulPidie Jaya by samples of two classes, namely class X3 as an experimental class and class X2 as the control class. The data collection was done by using test. Then analyzed by t -test and ANOVA at the 0.05 significance level after testing prerequisites are met. Based on the analysis we can conclude that: 1) to improve the mathematical representation of students who applied learning model of problem based learning is better than an increase in the ability of the mathematical representation of students who received conventional learning. 2) there is no interaction between the learning model and grouping of students to increase the ability of mathematical representation.

Developing Science Learning Material with Authentic Inquiry Learning Approach to Improve Problem Solving and Scientific Attitude

<p>This research was conducted to (1) produce science material learning based Authentic Inquiry Learning which is appropriate to improve problem solving and students scientific attitude; (2) know the potency of developing scientific attitude in science learning material based authentic inquiry learning; and (3) know the potency of developing scientific attitude in science learning material based authentic inquiry learning. The research method was Research and Development (R & D), by pointing to Four D models and Borg & Gall Model. There were 4 main phases (define, design, develop, disseminate) and additional phases (preliminary field testing, main product revision, main field testing, and operational product revision). The instruments used included product validation questionnaire, problem solving test, observation sheet of problem solving, and scientific attitude questionnaire. Result data of validation, problem solving test, scientific attitude questionnaire were analyzed descriptively. The result showed that : (1) science learning material based authentic inquiry learning that was developed was considered as very good by expert lecturers and teachers, and it was appropriate to use in learning process; (2) science learning material based authentic inquiry learning could improve students’ problem solving; (3) science learning material based authentic inquiry learning could improve students’ scientific attitude.</p>

Enhancing memory and imagination improves problem solving among individuals with depression.

Recent work has revealed links between memory, imagination, and problem solving, and suggests that increasing access to detailed memories can lead to improved imagination and problem-solving performance. Depression is often associated with overgeneral memory and imagination, along with problem-solving deficits. In this study, we tested the hypothesis that an interview designed to elicit detailed recollections would enhance imagination and problem solving among both depressed and nondepressed participants. In a within-subjects design, participants completed a control interview or an episodic specificity induction prior to completing memory, imagination, and problem-solving tasks. Results revealed that compared to the control interview, the episodic specificity induction fostered increased detail generation in memory and imagination and more relevant steps on the problem-solving task among depressed and nondepressed participants. This study builds on previous work by demonstrating that a brief interview can enhance problem solving among individuals with depression and supports the notion that episodic memory plays a key role in problem solving. It should be noted, however, that the results of the interview are relatively short-lived.

Excellent execution in new product development: Improving problem solving

NEW product development inevitably requires solving new problems, innovating, and being creative. Managers can improve their teams' proficiency in creativity, problem solving and new idea generation by strengthening four measurable, trainable competencies.

Conflict Management in Teams

Successful teams have three things in common: (1) they meet their performance goals, (2) their members feel satisfied that they are learning/benefiting from being a part of the team, and (3) the process the team uses to collaborate sets it up for future success. Recent research, however, suggests that only about 25% of teams meet these criteria. The rest of the teams typically experience less-than-ideal processes and a decline in performance and/or satisfaction. This technical note explores what goes wrong with teams, the ways in which conflict can both help and hurt a team, and how a team can harness the benefits and limit the liabilities of conflict. Excerpt UVA-OB-1072 Mar. 4, 2015 Conflict Management in Teams Successful teams have three things in common: (1) they meet their performance goals, (2)their members feel satisfied that they are learning/benefiting from being a part of the team, and (3)the process the team uses to collaborate sets it up for future success. Recent research, however, suggests that in as little as five weeks of working together, only about 25% of teams meet these criteria. The rest of the teams typically experience less-than-ideal processes and a decline in performance and/or satisfaction. So what goes wrong? Most team members report that conflict among team members gets in the way of effective teamwork, and this conclusion is largely supported by academic research. The effect of conflict on teams is not always straightforward, however. Under the right conditions, for example, conflict can stimulate divergent thinking and lead to improved problem solving. On the other hand, it also tends to increase defensiveness, distract members from effective problem solving, and generate interpersonal animosity. So what determines whether a team can harness the benefits and limit the liabilities of conflict? More than a decade of research provides a clear answer: how team conflict is managed. Because conflict happens in all teams (even the most effective ones), the presence of conflict has little bearing on whether one team is more successful than another. The factor most important to team success is how teams handle conflict when it does arise—and there are clear and reliable patterns associated with (in)effective conflict management. These patterns center on a critical tradeoff that teams implicitly or explicitly make when deciding how to deal with their conflict: the tradeoff between getting work done and making individual members happy. . . .

Effect Size Of Pakem Model Implementation In Mathematic Learning On Improving Student’s Problem-Solving Mastery On Function Material At Junior High School

This research is motivated by the level of junior high school students' mathematical problem solving was still low. Based on the preliminary study which conducted by one of the schools in Batam shows the average score for mathematics was 62 for 100 scale. The purpose of this study is to obtain and investigate the improvement of students' problem-solving mastery on relations and functions material as the effect of PAKEM model. The research method which used is pre-experiment and with one group pretest-posttest design. The subjects of this study were VIII grade students of one of the first junior school in Batam at odd semester 2015-2016 academic year, totally 32 students. Sample of this research were taken by random sampling technique. Students’ problem solving mastery was measured by using problem-solving test, whereas the students’ problem-solving mastery improvement between before and after the concept of effect size implementation was calculated to find the effect size of applying the PAKEM model. The result showed that the effect size of applying the PAKEM model on improving problem solving mastery is 3.3, it means, the PAKEM model implementation on improving problem-solving mastery on function has a strong influence. It can be concluded that the PAKEM model implementation can improve problem solving mastery.

Development of multi-representation learning tools for the course of fundamental physics

This research is aimed at designing a learning tool based on multi-representation that can improve problem solving skills. It used the research and development approach. It was applied for the course of Fundamental Physics at Universitas PGRI Semarang for the 2014/2015 academic year. Results show gain analysis <g> value of 0.68, which means some medium improvements. The result of t-test is shows a calculated value of 27.35 and a table t of 2.020 for df = 25 and α = 0.05. Results of pre-tests and post-tests increase from 23.45 to 76.15. Application of multi-representation learning tools significantly improves students’ grades.

The Effect of Team Projects on Education Satisfaction

Background/Objectives: By recognizing team efficacy, interpersonal relationship, and activeness in problem solving as key factors affecting class satisfaction, this study seeks to investigate their causality in actual university team project-based classes. Methods/Statistical Analysis: In this research, survey was performed to collect data. The total of 200 survey questionnaires was distributed during a break in the middle of class. Of them, 34 sets were excluded for missing response, plural response and lining of the same answer inappropriate for study research, leaving 166 sets for the final analysis. For this study research, IBM SPSS v22, IBM AMOS v22, and Microsoft Excel 2013 were utilized. Findings: As a result of this study, the attitude toward learning, team efficacy, and problem solving capability was found to have a positive effect on class satisfaction. Whereas interpersonal relationships showed no effect on class satisfaction, attitude toward learning and team efficacy showed a positive effect on interpersonal relationship and team efficacy showed an effect on problem solving capability. Interpersonal relationship and problem solving capability were found to function as a mediator among team efficacy, attitude toward learning and class satisfaction. Application/Improvements: Based on research results, interpersonal relationship is deemed most appropriate to improve problem solving capability. Also team efficacy and attitude toward learning were found to increase interpersonal relationship.

액션러닝을 활용한 노인간호학실습 수업 운영의 효과

본 연구는 노인간호학실습 교육에 액션러닝의 팀 학습 방법을 활용한 교육과정을 운영하고 간호대학생의 문제해결능력, 의사소통능력 및 팀 효능감에 미치는 영향을 알아보고자 시도되었다. 연구대상은 2015년 3월 9일부터 2015년 6월 19일까지 Y대학 간호학과의 노인간호학 실습 교과목을 수강신청한 간호학과 3학년생 전체를 편의표집 대상으로 하여 실험군은 A, B병원으로 실습을 나가는 학생들 중에서 연구의 목적을 이해하고 참여에 동의한 학생 40명, 대조군은 동일 간호대학 3학년 학생들 가운데 실험군과 겹치지 않는 병원(C, D, E병원)에 실습을 낙가는 학생 40명을 선정하여 액션러닝을 2주간 적용하였다. 수집된 자료는 SPSS/WIN 21.0 program을 이용하여 하여 일반적 특성과 실험군과 대조군의 사전 동질성 검증은 <TEX>${\chi}^2$</TEX>-test, t-test, 실험처치 효과에 대한 검증은 independent t-test를 실시하여 분석하였다. 액션러닝을 적용한 결과 실험군은 대조군에 비해 문제해결능력, 의사소통능력 점수는 유의하게 향상되었으나, 팀 효능감은 유의한 차이가 없었다. 결론적으로 액션러닝은 간호학생들의 문제해결능력 및 의사소통능력의 향상을 가져올 수 있고 학습성과 기반 교육과정에서 매우 유용한 교수학습방법이 될 수 있을 것이라 본다. This study was conducted to examine the effects of a gerontological nursing clinical practice course using action learning on undergraduate nursing students. The subjects were 75 undergraduate nursing students from Y University. Data were analyzed using SPSS/Win 21.0. There were significant improvements in problem solving (t=3.58, p<.001) and communication (t=4.15, p<.000) in the experimental group compared to the control group. This study provides evidence that gerontological nursing courses improve undergraduate nursing students' problem solving and communication skills. Accordingly, this course would be a useful teaching and learning method in nursing programs of outcome based curriculum.

The Efficacy of Concept Mapping Instructional Strategy in Remedying Students' Problem-Solving Difficulties in Stoichiometry

Concept mapping strategy has been found to be effective in science education. However, its comparative effect in remedying male and female students’ problem-solving difficulties in stoichiometric tasks has not been documented. The study aimed at finding the role of concept mapping in remedying students’ problem-solving difficulties in stoichiometry. The pre-test-post-test-control group design was employed. 60 male and female students were randomly selected, pretested and assigned into control and concept mapping groups. The control group was taught using lecture method, while the experimental group was taught using concept mapping. A Stoichiometric Problem Solving Test (SPST) was developed and used. Analyses of post-test mean scores using t-test (α = 0.05) showed that there was a significant difference between the post-test means scores of students taught stoichiometry using concept mapping strategy and those in the control. No significant difference between the post-test means scores of male and female students taught using concept mapping strategy was found. The efficacy of concept mapping strategy in enhancing students’ problem solving ability in stoichiometry among male and female students was therefore established. The study recommended the use of concept mapping strategy by chemistry teachers to teach stoichiometry to improve problem solving among male and female students.

Does Problem-Based Learning Improve Problem Solving Skills?—A Study among Business Undergraduates at Malaysian Premier Technical University

&lt;p class="apa"&gt;Problem-based Learning (PBL) approach has been widely used in various disciplines since it is claimed to improve students’ soft skills. However, empirical supports on the effect of PBL on problem solving skills have been lacking and anecdotal in nature. This study aimed to determine the effect of PBL approach on students’ problem solving skills using a quasi-experimental non-equivalent group pretest–posttest design. Fifty management students from a premier Technical University in Malaysia were assigned to experimental and control groups. In the experimental group, students were given four problems to be solved and their solutions of the problems given were assessed in terms of their accuracy and quality. Students in the control group received conventional classroom instructional design. Results indicate that students in the experimental group have better problem solving skills (&lt;em&gt;z&lt;/em&gt;: -4.220, &lt;em&gt;p&lt;/em&gt;: 0.001 for accuracy and &lt;em&gt;z&lt;/em&gt;: -2.594, &lt;em&gt;p&lt;/em&gt;: 0.009 for quality) compared to those who were not exposed to the PBL approach. This finding substantiates the use of PBL as an effective instructional tool to improve students’ problem solving abilities.&lt;/p&gt;

경도장애 학생들의 수학적 문제해결을 위한 폴리아의 전략 효과 연구

This study attempted to figure out new teaching method of mathematics teaching-learning by applying Polya`s 4-level strategy to mild disability students at the H Special-education high school where the research works for. In particular, epilogue and suggestion, which Polya stressed were selected and reconstructed for mild disability students. Prior test and post test were carried by putting the Polya`s problem solving strategy as independent variable, and problem solving ability as dependent variable. As a result, by continual use of Polya`s program in mathematics teaching course, it suggested necessary strategies to solve mathematics problems for mild disability students and was proven that Polya`s heuristic training was of help to improve problem solving in mathematics.

Unraveling the key to innovative problem solving: a test of learning versus persistence

The possibility that variation in the propensity to forage innovatively is attributable to variation in cognition is a matter of debate. Motor flexibility and persistence offer alternative viewpoints. The present study used a computational model to evaluate the relative contribution of these mechanisms to the innovation process. We modeled the effects of low and high motor flexibility on problem-solving performance, which provided a baseline against which to examine how performance changed when combined with operant learning or persistence. We titrated our models through a wide range of parameter values in order to explore where in the outcome space biologically meaningful effect sizes are likely to be detected. The baseline model accurately reproduced an enhancement of performance when relative frequencies of motor expression were balanced (high motor flexibility) rather than skewed (low motor flexibility). Operant learning enhanced performance, but only when agents persisted until they solved and only when motor flexibility was low. In scenarios where agents gave up even if they had not solved, persistence in response to occurrence of secondary cues improved problem solving in both motor flexible and motor inflexible individuals. In scenarios, where the benefits of persistence and learning were compared directly, the benefits of persisting were typically equal, if not greater than those of learning. Given the high metabolic cost of neural tissue, our simulations predict that selection for enhanced problem solving should select for processes that increase persistence (e.g., personality changes) rather than learning.

Modelling Constraints in the Conceptual Design Process with TRIZ and F3

Constraint stimulates creativity and is the key to understanding complexity. The benefit of the constraint-based problem is that it can spark ideas for new knowledge, new possibilities, and new opportunities. In every design, boundaries, controls and restraints exist. The constraint model in this paper shows the relationship among Form-Fit-Function (F3), Functional Analysis Model (FAM) and Su-Field. The constraint-based techniques improve problem solving in the preliminary design and satisfy ideal conceptual design. Constraints lift and improve creativity by reframing problems in a creative way. The best way to visualize constraints is by adopting design parameters and embedding them in the conceptual design stage, and continuously diagnosing them to ensure that the design does not violate the constraint requirements. This paper aims to model design constraints as a criterion for generating creative ideas and solutions, and suggest as a systematic entity in the conceptual design process. The model will be useful as a guide for developing an understanding of constraints in the conceptual design process.