Open-ended Problems Research Articles

SIKAP POSITIF SISWA PADA PEMBELAJARAN MATEMATIKA BERBANTUAN BAHAN AJAR BERBASIS OPEN-ENDED PROBLEMS

This study aims to determine the effect of learning mathematics using teaching materials based on open-ended problems on students' positive attitudes. The research method used is the experimental method. Sample selection was done by random sampling technique. The population in this study were students of class VIII SMP Muhammadiyah Terpadu Bengkulu City. The selected sample was class VIII-A, which consisted of 28 people as the experimental class and class VIII-D, which consisted of 28 people as the control class. The results of this study indicate that the result is F = 16.06 where the value of sig <0.05 means that there is a significant interaction between students' attitude questionnaire scores (before-after) between classes (experimental-control). The interaction showed that the scores of students' attitude questionnaires between classes were significantly different. So it can be concluded that there is an effect of learning mathematics using teaching materials based on open-ended problems on students' positive attitudes. The effect of learning mathematics using teaching materials based on open-ended problems on the positive attitude of students in the experimental class is 89.8% while in the control class it is 53.8%.
 Keywords: positive attitude, learning mathematics, teaching materials, open-ended problems

Creative Thinking in the Architecture Design Studio: Bibliometric Analysis and Literature Review

It is increasingly important for researchers and educators to find effective ways to stimulate students’ creativity. In design education, the specificity of design, defined as open-ended problems and ill-defined problems, provides a special opportunity to improve creativity. Nevertheless, design education itself encounters other issues concerning creativity, such as not specifying in detail what creative design pedagogy should be. Thus, a comprehensive review of existing studies is needed to guide research in this field better. We used bibliometric analysis to provide information on literature statistics of the 658 articles published in design research–related journals between 1982 and 2022. An in-depth review of the 36 selected articles revealed the existing research on the design studio to investigate creativity from three perspectives: (1) creativity criteria and evaluation, (2) idea generation and development, and (3) pedagogy in the design studio. This study provides a roadmap for global educators and researchers focusing on pedagogy that enhances students’ creativity in the design studio.

Diffraction at the Open End of Dielectric-Lined Circular Waveguide

A rigorous approach for solving canonical circular open-ended dielectric-lined waveguide diffraction problems is presented. This is continuation of our recent paper [1] where a simpler case of uniform dielectric filling has been considered. Here we deal with the case of an open-ended circular waveguide with layered dielectric filling which is closer to potential applications. The presented method uses the solution of corresponding Wiener-Hopf-Fock equation and leads to an infinite linear system for reflection coefficients (S-parameters) of the waveguide, the latter can be efficiently solved numerically using the reducing technique. As a specific example directly applicable to beam-driven radiation sources based on dielectric-lined capillaries, diffraction of a slow TM symmetrical mode at the open end of the described waveguide is considered. A series of such modes forms the wakefield (Cherenkov radiation field) generated by a charged particle bunch during its passage along the vacuum channel axis. Calculated S-parameters were compared with those obtained from COMSOL simulation and an excellent agreement was shown. This method is expected to be very convenient for analytical investigation of various electromagnetic interactions of Terahertz (THz) waves (both free and guided) and charged particle bunches with slow-wave structures prospective in context of modern beam-driven THz emitters, THz accererators and THz-based bunch manipulation and bunch diagnostic systems.

Development of Interactive Learning Media Based on Open Ended Problem Approach Assisted by Visual Basic with Excel to Improve Creative Thinking Ability and Resilience of Students at Al Manar Private Junior High School

This study aims to: (1) describe the validity, practicality and effectiveness of developing interactive learning media based on an open ended problem approach assisted by visual basic with excel to improve students' creative thinking skills and resilience at Al Manar Private Junior High School; (2) Describe the improvement of creative thinking skills and resilience of students in learning media based on an open-ended problem-assisted visual basic approach that was developed; (3) Describe the increase in students' mathematical resilience who is taught using visual basic media with excel which has been developed using an open ended problem approach. The type of research used in this research is Developmental Research. The development model used is the formative evaluation type Tessmer development model. The subjects in this study were all students of the Al Manar Private Junior High School for the academic year 2021/2022, but the test subjects were only taken for class VII-A (25 students) for trial I and class VII-B (25 students) for trial II. The results showed that: (1) open-ended problem-based mathematics learning media assisted by visual basic with excel were included in the categories of validity, practicality, and effectiveness. (2) Based on the results of the analysis of the creative thinking ability test in trials I and I1 showed that students' creative thinking abilities increased. This increase in creative thinking skills can be seen from the average creative thinking ability test results obtained by students. In the first trial, students' creative thinking ability increased from 63.40 to 75.80 with moderate N-Gain criteria. (3) Students' mathematical resilience changes after learning by using visual basic assisted learning media. Keywords: creative thinking skills, resilience, open ended problem approach, visual basic DOI: 10.7176/JEP/13-16-08 Publication date: June 30 th 2022

7E Learning Cycle Model Implementation: Students' Activities and Critical Thinking Skills towards Online Learning

The spread of the COVID-19 epidemic has changed the education system. Teachers are encouraged to continue the online teaching process through certain platforms including Skype, Zoom, and Google Meet. Therefore, this study used Zoom application to look at the 7E learning cycle model's (7E LC) effect on student activities and critical thinking skills in chemistry teaching. This study is a quasi-experiment and only has a post-test design. The sample for this study is 11th-grade students from Yogyakarta 4 High School in Indonesia selected by random sampling technique. Two classes were selected as the samples, one as an experimental class where the 7E LC was implemented and another one as the control class where the learning used direct instruction model. The student's learning activity data were collected through questionnaire and the student's critical thinking skills data were obtained through an open-ended hydrolysis problem test. According to the MANOVA model, the difference between students' learning activities and students' critical thinking ability is analyzed. The result of this study is that there are significant differences in student activities and critical thinking skills between the experimental class and the control class.

Problem-Based Learning Impacts Students’ Reported Learning and Confidence in an Undergraduate Biomedical Engineering Course

Recent advances in teaching, many of which incorporate elements of active learning, seek to provide students with learning experiences indicative of real-world problem solving. Problem-based learning (PBL) is one form of active learning that challenges students to address open-ended problems. In this work, we evaluate the efficacy of PBL in achieving the various levels of Bloom’s Taxonomy, compared to the traditional teaching methods of lecture, in-class problems, and homework. In this two-year study of undergraduates at a mid-sized research university, students report their perceived rating of various teaching methods in mastering the educational goals on each level of Bloom’s Taxonomy, from which a cumulative linked mixed model was formed. Students also evaluated their preparedness and increases in skill and confidence for a range of specific tasks associated with completing a PBL project. PBL was the only teaching method to preferentially activate high levels of Bloom’s Taxonomy. Students also reported increases in their skills and confidence (p < 0.01), with more time spent on high-level tasks, compared to low-level tasks. Qualitative survey responses indicate a plurality of students found PBL engaging and rewarding, with additional benefits to their development of professional skills. Though PBL is not comprehensively better at addressing all levels of Bloom’s Taxonomy compared to other teaching methods, this work has shown it is far superior at addressing the highest Bloom’s Taxonomy levels of Evaluate and Create. Time spent in PBL improves students’ self-efficacy in high-level tasks, preparing them for difficult and ill-defined tasks they may expect to see in future professional and academic environments.

Crowdsourcing Platform for Website and Application Testing

Crowdourcing has gained or achieved a great deal or path of interest in the operation or usage or exercise during the last years of the professional generation. Many teams have done a lot of procedures and tasks in this regard to appear to be a special obligation and income-generating games. However, regardless of its reputation and its use in this generation of security technologies and the best consumer interface and value, there may be well-informed information compared to crowdsourcing, especially with reference to crowdsourcing consultants or activities or courses. Crowdsourcing coordinators or course studies play an important role in multi-person projects or processes or activities as they ensure the relationships or cooperation established between crowdsourcing groups and the gang. However, the current problem or situation of crowdsourcing mediators or courses that misleads crowdsourcing projects and their functionality and the corresponding contexts they need are no longer addressed in the course of studies. We deal with or address those issues in a way that addresses a well-known case with an average person called TestCloud which has helped us to get to the top of the platform providing software experiments or software engineering. the stadium or donations of teams that progress slowly or completely without their efforts or sending sports and programs to a good crowd. Criticism shows that the testing of the said service Cloud meets the 3 most required conditions if you want to improve or enhance its use and, these are: process management, team management and collaboration with technology. In every size, we explain or highlight many of the methods or processes that this app uses to get through the difficult situations or problems related to the collection activities that need to be done properly at the same time. The term 'crowdsourcing' was changed to be added or introduced in 2006 to describe a problem-solving model distributed by remote internet users. Since then it has been extensively studied and practiced to assist software program engineering and objective software applications. In this course we provide a comprehensive or specific survey of the use and importance of crowdsourcing on the software engineering program and software program you are trying, we aim to cover all the books and topics that may be relevant to this topic. We first assess and attempt to find definitions and application functions, crowdsourcing performance and to define and define our Crowdsourcing Software Engineering ideas together in terms of their value or application. Then we summarize or integrate the many required features within the commercial fitness regions in software system engineering and related case research. Similarly we explore software programming engineering or experimenting with domains, obligations and programs, functions, crowdsourced operations and systems and stakeholders involved in knowing Crowdsourced Software Engineering solutions. We are concluding or would like to really focus on the process of developing styles, open-ended problems and opportunities for conclusion lessons in Crowdsourced Software Engineering or Software Testing. We may also want to show or demonstrate that statistics released from the crowd are primarily based entirely on experiments that can adhere to multiple regions or activities associated with an automated web site or experimental cell. We would really like to integrate the creation of POLARIS, which produces repetitive views of texts from the crowd — primarily based entirely on experiments, rendering the events 'motif' of a different application: a series of high-level automated easy-to-use integrated low-stage action actions. Our strong focus is on the mobilization staff deployed from Mechanical Turk to fulfill 1,350 test commitments in nine popular Google Play apps, each with at least 1 million customer subscriptions.

ВПРОВАДЖЕННЯ GOOGLE ФОРМ ТА КОМП’ЮТЕРНИХ МОДЕЛЕЙ В ОСВІТНІЙ ПРОЦЕС З ФІЗИКИ У ПЕДАГОГІЧНОМУ КОЛЕДЖІ

The article is devoted to the features of using Google Forms and computer models, in particular PhET simulations, in Phisics educational process in the pedagogical college. The metodical recomandations are provided increasing the independence of students’ performing tasks to improve knowledge and implement objective control of their educational achievements. The methods of students’ feedback with a teacher in distance learning are considered. Google Forms in the pedagogical college are used for polling, questionnaires, creating tests of different complexity levels, worksheets for conducting thematic control, answer forms for organizing laboratory works. The web application has the ability to create test tasks of different types: 1) by choosing one correct answer from the list; 2) multiple choice, when a student chooses several answers from the options offered to him; 3) tasks to establish compliance or consistency; 4) short answers; 5) a scale where the answer options are presented in the form of the numerical interval; 6) pasted answers as a text line; 7) essay is a text in which the student describes his point of view on the problem under consideration; 8) file upload is a type of task that allows students to download materials from their electronic device. Evaluation of the performed work can be made both automatically and after a teacher’s checking, who can leave his comments for each completed task. Answer forms are sent to the email address. Particular attention is paid to the individual work of students with ussing of computer models. For example, a laboratory work based on PhET simulation on the topic «Determination of the spring stiffness» is proposed. It is indicated that computer simulations contribute to activation of cognitive research interest of students and partially compensate the lack of equipment for the physical experiment in distance learning. To provide feedback during distance learning, we suggest that after completing the Google Forms Automated Test items, students self-track results and submit open-ended problem solutions to Classroom. After checking by the teacher, it is necessary, together with the students, to find out the content of the work done; analyze errors; compare actual results with expected ones; provide samples of correct problem solving; draw up a plan for further action; highlight the success of students and inspire them to work. It has been noted that students' progress and the objectivity of their marks are increased in the systematic use of Google Forms and computer simulations in physics educational process.

PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS MASALAH OPEN-ENDED UNTUK MEMFASILITASI KEMAMPUAN BERPIKIR KRITIS SISWA

This study aims to produce learning tools (syllabus, lesson plans, and LAS) based on open-ended problems on the material of Constructing Flat Side Space (BRSD) that are valid and practical to facilitate students' critical thinking skills. The 4D development model (Define, Design, Develop, Disseminate) in this study was carried out until small group test of develop stage. The instruments used include: (1) interview guidelines and observation sheets to conduct needs analysis; (2) syllabus, lesson plans, and LAS validation sheets; and (3) student response questionnaires in doing LAS. This study involved three students participating in a one-to-one evaluation and six grade VIII junior high school students as subjects of a small group test and three mathematics education lecturers as validators. The results of the validation of the three validators showed that the syllabus, lesson plans, and LAS were valid with score respectively; 3.6; 3.48; and 3.38. The practicality of LAS shows an average percentage of 86.11% with very practical criteria. The results of this study indicate that the open-ended problem-based learning tool in the material of BRSD is valid and very practical in facilitating students' critical thinking skills.

ANALISIS OPEN-ENDED PROBLEM SEBAGAI PENILAIAN MATEMATIKA SELAMA PEMBELAJARAN DI ERA PANDEMIC COVID-19

The COVID-19 pandemic has had an impact on Indonesia's education process, which was originally done offline, turned into online, as a result, teachers have difficulty assessing learning outcomes. Open-ended questions are expected to be an alternative in conducting assessments and help analyze students' creativity, reasoning, and mathematical thinking processes. This study aims to analyze Open-Ended in conducting assessments during the Covid-19 Pandemic using a descriptive approach through a case study in a school in Cirebon Regency. The subjects in this study were 2 respondents. Data was collected through a test giving questions about the Open-Ended Problem. Based on the application of two open-ended questions, it was found that all students gave answers correctly, in different ways based on their mathematical knowledge and abilities. Through problem solving by students, creativity, reasoning, and thought processes can be seen from the answers they take. The results of the analysis of all students were able to meet the Open-Ended Problem indicator, although one of the students had a slight deficiency in solving the problem, he did not show his full knowledge, it was seen from the way the explanation of the answer was still not clear. So, presenting open problems is very effective in online learning, students find it difficult to solve problems that have various solutions.

Exploring Students’ Procedural Fluency and Written Adaptive Reasoning Skills In Solving Open-Ended Problems

Developing students’ mathematical skills requires both procedure and reasoning. However, the declination of possessing these skills is still evident today. Hence, this study aimed to describe the students’ procedural fluency in terms of accuracy, flexibility, and efficiency and written adaptive reasoning in terms of explanation and justification in solving open-ended problems. The study employed descriptive-correlational design through purposive sampling of thirty students from a National High School in Laguna, Philippines. The quantitative data revealed that in procedural fluency, students can quickly submit a complete solution leading to correct answer. However, they fail to provide two or more solutions in solving open-ended problems. The results also showed that students can clearly explain the problem but struggle to justify their solution. Moreover, procedural fluency is positively correlated to their adaptive reasoning. Consequently, students with an average level of mathematical achievement scored significantly higher than those at a low mathematical level in terms of flexibility. Pedagogical implications suggest that problem-solving activities for students should not solely focus on getting the correct procedures and answers. Further, it is recommended that teachers should expose students in open-ended problems and allow them to try and justify their own unique solutions irrespective of their mathematical achievement.

Identification of Graph Thinking in Solving Mathematical Problems Naturally

This study attempts to describe characteristics of graph thinking in solving a mathematical problem. Three students at the 10th grade of senior-high schools were involved as the subject. The data was collected from the result of an optimization problem task (OPT), video recording, interviews, and field notes. The results showed two major characteristics of graph thinking were found in solving the problem. First, students used the concept of graph theory to create a problem modelling. They were able to represent the information given in the problem in the form of graph. Second, students also used the concept of graph theory to create a problem modelling and search algorithm. The problem modelling was created as the students interpreted the problem by making connection between the objects in the form of an adjacency matrix and connectivity. In devising a plan, the students referred to the problem modelling to develop search algorithms. However, the algorithms were not entirely efficient. Some of them required the students to initially describe all answer possibilities. The algorithms constructed by the students referred to sequential and conditional algorithms. This study argues that graph-thinking skill can be developed through a learning process which involves students in the solving of open-ended problem to stimulate ideas of problem solving. By developing graph thinking ability, students will be able to analyse and reason information, express mathematical ideas, and have flexibility in solving a problem. These skills are urgently needed in the 21st century where rapid and continuous changes occur.

DBGC: Dimension-Based Generic Convolution Block for Object Recognition.

The object recognition concept is being widely used a result of increasing CCTV surveillance and the need for automatic object or activity detection from images or video. Increases in the use of various sensor networks have also raised the need of lightweight process frameworks. Much research has been carried out in this area, but the research scope is colossal as it deals with open-ended problems such as being able to achieve high accuracy in little time using lightweight process frameworks. Convolution Neural Networks and their variants are widely used in various computer vision activities, but most of the architectures of CNN are application-specific. There is always a need for generic architectures with better performance. This paper introduces the Dimension-Based Generic Convolution Block (DBGC), which can be used with any CNN to make the architecture generic and provide a dimension-wise selection of various height, width, and depth kernels. This single unit which uses the separable convolution concept provides multiple combinations using various dimension-based kernels. This single unit can be used for height-based, width-based, or depth-based dimensions; the same unit can even be used for height and width, width and depth, and depth and height dimensions. It can also be used for combinations involving all three dimensions of height, width, and depth. The main novelty of DBGC lies in the dimension selector block included in the proposed architecture. Proposed unoptimized kernel dimensions reduce FLOPs by around one third and also reduce the accuracy by around one half; semi-optimized kernel dimensions yield almost the same or higher accuracy with half the FLOPs of the original architecture, while optimized kernel dimensions provide 5 to 6% higher accuracy with around a 10 M reduction in FLOPs.

ANALYSIS OF LEARNER’S CONJECTURE ABILITY IN SOLVING OPEN-ENDED PROBLEMS

Conjecture will always be used by learners in problem solving, because the conjecture itself is tied to activities such as logical reasoning, translating problems, analyzing and evaluating an information to obtain valid decisions related to problem solving, where the conjecture is also able to develop the learning process of the learner in making a statement, especially with the help of open problems in its application, Which can make learners morecreative. This research aims to illustrate the conjecture ability of learners in open-ended problems with descriptive types of research and qualitative approaches to number pattern material, especially generalizing patterns. The subjects of the study are four learners who have a high and moderate level of mathematical ability and are willing to take part in interviews. The results showed that all subjects have not been able to perform every stage on constructing the conjecture, especially in the stage of arguing the conjecture and there is one subject who does not do the stage of proof of the conjecture because it is confident in the formula that has been given by the teacher. So that learning activities are needed in which there is problem solving that collects the ability of learners' contours, open-ended problems can also be one of the problem choices that can help students build their thought processes independently, and not bound by the formula of teachers or books.

DEVELOPMENT OF OPEN-ENDED STUDENT WORKSHEETS BASED ON MATHEMATICAL CREATIVE THINKING SKILLS IN REVIVAL MATERIALS

This study aimed to 1) create students' worksheets (LKPD) for mathematics learning based on Open-Ended Problems on students' mathematical creative thinking skills that meet the validity aspect. 2) create students' worksheets (LKPD) for mathematics learning based on Open-Ended Problems on students' mathematical creative thinking skills that meet practical Aspects. 3) create students' worksheets (LKPD) for mathematics learning based on Open-Ended Problems on students' mathematical creative thinking skills that meet the aspect of effectiveness. This research used 4D development, modified into three stages, namely Define, Design, and Develop. The trial was carried out in MTs. Wathoniyah Islamiyah Kebarongan with research subjects of 9 students in Grade IXA. The research found that the mathematics learning worksheets that had been developed met the validity aspects as measured by the assessment of the validation results of experts with an average score of 4.1. The practicality of the LKPD was measured based on the observation of the implementation of the LKPD which was shown to be fulfilled in the fully implemented category. The teacher's response indicated an average score of 4.0 meaning that the mathematics worksheets are practical for learning activities. The effectiveness of the LKPD was shown by the fulfilment of the established effectiveness indicators, namely the average N-Gain normality test, the results of which were carried out through the results of the pretest and posttest. The N-Gain normality test got an average score of 0.5130 which was interpreted as moderate. Thus, the development of mathematics worksheets effectively affects students' creative thinking abilities. It can be concluded that the LKPD developed is valid, practical, and effective

ABILITY OF MATHEMATICAL REPRESENTATION JUNIOR HIGH SCHOOL STUDENTS IN COMPLETING OPEN-ENDED PROBLEMS ARE REVIEWED FROM THE STYLE OF THINKING

Mathematical representation is how a person communicates the mathematical ideas in question to others. This ability has an important role in learning mathematics, especially as a foundation to align problem solving. This study aims to describe the mathematical representational ability of junior high school students in solving open-ended problems. The study subjects were students of grade XI junior high school. This research is qualitative descriptive research. Taking subjects using purposive sampling, which is based on their thinking style. Data collection uses tests, questionnaires, and interviews. The results showed that the ability of mathematical representations of: (1) groups of students of concrete sequential thinking styles able to create and communicate mathematical ideas in the form of images, have not been able to make mathematical models perfectly and are sufficiently able to use written words or text; (2) groups of students of abstract sequential thinking styles are less able to create and communicate mathematical ideas in the form of drawings but able to create mathematical models of ideas or ideas and are sufficiently able to use written words or text; (3) groups of students of abstract random thinking styles are less able to create and communicate mathematical ideas in the form of drawings and create mathematical models of ideas or ideas, but are sufficiently able to use written words or text; (4) Groups of students of concrete random thinking styles are quite capable of creating and communicating mathematical ideas in the form of drawings, unable to create mathematical models of ideas or ideas, less able to use written words or text

Analyzing Student Problem-Solving With MAtCH

Problem-solving has been recognized as a critical skill that students lack in the current education system, due to the use of algorithmic questions in tests that can be simply memorized and solved without conceptual understanding. Research on student problem-solving is needed to gain deeper insight into how students are approaching problems and where they lack proficiency so that instruction can help students gain a conceptual understanding of chemistry. The MAtCH (methods, analogies, theory, context, how) model was recently developed from analyzing expert explanations of their research and could be a valuable model to identify key components of student problem-solving. Using phenomenography, this project will address the current gap in the literature of applying the MAtCH model to student responses. Twenty-two undergraduate students from first-year general chemistry and general physics classes were recorded using a think-aloud protocol as they worked through the following open-ended problems: 1) How many toilets do you need at a music festival? 2) How far does a car travel before one atom layer is worn off the tires? 3)What is the mass of the Earth’s atmosphere? The original definitions of MAtCH were adapted to better fit student problem-solving, and then the newly defined model was used as an analytical framework to code the student transcripts. Applying the MAtCH model within student problem-solving has revealed a reliance on the method component, namely, using formulas and performing simple plug-and-chug calculations, over deeper analysis of the question or evaluation of their work. More important than the order of the components, the biggest differences in promoted versus impeded problem-solving are how students incorporate multiple components of MAtCH and apply them as they work through the problems. The results of this study will further discuss in detail the revisions made to apply MAtCH definitions to student transcripts and give insight into the elements that promote and impede student problem-solving under the MAtCH model.

Teacher's Emotional Display Affects Students' Perceptions of Teacher's Competence, Feelings, and Productivity in Online Small-Group Discussions.

Teacher's emotions have been shown to be highly important in the quality and effectiveness of teaching and learning. There is a recognized need to examine the essential role of teacher's emotions in students' academic achievement. However, the influence of teacher's displays of emotions on students' outcomes in small-group interaction activities, especially in the online environment, has received little attention in prior research. The aim of the present study was to explore the relationship between teacher's different emotional displays and students' perceptions of the teacher's competence, as well as students' collaborative feelings and productivity in online small-group discussions. Using a three-level between-subjects design, 74 participants were randomly divided into four-member groups comprising a teacher and three other participants. All the groups were asked to discuss an open-ended realistic problem using online software, during which the teacher's display of emotions varied (positive vs. negative vs. neutral). The participants' self-reported questionnaire data (perception of the teacher's competence, students' feeling of pleasure, collaborative satisfaction, and willingness to continue collaborating) and productivity (number of effective ideas expressed within a given time) were measured to compare the participants who were exposed to different emotional displays. As expected, the results showed that the participants who received the teacher's positive emotional display reported that they experienced higher levels of pleasure during the task. However, in contrast to our expectations, those under the negative emotional display condition showed a significantly higher level of productivity in the group task. In addition, compared to emotional display, the participants' perceptions of the teacher's competence were rated significantly higher under the neutral condition, and they reported higher levels of collaborative satisfaction and greater willingness to continue collaborating with their group. The findings have the potential benefit of informing educational practice on whether teachers should display their emotions in a small-group discussion or how they should display emotions following adjustment for the relative aim of the teaching activities.

Strategic shifts: How studio teachers use direction and support to build learner agency in the figured world of visual art

ABSTRACT Background In studio art, students are expected to be highly agentive—to engage in creative processes to form personalized representations of ideas, yet we lack knowledge on how teachers support their agency. Approaching agency as co-constructed practices across temporal dimensions, we examine how teachers shift between autonomy-supportive and directive approaches, building students’ artistic agency. Methods Secondary qualitative analysis of video-recordings (49 hours) of four teachers’ studio art classes in two arts-intensive high schools used observational frameworks on autonomy-support, theoretical constructs of spaces of authoring and temporal orientations to agency, and functional linguistic agency markers. Findings Studio teaching is primarily autonomy-supportive, but teachers strategically shift their enacted and linguistic practices to directive approaches, such as commands and constraints, taking control over parts of the creative process to build students’ artistic agency. Contribution Our work on teachers co-constructing artistic agency with students adds nuance to accounts of how teachers support agency, particularly forms of direction on open-ended problems. Our theoretical lens of the temporal process of agency and methodological approach of attending to enacted and linguistic practices and to when teachers shift to and away from directiveness, could be used in other learning settings to examine how agency is co-constructed.

Securing Dynamic Source Routing by Neighborhood Monitoring in Wireless Adhoc Network

Wireless Adhoc Network (WANET) significantly contributes to cost-effective network formulation due to decentralized and infrastructure-less schemes. One of the primary forms of WANET in Mobile Adhoc Network (MANET) is still evolving in research and a continued set of research problems associated with security. A review of existing security approaches shows that identifying malicious behavior in MANET is still an open-end problem irrespective of various methods. This paper introduces an improved DSR protocol mechanism of neighborhood monitoring scheme towards analyzing the malicious behavior in the presence of an unknown attacker of dynamic type. The proposed method contributes to deploying auxiliary relay nodes and retaliation nodes to control the communication process and prevent the attacker from joining the network. Using analytical research methodology, the proposed system can offer better communication performance with effective resistance from threats in MANET.