Independent Problem-solving Skills Research Articles

The Impact of Large Language Models on Programming Education and Student Learning Outcomes

The Impact of Large Language Models on Programming Education and Student Learning Outcomes

Academic Integrity in a Digital Era: Should the Use of ChatGPT Be Banned in Schools?

Purpose: This paper is to examine the ethical implications of the use of ChatGPT in academia. Design/methodology/approach: This study reviews the previous research and cases associated with using a generative AI, such as ChatGPT, to effectively use ChatGPT in education for teachers and students by examining the negative (especially ethical issues) and positive aspects of ChatGPT. Findings: The findings of this research are that the usage of ChatGPT in schools has both negative and positive aspects. The results of this study indicated that effectively incorporating ChatGPT into educational settings: 1) identify opportunities to integrate ChatGPT into the curriculum; 2) define the specific goals and objectives to be achieved using ChatGPT in classes; 3) establish clear guidelines and boundaries for using ChatGPT; and 4) emphasize the importance of critical thinking and independent problem-solving skills with ChatGPT. Research limitations/implications: Considering the lack of previous research on ChatGPT, the limitations of this study lie in the fact that it is not based on empirical research with actual data. Originality/value: This study suggests potential opportunities and challenges for educational institutions, students, policymakers, and users regarding the using ChatGPT.

Theoretical and Methodological Analysis of the Formation of “Soft-skills” in Higher Education Students of Pedagogical Specialties of Higher Education Institutions of Ukraine

The purpose of the study is to carry out a theoretical and methodological analysis of the formation of “soft-skills” in higher education students of pedagogical specialties of higher education institutions of Ukraine. The study is based on system analysis, forecasting methods, comparative analysis, specification, and the study of modern legislative materials. The results highlight the interpretation and differences in the theoretical foundations of hard skills and soft skills. Attention is also drawn to the peculiarities of soft skills of applicants for higher pedagogical education in Ukraine. It is crucial to incorporate the "Six Thinking Hats" methodology, which encourages the development of independent problem-solving skills by approaching challenges through the lens of one mental action at a time. Implementing this approach necessitates significant student engagement. In Ukraine, teacher motivation represents a multifaceted element within the teacher training system. Additionally, outdated training methods pose another challenge that needs to be addressed. The conclusions emphasize innovative approaches to understanding the conditions for the development of soft skills, as well as the need to take into account the materials of state control bodies as sources for an objective analysis of the situation.

Economics in primary schools: an empirical experiment from Hungary

The paper highlights the importance and relevance of introducing economic studies to primary schools. The research aimed to investigate the appropriate age, environment, type, and composition of presentation for introducing combined economic knowledge. The 190 students participating in the research were students from three primary schools in Hungary from 10 classes. Given the fact that in the case of all of the significant results, a sufficient effect size could be measured, and furthermore, the relevant test value was very high, it is unambiguously proven that the size of the sample (n = 190) that was used for the examination was sufficient. The results suggest that teaching economic and financial knowledge through accounting and making lectures interactive using special tools of positive education is critical to stimulating children’s interest. Eighty percent of the students in the study liked the combined and interactive lecture. Another goal was to investigate whether those that liked the presentation would perform better on the related knowledge test, which proved to be the case. In the two target groups, students in grade 6 outperformed students in grade 3 on the test. An investigation of gender performance is also included in the research. Findings suggest that the respective education may appropriately be developed based on the close relationship between mathematics and accounting. The lectures can be adapted according to any national or international accounting standards (IFRS, etc.) and can be taught in an online classroom as well. The lectures aim to develop children’s independent problem-solving skills so they can adapt the information to their own lives and financial situations. The paper fills a gap in the research by describing a successful attempt to complex economic literacy.JEL Classification codeA29, M21, M41

Effect of problem-based learning approach on students’ achievement in trigonometry

This study investigated the effect of the problem-based learning approach on students’ achievement in Trigonometry in Senior High Schools in the Hohoe Municipality of Volta region in Ghana. The research was a mixed method that employed a quasi-experimental non-equivalent comparison group design to compare the achievements of students exposed to a problem-based learning approach and that of the traditional approach. A convenient sampling technique was used to select two Senior High Schools in the Hohoe Municipality which served as comparison and experimental groups respectively. Data was collected using instruments such as questionnaires, trigonometric achievement tests, and semi-structured interviews. A sample of 94 students comprising of 45 in the comparison group and 49 in the experimental group was used for the study. The findings revealed that the problem-based learning approach is very effective for teaching and learning of trigonometry since it promoted students’ active participation in the instructional process, content mastery and improved their creative thinking and independent problem-solving skills.

The Effect of Clinical Anatomy Integration on Medical Student Academic Performance and Learning Approach

IntroductionIntegration of clinical procedures have been shown to help motivate medical students to recognize the utility and importance of basic science concepts and develop independent problem‐solving skills. To date, no studies have quantified the effects clinical procedure demonstrations have on first‐year medical anatomy course performance and retention. The purpose of this study was to facilitate three anatomy learning sessions each with the integration of a clinical procedure. We hypothesized students who observe a clinical procedure demonstration would exhibit better academic performance, retention, and a deeper learning approach. Additionally, we hypothesized that students who perceive the demonstrator to have more clinical experience would exhibit the highest academic performance and deepest learning approach.MethodsFirst‐year medical students at Lake Erie College of Osteopathic Medicine were recruited (n=63) via email. Over three 30‐minute sessions, participants were exposed to the anatomy of the thigh (n= 45), thorax (n= 41), and neck (n= 42). Sessions were structurally similar and contained information regarding surface anatomy, muscles, neurovasculature, and clinical correlates. Each session included discussion of a clinical procedure: Femoral nerve block, thoracentesis, and fine needle aspiration of the thyroid gland, respectively. Participants were semi‐randomized into three groups based on learning approach, and each received clinical information using a different method: Physician demonstration, PhD student demonstration, or PowerPoint slide with no demonstration. Learning was assessed using a 15‐question multiple choice pre‐, post‐, and retention test. Learning approach was assessed using the Approach and Study Skills Inventory. Student opinions were collected using two open‐response questions. Anatomy course exams were also analyzed to compare differences between study participants and non‐participants.ResultsAll three study groups significantly increased knowledge from pre‐ to post‐test; no difference in post‐test scores across groups was detected. Participants displayed no differences in learning approach. Students who experienced a Physician demonstration during the Thorax Session displayed significantly higher retention of material compared to students without a physical demonstration. Thematic analysis of responses revealed participants found integration of clinical demonstrations to be helpful in reinforcing anatomy knowledge. Analysis of participant performance in the Anatomy course exams revealed those in the Physician and PhD student demonstration groups performed significantly higher on session‐related items than participants in the “no demonstration” group and non‐participants.ConclusionPreliminary results suggest clinical procedure demonstrations in anatomy effectively improve academic performance. Knowledge retention most dramatically improves when physical demonstrations are provided, regardless of the demonstrator’s clinical experience level. Lastly, the integration of clinical procedure demonstrations has no measurable relationship to student learning approach.

A Community Arts Program for Underserved Children: Getting Things Done and Member Development

The Program: The AmeriCorps ArtsUSF program was a federally funded outreach program that provided hands-on arts experience to underserved children in culturally and economically deprived communities in and around a large metropolitan area. The project had two components: Getting Things Done (GTD) and Member Development (MD). Objectives: The goals of GTD were to help improve the communities’ self-image, stability, and culture by providing accessible, safe, and affordable cultural activities and programs. The goals of MD were to help the AmeriCorps volunteer artist-teacher members develop an awareness of societal problems, teaching and class management skills, and to become responsible citizens. Methods: GTD goals were measured using a quantitative survey instrument developed for the program. Pre (November) and post (May) data were compared using paired one-tailed t-tests to see if there were significant changes. MD outcomes were summarized from content analysis of member journals. Results: Data showed progress in all measured items, particularly, integrating arts to life, group problem-solving skills, attitude on diversity, and attitude on being-kind-to-each-other. Factor analysis results demonstrated strong connections among arts skills, expression through the arts, art appreciation skills, and integrating arts to life. There was an association among class learning skills, attitude on diversity, and attitude on being kind-to-each-other. Independent problem-solving skills were associated with expressive skills through the arts, integrating arts to life, attitude on diversity, and class learning skills. In the post data, independent problem-solving skills were further related to anti-drug, alcohol, and smoking attitude, and art skills. Members expressed that AmeriCorps ArtsUSF experience provided a life-changing impact on them. Seeing the effects of their input on other, they realized that one way of achieving the American dream was by helping others. Conclusion: The program gave a sense of pride and ownership to the underserved communities, and the experience gave the artist-members the confidence and self-esteem necessary to pursue their own life’s goals. Novelty: Federally funded, community-wide supported program with novel program and curriculum. Improvement: The initial phase could be better organized and more affective narratives could be added in the survey instrument.

Oregon Health & Science University School of Medicine.

Oregon Health & Science University School of Medicine.

Student-centered Teaching Assistance Method for Engineering Students

• The student-center method is designed to address the noticeable learning demands, interests, desires, or cultural backgrounds of individual students and groups of students.• This method includes a wide variety of educational programs, learning experience, educational techniques, and academic support procedures.• In this method, teachers, schools, guidance counselors, and other educational specialists apply different educational techniques such as modifying the educational strategies in the classroom and assignments.• One example of the educational strategy in the classroom is redesigning the way in which students are grouped and taught in a class.• The student-centered method can improve independent problem-solving skills.• In this method, which is based on the constructivist learning theory, the students are participated in choosing what they will learn and how their learning will be evaluated.• Applying this technique, especially in classes with a low number of students, provides an opportunity for the students to deeply analyze the conceptual and mathematical problems through mutual communications.

Team teaching with pharmacy practice and pharmaceutics faculty in a nonsterile compounding laboratory course to increase student problem-solving skills

Background and purposeCombining pharmaceutics and pharmacy practice into nonsterile compounding is ideal to increase problem-solving skills. The objectives of this activity were to: (1) create a nonsterile compounding activity through a team-teaching collaboration, (2) increase students' independent problem-solving skills to compound a nonsterile natural product, and (3) assess student and faculty perceptions of the learning activity. Educational activity and settingThe activity was created, implemented, and assessed using a team-teaching technique between pharmacy practice and pharmaceutics faculty. The first week students were tasked with extraction of an active ingredient from a natural product, and the second week students independently compounded a nonsterile product using the concentrated extract. Faculty and students were asked to give their perceptions of the activity. FindingsThe activity has been taught to two cohorts of elective students. Students from both cohorts (n = 57) independently created a nonsterile compound, scoring an average (standard deviation) of 8.1 (1) and 8.6 (0.9) out of 10 points on their graded products for the 2018 and 2019 elective, respectively. Faculty collaboration and team-teaching adjustments to the content resulted in increased student performance (p = 0.0392). Student feedback on the activity was overwhelmingly positive. Faculty appreciated the collaborative approach and improved the course activity together. SummaryA team-teaching approach created an activity that focused on elements of both pharmaceutics and pharmacy practice. Students developed problem-solving abilities by creating their own independent nonsterile compounded natural product. The collaboration between faculty was positive and well received by students.

A Publicly Available PCR Methods Laboratory Manual and Supporting Material

We report the creation of a PCR methods laboratory manual and supporting material. The manual contains 24 different procedures designed to illustrate basic PCR concepts and promote independent problem-solving skills. Each lab poses a question about PCR and provides a list of materials the student may use to investigate the question. Supplemental materials available to instructors include answers to post-lab questions, lab set-up information, 82 assessment questions and answers, 22 PowerPoint slides, a sample syllabus, experiment set-up illustrations and example results for most labs. The student lab book is available as a supplemental file and at http://ans.latech.edu/BasicPCRMethods.html, while Instructor-specific materials are available from the corresponding author at no charge.

Continuous Glucose Monitoring

The purpose of this descriptive study was to document the experience of wearing a continuous glucose monitoring (CGM) device in women with type 2 diabetes (T2DM). The availability of CGM has provided patients and clinicians with the opportunity to describe the immediate effects of diet, exercise, and medications on blood glucose levels; however, there are few data examining patients' experiences and acceptability of using CGM. Thirty-five women with T2DM wore a CGM for 3 days. Semistructured interviews were conducted to capture the self-described experience of wearing a CGM. Three open-ended questions were used to guide the participants' self-reflection. Interviews were transcribed and analyzed. The women verbalized both positive and negative aspects of needing to check their blood glucose more frequently and wearing the monitor. After viewing the results, most women were surprised by the magnitude and frequency of blood glucose excursions. They immediately examined their behaviors during the time they wore the CGM. Independent problem-solving skills became apparent as they attempted to identify reasons for hyperglycemia by retracing food intake, physical activity, and stress experiences during the period of CGM. Most important, the majority of women stated they were interested in changing their diabetes-related self-care behaviors, especially eating and exercise behaviors, after reviewing their CGM results. CGM is generally acceptable to women with T2DM and offers patients and their health care practitioners a possible alternative to routine glucose monitoring for assessing the effects of real-life events on blood glucose levels.

Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills.

Mothers whose infants varied in early biological characteristics (born at term, n = 120; born at very low birth weight [VLBW], n = 144) were randomized to a target group (n = 133) or developmental feedback comparison group (n = 131) to determine whether learning responsive behaviors would facilitate infant development. The target condition included videotaped examples, problem-solving activities, and mothers' critique of their own behaviors through video procedures across 10 home visits. All target versus comparison mothers showed greater increases across multiple responsiveness behaviors observed in 4 assessments conducted across 6-13 months of age; changes in emotionally supportive behaviors were strongest for target mothers of infants born at VLBW. Increased maternal responsiveness facilitated greater growth in target infants' social, emotional, communication, and cognitive competence, supporting a causal role for responsiveness on infant development. Although benefits were generally comparable across risk groups, aspects of social and emotional skills showed greater change for those born at VLBW. Evidence for responsiveness as a multidimensional construct was provided as well as the importance of different aspects of responsiveness mediating the effect of the intervention on different infant skill domains.

Supplemental Material for Responsive Parenting: Establishing Early Foundations for Social, Communication, and Independent Problem-Solving Skills

Supplemental Material for Responsive Parenting: Establishing Early Foundations for Social, Communication, and Independent Problem-Solving Skills

Problem-based learning: a model for graduate transition in nursing

This article is a discussion paper related to the use of problem-based learning to assist in the professional role socialization that occurs during the transition from student to graduate nurse. Through the use of a preceptorship program which incorporates the principles of problem-based learning this transition can be a positive experience for both the graduate and the health care setting. It encourages the graduate to develop independent problem-solving skills in order to make clinical judgements and develop and evaluate action plans with a client-centred focus. The graduate would be encouraged to critically evaluate and challenge ready-made principles and norms to develop creative approaches to care which are sensitive to the client's physical, psychological, social and spiritual needs. As a model of preceptorship it provides the graduate with the opportunity to explore clinical situations within a framework of critical reflection and problem resolution.

A Music/Nonmusic Intervention with Homeless Children

Homeless children, ages 5 to 14, participated in a study using music and nonmusic counseling sessions to teach independent problem-solving skills. Problem-solving skills required children to (a) generate a range of solutions to a problem, (b) consider the impact of these solutions on self and others, and (c) figure out how to carry out the selected solution and anticipate possible consequences. Verbal counseling sessions were interspersed with four musically implemented counseling conditions using singing, dance/rap activities, contingent instrument playing and musical drama. Results indicate no apparent trends in any of the music or verbal sessions and no apparent improvement over time in children's ability to problem solve. It is suggested, however, that there were too many interfering variables to conduct this type of intervention. The inconsistent nature of this type of population would require greater overall control and a limited number of children. It is also suggested that sessions involving fast paced, familiar music activities would foster better participation, as the children were more on-task and responded more positively to the music activities which were conducted before and after the counseling sessions.