Independent Problem Solving Research Articles

Сетевая инновационная кластерная педагогическая лаборатория как инструмент повышения качества функционирования муниципальных образовательных комплексов и организаций

The article introduces a model developed in the Republic of Bashkortostan aimed at improving the functioning of educational organizations at the municipal level – the Network Innovative Cluster Pedagogical Laboratory, validated with direct involvement from the author. The necessity and effectiveness of the proposed management solution are substantiated. On one hand, numerous vectors of reform in Russian education converge on the common goal of implementing an individualized approach in modern schools. This approach aims to help each student develop their abilities and acquire skills for independent problem-solving in academic and life contexts. On the other hand, any changes in social institutions today occur within the contextual framework of an information society, altering the content and necessary set of knowledge, skills, and competencies. The structure of the Network Innovative Cluster Pedagogical Laboratory is examined, emphasizing the need for creating an information-educational environment, transitioning general education schools into a mode of innovative development, and focusing management efforts on positive social outcomes. This innovative educational complex contributes to the holistic development of student’s personality – intellectual, communicative, and emotional-moral, but requires ongoing monitoring of all elements from both objective and subjective perspectives.

The effects of gradual release of assistance instruction on students’ heuristics, confidence, and attitude toward independent problem-solving

The 'Gradual Release of Assistance (GRA) instruction' was implemented among pre-service teachers in a problem-solving course designed to reduce students' resistance to independent problem-solving. This approach aimed to enhance students' heuristic skills, confidence, and attitudes toward problem-solving. The GRA instruction encompassed activities with progressively decreasing levels of instructional support across three stages: the maximum assistance stage, the medium assistance stage, and the independent problem-solving stage. Utilizing an embedded multiple-case design and a simple time-series analysis of six individual cases, this research explored how pre-service teachers applied heuristics and their confidence and attitudes toward problem-solving. The study revealed improvements in heuristic application among cases with high and medium mathematical abilities, as well as increased confidence and positive attitudes toward problem-solving within this cohort. However, there were no notable improvements in using different heuristics among cases with low mathematical ability. The findings discussed the observed changes and consistencies, offering plausible explanations that underscore the significance of GRA instruction in alleviating students' reluctance to engage in independent problem-solving.

Young Scientists and Model Children

Abstract During the Great Leap Forward (1958–1961), the state attempted to rapidly transform the country into a socialist, industrial powerhouse, necessitating the mobilisation of all members of society, including children. This article demonstrates that during the Great Leap Forward in particular, periodicals, storybooks, and newspaper stories portrayed children as independent problem-solvers and political actors, who often acted outside of, and sometimes in defiance of, adult authority. However, during this period, in daily life, teachers, parents, and Young Pioneer counsellors rewarded children for many aspects of the same behaviour as in the early years of the PRC: studying hard, helping one’s classmates, supporting the teacher, doing chores at home, and being kind and obedient to adults and authority figures. Thus, the heroic child of national media and the obedient child of daily life diverged significantly during the Great Leap Forward.

Efektivitas Metode Problem Based Learning dengan Brainstorming dalam Bingkai Bimbingan Kelompok untuk Meningkatkan Pemahaman Materi Pendidikan Pancasila Tingkat Sekolah Dasar

Pancasila education is a basic thing that must be learned in the world of education. Through Pancasila education, students can gain knowledge and basic values of the Indonesian nation. Teachers have an important role in encouraging and providing facilities for students to actively participate in learning activities. The PBL model is an effective method in developing these abilities through independent learning, investigation, and problem solving in small groups under the guidance of the teacher. Researchers used quantitative methods and literature studies in the article we wrote. With the results that can be concluded that at SDN Gununganyar 273, before the teacher establishes the PBL method with brainstorming, students are not maximized in understanding Pancasila education lessons. But after the teacher applied the PBL method, the students' understanding of Pancasila education increased slightly. In applying the PBL method strategy as well as the brainstorming method can help students understand concepts better because it provides opportunities for learners to build their own concepts by finding solutions to the problems given. However, both methods also have advantages and disadvantages, one of the advantages is that students become more active in learning activities, while the disadvantage is that students who are rarely active will be left behind in learning activities.

Building prosocial behaviours: Examining the possibilities of social stories in early childhood classroom settings

Prosocial behaviours such as sharing are essential for young children’s collaborative learning experiences and social development. When learnt during the early years, these behaviours enable positive peer interactions and relationship building in social settings, laying the foundation for young children’s social and emotional competencies with implications for individual and societal wellbeing. It is, therefore, critical that the early years are optimised to facilitate the development of young children’s prosocial behaviours. Set against this context, we present the findings of our qualitative teacher inquiry project that examined the role of social stories intervention in developing children’s prosocial behaviours, particularly sharing. The study was conducted at a private kindergarten in Singapore with four preschool children between the ages of four and five with difficulties in sharing resources with peers in classroom settings. The findings show children’s gradual progress from self-centred behaviours to independent problem-solving and other-oriented sharing behaviours, demonstrating the importance of consistency, teacher facilitation and authenticity as the three key elements of a successful social stories intervention. Thus, this small-scale qualitative study adds value to the limited literature on social stories intervention to promote sharing behaviours in preschool children.

Video feedback combined with peer role-playing: a method to improve the teaching effect of medical undergraduates.

The purpose of this study was to investigate the effectiveness of implementation of video feedback combined with peer role-playing (PRP) teaching method in medical undergraduates adopting problem-based learning (PBL) teaching mode. The undergraduates of five-year clinical medicine who get enrollment of Wuhan local University from 2016 and 2018 were selected to be the research objects. The same grade level is randomly divided into several groups to carry out PBL, with 6-10 students in each group. Following the principle of voluntary participation, 34 students were enrolled in the study group and 33 students in the control group finally. The research regards group as the unit, and study report in group should be carried out to fulfill the research. In the study group, the students were asked to perform PRP report, and the report videos were used for feedback. At the same time, the control group reported by PPT, and the feedback was carried out according to the PPT. At the end of the study, the "Competency Improvement Satisfaction Questionnaire (CISQ)" was distributed to investigate students' satisfaction with this teaching method to improve their ability, Arizona Clinical Interview Score (ACIR) was administered in Chinese by a trained teacher unrelated using PRP method to assess students' clinical inquiry ability and communication skills, and theory test was performed to assess mastery of theoretical knowledge. The results show that the study group is superior to the control group in improving the interest of learning and the ability of independent learning, interpersonal communication and active problem solving. Although it is in terms of the confidence in becoming a real doctor and the ability of teamwork, language expression, clinical thinking cultivated, active knowledge acquired and understood that study group are better than the control group, the difference was not statistically significant. ACIR shows that the study group is significantly better than the control group in organization, timeline planning, and transition statements, openly questioning, smooth progress, and avoiding repetition, summarizing, understandable language, documentation and total score. There is no significant difference in eye contact and no interruption. The differences between the two groups are not statistically significant in terms of responsing to concerns, positive feedback, and additional questions. The theoretical test scores of the study group are significantly higher than those of the control group. Video feedback combined with peer role-playing teaching method implemented in medical undergraduates adopting PBL teaching mode is effective, it could stimulate interest in learning actively, improve interpersonal communication ability, improve learning efficiency and clinical knowledge and skills, and improve the confidence of becoming a real doctor. It is worthy of further research and promotion.

УЧИТЕЛЬ НУШ ТА ЙОГО РОЛЬ У РЕАЛІЗАЦІЇ РЕФОРМИ ШКІЛЬНОЇ ОСВІТИ

The teacher is both a participant and a driving force in the reformative changes currently taking place in general secondary education. They serve as a driver for the implementation of the conceptual provisions of the New Ukrainian School (NUS). This article deals with the issues of the paradigm shift in the role and position of the modern teacher in the educational process caused by the transformation of school education. The authors analyse the factors leading to the rethinking of the teacher's role at the present stage. It is established that in the modern world, a highly qualified teacher must possess a number of general and professional competences, including linguistic-communicative, subject-methodological, information-digital, innovative, organisational and others. It is emphasised that the implementation of the NUS reform imposes new roles and responsibilities on the teacher as a coach, moderator, tutor, and facilitator. The study analyses and sum­marises the essence of the concepts of "moderator", "tutor", "coach", "mentor", and "faci­­li­tator" in the context of the tasks faced by teachers in their professional activities. The article includes a list of educational indicators developed by the authors to help monitor the implementation of the principles and provisions of the NUS. The focus is on the teachers' readiness to implement the NUS reform. The study analyses the tasks that teachers consider important in their work, such as fostering competences, developing pupils' critical thinking and preparing them for independent problem solving. This study also examines the didactic approaches available to school teachers and their readiness to apply them in their work. The role of the teacher in the context of reforming general secondary education and the professional competences necessary for the implementation of the NUS tasks have been studied. Attention has been paid to problematic issues, the resolution of which will help the teacher to effectively implement the ideas and tasks of the NUS in the educational process.

PERCEIVED IMPACTS OF PLANNING AND ORGANIZING OF LEARNING ENVIRONMENT ON ENTREPRENEURIAL EDUCATION IN OSUN STATE UNIVERSITY

Persistent unemployment issue in the country demands a drastic solution from all stakeholders in Nigeria project. This study examined the perceived impacts of planning and organizing of learning environment for entrepreneurial education in Osun State University (UniOsun). The participants comprised 300 undergraduates drawn randomly from three of the six campuses of UniOsun. A well modified instrument was used for data collection. The findings revealed that the content delivery of entrepreneurial education programme in UniOsun was well delivered in terms of equipping students with skill of recognition of opportunity, networking skills and making professional contacts, and creativity; but less adequate with reference to enhanced leadership and communication skills and equipping students to become independent problem solvers. well valued in the society, others felt otherwise Besides, students’ perceptions of the relevance of entrepreneurial education programme for job creation was poor; but less supportive in terms of limited number of instructors for training programmes, and lacking in creative development of students. Hence, it was recommended, among others, that the school management should increase the level of attention paid to the entrepreneurial areas that were perceived to be inadequately delivered in UniOsun.

IMPORTANCE OF NATURE GAMES FOR ELEMENTARY SCHOOL AGED CHILDREN

The article explores the positive aspects of school-age children's relationships with nature. Nature games offer children the opportunity to explore the environment, experiment, use their imagination and create new situations. When children play in nature, they encounter a variety of obstacles and challenges that require them to use creative strategies to solve problems. The article discusses how play activities in nature contribute to the cognitive, behavioral and social-affective development of children. This includes the ability to generate new ideas, find innovative solutions, think flexible and adaptive, and try different approaches to problem solving. The natural environment also stimulates children's imagination and the ability to see connections and relationships between different objects and phenomena. The article also looks at methods and strategies that educators and parents can use to support the development of school-age children with outdoor play. This may include creating a structured environment for play, encouraging free exploration, supporting children's initiative and providing opportunities for independent problem solving. In general, the scientific article emphasizes the importance of nature games and activities for school-age children. It contributes to the formation of critical thinking, determination skills and innovative thinking ability, which is an important factor in the development and learning of children.

Quantity Over Quality? Teaching Cartography Through the 30 Day Map Challenge

I used the 30 Day Map Challenge as a framework to structure my Spring 2023 Cartography and Visualization community college course. Students were tasked with a new mapping assignment following the themes of the Map Challenge to complete during each class meeting throughout the semester, as an alternative to a more traditional project-based lab structure. I sequenced lecture topics to accompany and elucidate the Map Challenge prompts, and used Socratic prompts on Google Jamboard slides to spur collaborative class discussions. As a whole, the ten-student class completed 80% of submissions for 27 required mapping prompts, submitting a total of 218 maps that fulfilled the prompts. Short, thematic mapping activities entailed greater repetition of software workflows as well as more opportunities for independent problem solving.

RESOLVING PARADOXES OF PHYSICS IN THE UNIVERSITY STUDY

The article substantiates the thesis about the futility of the usual interpretation of creativity as originality. In order to make our position on this issue more convincing, we have given to the originality concept an appearance of contradiction. The discussion in the article leads to the conclusion thatthe category of creative thinking will be really effective if the main characteristic of the creativity were not originality but rather the ability to independent problem solving. The article presents the optimal steps for an independent solution of research problems. Authors introduce the idea of “easy paradoxes” for developing creative thinking.

Competences of students and expectations of employers regarding competencies in the training of teachers in economics.

Most OECD reports stress the importance of helping students to acquire 21st century skills such as independent learning, problem solving, teamwork and creative thinking. This requires both the acquisition of basic skills and the continuous development of additional skills such as IT skills, language skills, reasoning and thinking in context. The paper presents the results of a questionnaire survey on competences among students and employers of the University of Nyíregyháza's economics teacher training programme. The student questionnaire was administered to the first graduating class of teacher of economics students. The labour market questionnaire was completed by employers (middle managers, senior managers, owners) of students with an active employment contract. Based on the results, students' self-assessment shows that their communication competences have improved the most, which is fully in line with employers' expectations. The training did little to develop foreign language competences, which were rated by employers as less important (presumably because Hungarian is the primary working language of graduates and foreign language skills are only exceptionally needed for their tasks). The gap between the development of students' competences and employers' expectations is noticeable in the case of digital competences. The trainees rated their digital competences as having improved significantly, while employers rated this type of knowledge as the least important. As the survey was conducted before the Covid-19 pandemic, employers' expectations of digital competences may have changed by today. In addition to providing an assessment of the economics teacher education at the University of Nyíregyháza, the research also highlights the importance of validating the quality of education from the employer side. The extension of the research to further years and majors, and its supplementation with international comparisons, appears as a perspective future research direction. A possible practical application of the research is the use of the results in the development of teacher training in economics.

The Early Independent Problem Solving Survey (EIPSS): Its psychometric properties in children aged 12–47 months

Independent problem solving (IPS) involves solving problems alone; with motivation and persistence; without watching others; or requesting or receiving help. The Early Independent Problem Solving Survey (EIPSS) was developed for 12- to 47-month-olds. Study 1 (N = 272) found good internal reliability and a 2-factor structure: Repetitive (repeatedly solvable problems, e.g., jigsaws) and Novel IPS (one-off problems, e.g., reaching out-of-reach toys). Study 2 (N = 567) confirmed good internal reliability and the 2-factor structure. Study 3 (N = 85) found a positive correlation between a divergent thinking lab measure and Novel IPS. Study 4 found good 6-month-longitudinal stability (N = 110) for the EIPSS and its subscales; and good agreement between parents (N = 32) for the Repetitive subscale. Study 5 (all data combined) demonstrated no item functioning differences across demographic variables. Differences for child age, child gender, parent age, and parent education were found for the EIPSS and subscales.

From ChatGPT to China’ Sci-Tech: Implications for Chinese Higher Education

Abstract The advent of transformative technologies, such as OpenAI’s ChatGPT, a natural language processing tool, significantly impacts the future of education, society, and the economy. Drawing on the theory of knowledge socialism and public goods, this paper critically examines the potential impact of ChatGPT in the context of China’s high-tech development and higher education. We believe these technologies resonate with the principles of knowledge socialism by promoting decentralization, openness, and collective intelligence and are poised to reshape the education sector and beyond. The non-competitive and non-exclusive nature of ChatGPT makes it a public good with significant social benefits. In the educational domain, it has the potential to revolutionize teaching and learning by providing students with convenient, personalized learning experiences, real-time feedback, and multilingual support. However, despite its benefits, educators, and users must work to overcome its limitations, such as limited expertise, language understanding, reasoning skills, and potential risks associated with privacy, security, and misinformation. This article discusses the need to prepare students for a future heavily impacted by ai, which requires a reassessment of digital literacy and competencies. Doing so would require leveraging ai tools and promoting human-centered approaches, developing higher-order thinking skills, emphasizing emotional education, and teaching academic ethics. In addition, introducing ai tools like ChatGPT in higher education requires regulation to prevent plagiarism and improve independent problem-solving. This paper further explores the impact of ChatGPT on China’s technological development. The global attention attracted by ChatGPT has stimulated the growth of the ai industry and prompted the emergence of domestic products and applications in countries such as China. It is critical to harmonize the enforcement of competition laws and capitalize on the contributions of sizable enterprises in the realm of technological innovation and research.

FUTURE TEACHER’S FORMATION OF PROFESSIONAL COMPETENCIES IN THE PROCESS OF MULTILINGUAL EDUCATION IN MODERN CONDITIONS

Currently, higher education institutions are facing new challenges, the purpose of which is to provide highly qualified specialists who have mastered not only professional knowledge, but also ready for intercultural communication in a multilingual world, independent problem solving, teaching subjects in two or more languages. For teacher training, we need a multilingual multicultural environment, design and implementation of new technologies. This article discusses the interpretation of the concepts of "competency " and "competence ", as well as the diversity of the proposed structures. The practical significance of the work is that the results obtained allow us to offer teachers of pedagogical universities scientifically -based recommendations for the formation of professional competencies of future teachers in the process of multilingual training.

Effectiveness of E-Worksheets on Problem-Solving Skills: A Study of Students' Self-Directed Learning in the Topic of Ratios

This study investigates the effectiveness of E-Worksheets in enhancing students' problem-solving skills, with a specific focus on self-directed learning, in the topic of ratios. The research examines the impact of technology-based learning tools on students' ability to solve problems and explores the relationship between self-directed learning and problem-solving abilities. The study employs a control group design, comparing the performance of students using E-Worksheets with those in a control group. The findings indicate that the use of E-Worksheets significantly improves students' problem-solving skills compared to the control group. Moreover, the analysis reveals a positive association between students' level of self-directed learning and their problem-solving abilities. These findings support the integration of technology in the learning process to create interactive and engaging experiences that foster problem-solving skills. The study emphasizes the importance of cultivating students' self-directed learning and recommends strategies for educators to promote independent problem-solving and collaboration among students. The implications of this research contribute to the understanding of the role of E-Worksheets and self-directed learning in enhancing problem-solving skills and provide valuable insights for future research and educational practices.

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

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

PBL teaching design of medical genetics with the case of brachydactyly type A2.

Medical genetics, which is a frontier subject in biomedicine, is the clinical core of gene diagnosis and gene therapy. In the training of medical students, medical genetics plays an important role in bridging basic medicine and clinical medicine. In recent years, problem-based learning (PBL) has been widely used in medical education as an important method to cultivate the autonomous learning ability of medical students. In the current study, we designed and shared the research on brachydactyly type A2 (BDA2) as the main case of PBL teaching, in order to guide the students towards autonomous learning, and to cultivate independent analysis and problem solving ability instead of simple knowledge acquisition. Such excellent academic teaching will provide more high quality medical talents and internationally competitiveness for constructing a healthy China.

Feasibility of Problem-Solving Training During Inpatient Rehabilitation in Patients With Stroke.

Stroke survivors report feeling unprepared to manage challenges that arise during the transition from hospital to home. Cultivating problem-solving skills before discharge may better prepare patients for the transition home. To determine the feasibility of a protocol to deliver Problem-Solving Training (PST) to stroke survivors during inpatient rehabilitation to increase goal achievement. Single-group feasibility study. Academic and county hospital inpatient rehabilitation units. Adult patients with stroke and planned discharge home. Up to six PST sessions over 2 to 3 wk followed by 3 mo of mobile health boosters. Of 17 eligible participants, 15 consented and 11 completed three or more PST sessions. Six participants used electronic boosters, achieving at least one goal postdischarge. Participants reported high satisfaction with PST (Client Satisfaction Questionnaire-8 M score = 29.3, SD = 4.4; range = 8-32), moderate depression at baseline (eight-item Patient Health Questionnaire [PHQ-8] score, M = 11.0, SD = 6.1; range = 0-27), mild depression at 3 mo postdischarge (PHQ-8 score, M = 8.3, SD = 5.5), moderately high self-efficacy at baseline (General Self-Efficacy Scale [GSE] score, M = 31.1, SD = 7.3; range = 10-40), and a self-efficacy increase at 3 mo postdischarge (GSE score, M = 34.1, SD = 4.2). PST among patients with stroke during inpatient rehabilitation was feasible, and participants demonstrated improvements in clinical outcomes and goal attainment. Barriers to participation and adherence should be addressed in future studies. What This Article Adds: Teaching patients problem-solving skills early after a stroke using a metacognitive strategy is feasible and may decrease depression and increase self-efficacy while fostering independent goal setting and problem solving.

Teaching methodology with IT intensification and sociocultural theory

Intensification of education in a higher educational establishment is an overall problem nowadays. Educational activity is impossible to imagine without speech intellectual activity. Language is a tool to reflect linguistic meaning. The idea of the methodology is based on one of five tenets which outline Cultural-Historical Activity Theory, namely “general law of social development”. The activity on the part of a teacher is reflected within the methodology. All necessary methods and techniques should be allowed to provide students’ participating in a discursive practice as a subject. Such a person possesses self-regulation, that is, the capacity for independent problem solving and self-directed activity. The interdependence between a student’s personal qualities and quality of knowledge is apparent. Flexible attitude provides a sensitivity to students’ current abilities.