Problem-solving Experience Research Articles

지리교육에서 FPV 드론을 활용한 창의적 학습 전략 탐구 : 예비 교사를 대상으로 한 적용 사례 연구

FPV drones are unmanned aerial vehicles equipped with cameras that allow the operator to view real-time video feed from the drone's perspective while controlling it. These drones open new possibilities in educational settings, particularly in promoting creative learning in geography education. This study explores creative learning strategies using FPV drones, where pre-service teachers collected and analyzed spatial data in real time to gain a deeper understanding of geographical concepts and spatial awareness. To achieve this, 42 pre-service teachers participated in practical activities conducted in Marine City and Cheongsapo in Busan, where they explored and analyzed actual terrains through drones, gaining immersive and practical problem-solving experiences that are difficult to achieve through traditional learning methods. The results of the study indicate that learning with FPV drones significantly enhanced geographic reasoning and spatial awareness, confirming that such tools are effective not only in geography education but also in promoting creative learning across various educational fields. In conclusion, this study suggests that FPV drones can play a crucial role in educational innovation and serve as valuable resources for the development and implementation of technology-based learning strategies in the future.

Discussing Controversial Topics While Keeping the Class Civil: Critical Pedagogy and Dialogue for Those Who Dare

ABSTRACT This narrative self-study explores how a teacher educator managed to maintain civility while addressing controversial issues in a multicultural education course in Texas, amidst student resistance to a radical democratic curriculum. The educator describes their experience with Gabriel, a student whose resistance bumped against critical pedagogy approaches. Despite the educator’s careful planning and dialogue-centered teaching, an unforeseen moment of discomfort exposed the limitations of the teaching strategies. methods and underscored the need for emotional awareness in the act of teaching. The study’s findings explore critical pedagogical practices through explication of reflection-before-action, reflection-in-action, and reflection-after-action. Reflection-before-action, while valuable, cannot fully prepare educators for unexpected challenges, such as student resistance, that arise during teaching. Continued reflection in and on action is often necessary. Reflection-in-action revealed that a dialogue protocol used to maintain civility was inadequate, as it could not effectively handle dissent. Reflection-after-action, through personal journaling and discussions with critical friends and students, provided insights into managing the educator’s emotions, challenging assumptions, and enhancing listening and reflective skills. The study highlights the importance of embracing uncertainty and emotional complexity in teaching. It argues that effective critical pedagogy requires ongoing reflection and adaptability. Authors advocate for an ethical teaching approach that aligns with Freire’s call for empathy, humility, and daring dialogue, with students to bridge diverse, even contested, perspectives and foster democratic problem-solving experiences in education.

A Multiform Optimization Framework for Multiobjective Feature Selection in Classification

Feature selection in machine learning as a key data processing technique has two conflicting goals: minimizing the classification error rate and minimizing the number of features selected. However, most of the existing multi-objective feature selection methods face the problems of easily falling into local optima and slow convergence by virtue of their problem characteristics, such as partially conflicting objectives and highly discontinuous Pareto fronts. To solve these problems, this article proposes a multiform optimization framework to solve a multi-objective feature selection task together with several auxiliary single-objective feature selection tasks in a multitask environment. The proposed framework uses the problem-solving experience of single-objective tasks to assist the multi-objective feature selection task in exploring more promising regions and accelerating the convergence speed. Specifically, a knowledge transfer strategy based on the search experience of different tasks is developed to accomplish multiform optimization. In addition, a diversity enhancement mechanism is presented to improve search ability in promising decision space areas by considering historical information about the population. In most cases, the experiment results on 27 datasets demonstrate that the proposed technique can uncover more diversified feature subsets on the Pareto front in less time than existing state-of-the-art methods.

ENHANCING 21ST CENTURY SKILLS THROUGH INTEGRATED STEM EDUCATION USING PROJECT-ORIENTED PROBLEM-BASED LEARNING

In the pursuit of comprehensive education, the symbiotic relationship between 21st-century skills and STEM is crucial. These two domains work hand in hand to equip students with the knowledge and abilities required to thrive as productive and technically literate citizens in the future. This study assessed the impact of an integrated STEM education program on students' 21st-century skills using Project-Oriented Problem-Based Learning (PoPBL) as the core pedagogical approach. A onegroup quasi-experimental design and survey methodology were employed to evaluate students' skills before and after participating in the program. The findings showed a significant increase in students' overall 21st-century skills, with high productivity skills notably improving from moderate to high proficiency. These results provide compelling evidence that PoPBL in STEM education effectively enhances students' skills by immersing them in authentic, real-life problem-solving experiences through project work. The study emphasizes the value of integrating PoPBL into STEM education to enhance critical skills such as problemsolving, creative thinking, collaboration, and effective communication. By engaging in practical, project-based activities, students not only apply their knowledge but also develop competencies to address complex challenges in their future endeavors.

Exploring the lived experiences of women with multiple gestations in Iran: a phenomenological study

BackgroundMultiple gestations present numerous physical, psychological, social, and economic challenges for women. Understanding the problem-solving experiences of pregnant women carrying multiple can be invaluable. This study aimed to explore the experiences of Iranian women with multiple gestations.MethodsThis descriptive phenomenological study utilized purposive sampling and continued until data saturation. Data collection involved in-depth semi-structured interviews, with analysis performed using Colaizzi’s 7-step method. MAXQDA software was employed for data management.ResultsThis study involved 12 women with multiple gestations. The average age of the participants was 33.76 ± 6.22 years, and 9 were pregnant with triplets. The data were categorized into four primary themes: the paradox of emotions, the pregnancy prison, immersion in fear, and the crystallization of maternal love, encompassing 17 sub-themes.ConclusionPregnant women with multiple gestations undergo various changes and experience conflicting emotions. Enhancing their ability to adapt to and accept numerous pregnancies can be achieved through supportive, personalized, and family-centered care, along with improvements and revisions in care policies for multiple gestations.

Gamified Cybersecurity Education Through the Lens of the Information Search Process: An Exploratory Study of Capture-the-Flag Competitions [Research-in-Progress

Aim/Purpose. Capture the Flag (CTF) challenges are a popular form of cybersecurity education where students solve hands-on tasks in a game-like setting. These exercises provide learning experiences with various specific technologies and subjects, as well as a broader understanding of cybersecurity topics. Competitions reinforce and teach problem-solving skills that are applicable in various technical and non-technical environments outside of the competitions. Background. The Information Search Process (ISP) is a framework developed to under-stand the process by which an individual goes about studying a topic, identifying emotional ties connected to each step an individual takes. As the individual goes through the problem-solving process, there is a clear flow from uncertainty to clarity; the individual’s feelings, thoughts, and actions are all interconnected. This study aims to investigate the learning of cybersecurity concepts within the framework of the ISP, specifically in the context of CTF competitions. Methodology. A comprehensive research methodology designed to incorporate quantitative and qualitative analyses to draw the parallels between the participants’ emotional experiences and the affective dimensions of learning will be implemented to measure the three primary goals. Contribution. This study contributes significantly to the broader landscape of cybersecurity education and cognitive-emotional experiences in problem-solving. Findings. The study has three primary goals. First, we seek to enhance our under-standing of the emotional and intellectual aspects involved in problem-solving, as demonstrated by the ISP approach. Second, we aim to gain in-sights into how the presentation of CTF challenges influences the learning experience of participants. Lastly, we strive to contribute to the improvement of cybersecurity education by identifying actionable steps for more effective teaching of technical skills and approaches. Recommendations for Practitioners. Competitions reinforce and teach problem-solving skills applicable in various technical and non-technical environments outside of the competitions. Recommendations for Researchers. The Information Search Process (ISP) framework may enhance our understanding of the emotional and intellectual aspects involved in problem-solving as we study the emotional ties connected to each step an individual takes as the individual goes through the problem-solving process. Impact on Society. Our pursuit of advancing our understanding of cybersecurity education will better equip future generations with the skills and knowledge needed to ad-dress the evolving challenges of the digital landscape. This will better pre-pare them for real-world challenges. Future Research. Future studies would include the development of a cybersecurity curriculum on vulnerability exploitation and defense. It would include practice exploiting practical web and binary vulnerabilities, reverse engineering, system hardening, security operations, and understanding how they can be chained together.

Redesigning Laboratory Courses in Information Technology Program: An Inquiry Based Learning Approach

Laboratory courses in Information Technology programs are pivotal for hands-on learning and skill development. They prepare students for real-world applications, nurture critical thinking and teamwork, and offer practical problem-solving experiences. These courses bridge the gap between theory and practice, helping students become industry-ready and ethical technology professionals. However, challenges in the conduct of laboratory courses include limited access to resources like computers and software, maintaining up-to-date content in a rapidly evolving field, addressing diverse student backgrounds and abilities, preventing plagiarism and cheating, and managing large class sizes efficiently. These challenges can impact the quality of hands-on learning, require effective teaching strategies, and demand careful planning and adaptation to ensure a productive learning environment. Inquiry-based learning (IBL) is an educational approach that centers on active student engagement and exploration. It involves students posing questions, problems, or scenarios and then actively seeking answers or solutions through research, investigation, and critical thinking. Inquiry based learning, when implemented in lab courses promises to promote connection to the real-world problems, problem solving skills and application of engineering knowledge to solve complex problems. In this paper, a hybrid inquiry based approach is adapted for the conduct of three laboratory courses in B.Tech Information Technology Program. The implementation was experimented over different batches of around 390 students. The proposed approach resulted in significant improvement of the attainment of course outcomes. It also had profound impact on the transferable skills of the learners such as critical thinking, problem solving skills, attention to detail and management skills. The impact of the proposed approach is measured and the quantitative results demonstrate the effectiveness of the proposed instructional design. Keywords— Cloud Computing Lab;Computer Networks Lab; DBMS Lab;Design of Experiments; Inquiry based learning

A case-driven emergency decision-making model based on probabilistic linguistic bidirectional projection

Historical cases have been accumulated to use the problem-solving experiences of similar types of historical cases to solve current problems. The existing studies has shown its potential to generate alternative accurately but also exposed some challenges, such as the precision of case information representation, the accuracy of case match, and the validity of the generated alternative. This paper proposed a case-driven emergency decision-making model (EDM) based on probabilistic linguistic bidirectional projection to overcome these challenges. A new attribute match measurement based on probabilistic linguistic bidirectional projection under probabilistic linguistic term sets (PLTSs) environment not only preserve the integrity of the case information but also facilitate valid retrieval results and guarantee an interpretable decision-making process. An aggregation model based on the best–worst method, and a distance-based optimization model considering the interactions between attribute combinations is then constructed to weigh all the attributes to determine similarities between the current and historical cases, which can make the match result more reasonable. Afterwards, a bidirectional projection–gained and lost dominance score (GLDS) method is developed and applied to improve the fairness and validity of the retrieval results. Finally, a case study of suspected cases of Coronavirus Disease 2019 (COVID-19) demonstrates the practicability of the proposed proposal, and comparative analysis illustrates its superiority over alternatives.

Restructuring processes and Aha! experiences in insight problem solving

Restructuring processes and Aha! experiences in insight problem solving

Use of Technology to Increase the Quality of Collaborative Learning Experiences for Engineering Students in the Post-Pandemic Period

This paper focuses on the changes made to the design and delivery of course materials and lab sessions for an Engineering module in the post-pandemic period – aiming to keep a balance between hands-on experience and use of digital technology as part of the students’ socio-emotional learning (SEL) experience and development of emotional intelligence, employability skills required by Industry 4.0. The flipped classroom approach facilitated the students’ engagement in authentic and valuable learning experiences as active partners in the process of sustainable knowledge creation enabling the development of their growth mindset in constructive, active, intentional, cooperative, and authentic ways. The practical lab sessions aimed to develop the students’ manual dexterity and soft skills while preparing the lab work technical reports enabled the improvement of their creative and critical thinking skills through inquiry and reflective writing.The problem-oriented project work (where students examined and provided creative and innovative solutions for real-life situations through collaboration and problem-solving experiences) has increased their motivation, engagement, performance, persistence, and their capacity to give and receive constructive feedback by positive engagement with online discussion forums. The continuous cumulative assessment encouraged students to reflect on their performance and refine their learning practices to become career-ready engineering practitioners. The efficiency of the proposed approach was evaluated by conducting semi-structured interviews with students, analysing student’s academic performance and lecturers’ observations while engaging in classroom-based research. In conclusion the weaving of academic grace into the fabric of hybrid engineering courses has increased the quality of collaborative learning experiences for students.

PBL 기반 유아문학교육 수업에 대한 예비유아교사의 경험과 인식

Objectives The purpose of this study is to explore the process of experience of prospective early childhood teach-ers and examine their meaning by operating PBL-based early childhood literature education courses for pro-spective early childhood teachers. Methods 25 first-year students of the Department of Early Childhood Education at the 4-year College of Education located in Gyeonggi-do were selected as research participants and problem-oriented learning was applied to ear-ly childhood literature education classes for a total of 15 weeks from September to December 2022. The data col-lected reflective journals and group interview data of research participants, and analyzed the experiences and per-ceptions of prospective early childhood teachers in the PBL-based early childhood literature course. Results The experience of prospective early childhood teachers in PBL-based early childhood literature education classes was found to be familiar and unfamiliar early childhood literature, an “expansion of knowledge about early childhood literature education” that was more enjoyable to see and see, and an “experience of collaborative prob-lem solving” that gave them the pleasure of being together rather than alone. The perception of prospective early childhood teachers through PBL-based early childhood literature education classes contains various values and expands from daily life and curiosity to imagination and creation. Conclusions This study is meaningful in seeking various and effective teaching and learning methods in the teacher training process for the qualitative growth of early childhood literature education and providing the basis for the development and application of specific programs.

Pengenalan Konsep Matematika Berbasis Seriasi Melalui Media Logo Pada Anak

This study is the implementation of the introduction of serialization based mathematical concepts through lego media to children as an introduction to mathematics learning for young children including classification, seriation, patterns, number concepts, measurements, geometry, and problem solving experiences. One of them is the introduction of mathematical concepts based on seriation through Lego media which is a very popular game in the world, especially for children. Mathematical concepts in children aged 2-4 years where children can classify and classify shapes, colors, and sizes. So to develop a mathematical introduction to children based on seriation can use lego games. This study uses qualitative research methods which are descriptive qualitative in nature. Research data presented in descriptive form is sourced from data that has been collected in the form of recordings, interviews, photos, documentation. The findings of the study are that the lego games that are performed on children become enthusiastic and obtain learning of mathematical concepts based on seriation. In this article, it is explained how the introduction of serialization-based mathematics using lego at the age of 2-4 years.

Problem-Based Learning Approach for Developing Learning Management Skills in Undergraduate Mathematics Education

This study explores the effectiveness of problem-based learning (PBL) activities in developing learning management skills among mathematics education students. The research was conducted with 30 participants selected from a public university in Thailand using a cluster sampling method. A holistic rubric with a rating scale of 1 to 5 was employed to assess learning management design and teaching implementation. The results indicate that PBL significantly enhanced students’ learning management skills, with mean scores of 77.90 (82% of full mark) for learning management design and 56.90 (81.29% of full mark) for teaching implementation. Overall, the participants achieved a mean score of 134.80 (81.70% of full mark), demonstrating the effectiveness of PBL in fostering comprehensive learning management abilities. Moreover, participants expressed high satisfaction with the PBL approach, as evidenced by a mean satisfaction score of 4.54 (S.D. = 0.48) on a 5-point Likert scale. The study contributes valuable evidence supporting the integration of PBL in teacher education curricula, with implications for both academic and pedagogical contexts. Policymakers are encouraged to consider incorporating real-world problem-solving experiences in all teacher education classes, and further studies can explore the long-term effects of PBL on students’ teaching practices.

Game design as reflective pedagogy in entrepreneurship education

The relationship between business education and games, primarily simulation games, dates to the 1930s in Europe and the 1950s in the US and continues to grow today. These games are often used to teach action-oriented disciplines, such as marketing, strategy, and entrepreneurship, providing situations in which decision-making under risky circumstances can be practiced. Our research shifts the focus from playing games to designing them for learning. Our game design activity brings the ambiguity and uncertainty from the entrepreneurial environment into the classroom, where risks can be taken, and failure is part of the experience. Students dive into an iterative design process grounded in inquiries and investigations. This requires communication and negotiation skills, aiming to construct dynamic business representations in constant conversation with the situation. Although students' lack of professional experience and game design knowledge poses challenges, the design activity uncovers many learning possibilities and discoveries. Our pedagogical approach attempts to embrace constructionists’ learning characteristics by using a board game to mediate the design process, besides the gameplay. Students' designs should not only reflect their problem-solving experiences, identities, and understandings, but also construct meaning through conceptualizing business interpretations as game elements, mechanics, and rules. Through observations in university classroom settings (Canada, France, and Brazil), we present examples of students' game designs and how they interpreted entrepreneurial challenges through their designs. By employing design thinking to create conceptual representations in a meaningful game, they showed their understanding of entrepreneurship, worldviews, and contextual knowledge grounded in their sociocultural contexts. A board game became a tool that embodied design possibilities based on low-cost resources and was used in classrooms without computers, internet access, or other technical devices. A board game provides an inclusive and immersive learning experience that supports better conceptual understandings of systems, such as entrepreneurial activity. This research contributes not only to understanding the role of board games in business education (in contrast with prevalent digital simulation games) but also motivates the next generation of entrepreneurial educators to experiment with novel teaching methods.

Research Trends in the Ill-Structured Problem-Solving of Mathematics Education in Korea

In mathematics education, there has been substantial interest in mathematical problem-solving, which has led to the development of competencies of problem-solving based on the relevance and applicability of mathematical knowledge learned in school to problem-solving in one’s everyday life. This study revisits the development of ill-structured problem-solving and its pedagogical implications with the aim of providing students with a transferable problem-solving experience in which the knowledge they learn in school can be meaningfully employed in a real-world context. To examine the overall trend of research focusing on ill-structured problems or ill-structured problem-solving, this study statistically analyzed the papers published in the field of mathematics education in Korea according to the research period, topic, research method, and mathematics content strands to provide useful insights as descriptive research. More specifically, the ill-structuredness of textbook problems, the process of ill-structured problem-solving and the collaborative problem solving that emerges from ill-structured problem-solving were analyzed more closely. Based on the results, the researchers suggested the directions and implications for mathematical problem-solving in terms of ill-structured problems or problem-solving in mathematics education.

Analysis of Mathematical Literacy Ability Based on Learning Style of Middle School Students

This research was conducted at SMP Negeri 204 Jakarta with research subjects, namely class VIII-B students. This study aimed to determine students' mathematical literacy skills based on Kolb's learning style. The method used in this study is descriptive qualitative, using instruments like questionnaires, test questions, and interview guides. Questionnaires are used to categorize Kolb's learning styles. At the same time, the mathematical literacy test was given as many as four description questions with Circle material and interview guidelines to find more in-depth information related to the mathematical literacy abilities possessed by the subjects in this study. Based on the research that has been done, students with diverging learning styles tend to use concrete experiences they have learned and are not afraid to try. Subjects with an assimilation learning style tend to emphasize theory, subjects with a convergent learning style look more active and have high self-confidence, and accommodation subjects tend to have concrete problem-solving experiences. Subjects with the Kolb learning style can show the process of mathematical literacy, which is suitable for the context of still common questions.

Project-Based Learning in EFL Classroom: Strategies for Success

Project-Based Learning (PBL) is an innovative and student-centric approach to education that has gained widespread attention for its ability to engage learners in authentic and real-world problem-solving experiences. However, deploying this activity in ELT classroom is not an easy thing to do. To address this gap, this article presents detailed activities to be deployed in class, together with its fundamental principles, benefits, for teachers and students. The implementation of PBL activities in Junior High School level showcase the students’ empowerment to become active, engaged, and lifelong seekers of knowledge. The activities also align with modern workforce demands, as it equips students with 21st-century skills like adaptability, collaboration, problem-solving, and communication.

Call rating based on objective data extraction

Interaction channels are special opportunities to improve customer satisfaction by offering a consistent problem-solving experience. Contact center employees are the link between the company and the customer. They are responsible for maintaining an appropriate relationship between the company and the customer. So, they are personally responsible for the customer experience. In this paper, we present an objective evaluation method for evaluating customer-agent interaction, i.e., evaluating the effectiveness of the realization of customer requests from calls. The evaluation method is automatic and does not depend on the relationship between the call center manager and the employees. The motivation for evaluating calls stems from the key performance characteristics of a contact center, of which we particularly emphasize service time, first call resolution, handling time, and others.

Case-Based Experiential/Immersive Learning for Business Problem-Solving: A Plan in Progress

Aim/Purpose. Business schools need to design, develop and deliver courses that are relevant to business problem-solving. Current pedagogies do not often provide the insight – or experience – necessary to close the gap between theory and practice. Background. The paper describes an initiative to design, develop and deliver courses in business-technology problem-solving that thoroughly immerses students in the actual world of business. Methodology. The methodology included case-based analysis where actual cases where selected to model problem-solving scenarios. Contribution. Several courses are developed that immerse students into actual problem-solving experiences. Findings The courses will be delivered to business students to assess the impact of immersive/experiential learning. Recommendations for Practitioners. Additional courses should be informed by actual cases; the commitment to relevance should be expanded. Recommendations for Researchers. Ongoing research to measure the impact of immersive/experiential learning is recommended. Impact on Society. Business schools should rethink the content of their courses and the pedagogies that have dominated business schools for many decades. Future Research. Additional research will include more courses and additional immersive/experiential pedagogies.

Looking back on Pólya’s teaching of problem solving

This article is a personal reflection on Pólya's work on problem solving, supported by a re-reading of some of his books and viewing his film Let Us Teach Guessing. Pólya's work has had lasting impact on the goals of school mathematics, especially in establishing solving problems (including non-routine problems) as a major goal and in establishing the elements of how to teach for problem solving. His work demonstrated the importance of choosing rich problems for students to explore, equipping them with some heuristic strategies and metacognitive awareness of the problem solving process, and promoting 'looking back' as a way of learning from the problem solving experience. The ideas are all still influential. What has changed most is the nature of classrooms, with the subsequent appreciation of a supporting yet challenging classroom where students work collaboratively and play an active role in classroom discussion.
 Subject Classification: 97D50, 97A30