Teaching Problem Solving Research Articles

Effect of problem-solving teaching methods on students' interest and academic performance in animal husbandry in secondary schools for sustainable development in Nigeria

This study investigated the effects of Problem-solving teaching method on Animal Husbandry Students' interest and academic performance in Senior secondary schools in Benin City, Edo State, Nigeria. The Theory of experiential learning was used to explain how learning by active participation in the learning process can increase interest in the learning process. Quasi-experimental. Specially, the pre-test post-test control group were used to collect data from 251 students using an intact class. The results showed that students interest increase as the result of the treatment. The study found that students. performance also increases as a result of their interest in studying Animal Husbandry. The study concludes that teaching using problem solving can increase students interest in studying Animal Husbandry and also improve their performance in the subject for sustainable development in Nigeria. Recommendations include that animal Husbandry teachers should constantly use problem solving teaching methods in teaching animal Husbandry to encourage students to learn animal Husbandry effectively in secondary schools.

A Socio-Constructivist Perspective on Problem-Solving Approaches in Mathematics: Perceptions of Future Primary Education Teachers

This study investigates the perceptions of future primary education teachers regarding the implementation of a problem-solving teaching approach from a socio-constructivist perspective. Although previous research has shown the benefits of problem-solving in mathematics education, few studies have yet focused on preservice teachers in primary education, particularly within a socio-constructivist framework. Therefore, this study addresses this gap by exploring the effectiveness and challenges of the Building Thinking Classrooms approach developed by Peter Liljedahl. The study was conducted through a case study design involving 36 first-year preservice teachers enrolled in a mathematics didactics course at a public university in Chile. Qualitative and quantitative data were collected through surveys, field logs, and classroom observations. The data analysis included descriptive statistics and content analysis to understand the students’ perceptions of problem difficulty, engagement, and the overall approach. The findings reveal that the problem-solving approach was positively perceived by the participants, highlighting its role in fostering critical thinking, collaboration, and a deep understanding of mathematical concepts. However, challenges were identified, particularly regarding group work and the autonomy required in solving problems. Furthermore, the study identified areas in which additional support could enhance the effectiveness of problem-solving approaches. This research underlines the importance of integrating problem-solving approaches into teacher education programmes and highlights the need for future research on the long-term impacts and strategies needed to support autonomy and collaborative learning.

Integration of 3D printing and case-based learning in clinical practice for the treatment of developmental dysplasia of the hip

BackgroundCase-based learning (CBL) utilizing three-dimensional (3D) printed hip joint models is a problem-solving teaching method that combines the tactile and visual advantages of 3D-printed models with CBL. This study aims to investigate the impact of integrating 3D printing with CBL on learning developmental dysplasia of the hip (DDH).MethodsWe conducted a prospective study from 2022 to 2023, including 120 fourth-year clinical medical students at Xuzhou Medical University. Students were randomly allocated into two groups of 60 participants each. The CBL group received conventional CBL teaching methods, while the 3D + CBL group utilized 3D-printed models in conjunction with CBL. Post-teaching, we analyzed and compared the theoretical and practical achievements of both groups. A questionnaire was designed to assess the impact of the educational approach on orthopedic surgery learning.ResultsThe theory scores of the CBL group (62.88 ± 7.98) and 3D + CBL group (66.35 ± 8.85) were significantly different (t = 2.254, P = 0.026); the practical skills scores of the CBL group (57.40 ± 8.80) and 3D + CBL group (63.42 ± 11.14) were significantly different (t = 3.283, P = 0.001). The questionnaire results showed that the 3D + CBL group was greater than the CBL group in terms of hip fundamentals, ability to diagnose cases and plan treatments, interesting teaching content, willingness to communicate with the instructor and satisfaction.ConclusionsThe integration of 3D printing with case-based learning has yielded positive outcomes in teaching DDH, providing valuable insights into the use of 3D-printed orthopedic models in clinical education.

Examining the role played by resources, goals and orientations in primary teachers’ decision- making for problem-solving lesson plans

The decisions that teachers make in transforming the curriculum into specific lesson plans determine the real enactment or otherwise of curricular ideals. These decisions are shaped by the resources available and by each teacher’s goals and orientations. This exploratory study employs Schoenfeld’s decision-making model to examine how resources, goals and orientations influence lesson planning for mathematics problem solving, for different profiles of primary teachers in Chile. To this purpose, a survey was conducted among 40 teachers of varying degrees of ability and experience: some were beginning teachers, others were experienced but had no further training in teaching problem solving and a third group was composed of experienced teachers with specific training in this question. Interviews with two teachers from each profile revealed important differences between the three groups. Beginning teachers relied more heavily on official resources such as the official curriculum and standard textbooks, aligning themselves with school requirements. Experienced teachers with problem solving training demonstrated a strong inclination towards teaching through a problem solving approach. While beginning teachers acknowledged the importance of promoting problem solving strategies, they did not usually adapt problems to the mathematical content or to the age/competence of their students. Interestingly, all three groups under-utilised sections of curricular resources that emphasise the present curricular focus on problem solving. Finally, the study found that experience alone is not enough to develop a problem solving approach and that focused professional development programmes are needed to equip teachers with the necessary skills. In addition, a diagnostic teaching approach should be incorporated into initial teacher training.

Investigation on the effect of social problem-solving instruction on nursing students' thinking and decision-making capacity

Registered nurses require individuals with outstanding mental skills like problem-solving, decision-making, and analytical abilities due to the complicated healthcare system and demanding patient care setting. Examining the impacts of a societal troubleshooting course on a group of college registered nurses was the goal of this quasialmost scientific inquiry. Prior to and following the treatment, the study attempted to compare changes in numerical poll results, corporate interviews, updates to the Social Handling Issues Stock, scores on the Critical Analysis Test, and answers to private questionnaires. 50 college registered nurses were randomly selected and assigned to two groups: the experimental group (n = 25) and the uncontrolled group (n = 25). The data obtained from the study were analyzed using the SPSS (Statistical Package for the Social Sciences) program. Resolving societal issues sure has a beneficial impact on pupils. Ability to solve societal challenges, make decisions, and suspect critically after the training session in the experimental group (P =0.05), but in the custody group (P >0.05), that result was not seen. The findings indicated that formal societal instruction could enhance intellectual critical thinking, problem solving, and decision-making abilities. In light of this finding, nursing education should be delivered in novel, inventive, and unconventional ways compared to conventional teaching techniques. Instruction in mental abilities has to be included in the nursing curriculum. Therefore, it is advised that nursing pupils receive mental formation, including problem-solving.

Students' Mathematical Literacy in the Process of Teaching Problem Solving Strategies

The purpose of the study is to investigate the mathematical competence of 8th grade students in the context of teaching problem solving strategies. In the study, students were taught problem-solving strategies and were asked to solve problems prepared on these strategies using the appropriate strategy. The study was conducted with 32 eighth grade students in an elementary school. The data were analyzed using the content analysis method. The results of the pretest and posttest on mathematical competence suggest that the exercise in which problem-solving strategies were taught increased the level of mathematical competence of the students. In addition, data from the semi-structured interview sheets, student solution sheets, and observation notes identified progress in the students' problem-solving process and implementation of mathematical processes.

A Practical Guide to Problem-Solving Instruction in Orientation and Mobility

A Practical Guide to Problem-Solving Instruction in Orientation and Mobility

OPEN FOR DISCUSSION: РАЗВИТИЕ НАВЫКОВ РАЗГОВОРНОЙ РЕЧИ НА ЗАНЯТИЯХ ПО АНГЛИЙСКОМУ ЯЗЫКУ СО СТУДЕНТАМИ ХИМИЧЕСКОГО ФАКУЛЬТЕТА

In the context of studying foreign languages, speaking skills are generally viewed as the key criteria of success yet the most challenging aspect of language learning. This requires special approach and efforts on the side of the teacher who should be able to create proper conditions and apply certain methods to encourage students to speak. Open for Discussion is a language course specifically developed to support chemistry students in practising real-world speaking skills within the framework of problem-solving teaching strategy and provocation in teaching. The present article gives an overview of the course, its underlying concepts and practical application. At that, special focus is made on cooperative learning strategies and collaborative discussion as the most effective ways to enhance the communicative competence and boost English speaking skills. The described course may be used to strengthen methodological support for foreign-language teachers at nonlanguage faculties.

Challenges and Stress While Teaching Problem Solving in Mathematics

The purpose of our research is to examine what challenges and stressors teachers face when teaching problem solving in mathematics classes, whether they do problem solving mostly with gifted or better students than with other students in the class. We used a quantitative research method through a survey questionnaire that teachers filled out online. Hypotheses were tested with the Kruskal-Wallis’s test to determine differences between groups of teachers. The results showed that teachers, regardless of the university they graduated from and the average number of students in the class, define the same challenges that students and teachers face when solving problems, and that they try to implement problem solving with all students in the class, not only with the gifted. Teachers report that problem-solving teaching takes a lot of time and preparation, and that problem-solving take time during class. Such teaching itself is demanding in preparation. For the challenges faced by students, teachers state students' quick withdrawal, lack of self-confidence, and lack of prior knowledge and problem-solving skills. It is difficult for teachers to achieve the outcomes by solving problems in mathematics classes, but they are aware that solving problems gives students better skills. It is important to understand the impact of teacher stress and reduce the stressors that teachers face when solving problems in class, because teacher stress affects student success in problem solving, which is related to student success in mathematics.

Problem solving in mathematics education: tracing its foundations and current research-practice trends

In tracing recent research trends and directions in mathematical problem-solving, it is argued that advances in mathematics practices occur and take place around two intertwined activities, mathematics problem formulation and ways to approach and solve those problems. In this context, a problematizing principle emerges as central activity to organize mathematics curriculum proposals and ways to structure problem-solving learning environments. Subjects’ use of concrete, abstract, symbolic, or digital tools not only influences the ways to pose and pursue mathematical problems; but also shapes the type of representation, exploration, and reasoning they engage to work and solve problems. Problem-solving foundations that privilege learners’ development of habits of mathematical practices that involve an inquiry method to formulate conjectures, to look for different ways to represent and approach problems, and to support and communicate results shed light on directions of current research trends and the relevance of rethinking curriculum proposals and extending problem-solving environments in terms of teachers/students’ consistent use of digital tools and online developments.

Core competency oriented problem-solving teaching ----Taking "Solving Application Problems with a System of Equations" as an Example

The teaching of Mathematical problem-solving is one of the three key teaching points in junior high school mathematics. Solving applied problems through equations (systems) is an important component of the first module of teaching content, "Numbers and Algebra", and holds a very important position. It is a key focus in junior high school mathematics problem-solving teaching. At present, under the premise of the implementation of the new curriculum reform in the field of mathematics in China, based on the recent publication of compulsory education curriculum standards,the teachers of mathematics should focus on cultivating excellent mathematical core literacy among junior high school students, and ensuring that they can independently cope with and solve problems in the math teaching of junior high school. Based on the above background, the author focuses on the newly published mathematics curriculum standards in 2022, and studies the teaching design of "solving application problems for systems of equations". In this paper, we explore the mathematical core literacy elements contained in the teaching of solving applied problems in equations, study the improvement path of mathematical problem-solving teaching, share the teaching design practice and thinking based on core literacy oriented problem-solving teaching, and the important role that this teaching design can play in cultivating students' core literacy .

Developing Dispositions for Transfer

Abstract This article suggests pedagogical practices to help first-generation students gain effective problem-solving strategies for the future transfer of writing knowledge and skills. The retention of first-generation students depends on developing four positive dispositions for learning: success attribution, self-efficacy, expectancy value, and self-regulation. Meaningful writing assignments with a connection to students’ cultural experiences are an essential foundation for improving transfer. Specific reflective activities are detailed for analyzing emotional reactions to writing experiences, evaluating procedural writing strategies, and solving current and future writing-related problems. A reflective problem-solving pedagogy promotes deep learning by emphasizing students’ agency in responding to writing difficulties and their resourcefulness in creating successful solutions.

Uncovering The Effectiveness of the Project-Based Learning Model and Ecological Intelligence: Impact on Environmental Problem-Solving Ability in Senior High School

Equipping students with proficient environmental problem-solving skills is critical in the 21st century to address pressing global problems. This research explores the effectiveness of Project-Based Learning (PjBL) combined with ecological intelligence as a strategy to increase students' cognitive understanding and environmental awareness. A quasi-experimental design with a pre-test and post-test control group design was used. The participants were class XI IPS (Class XI IPS) students from SMA Negeri 1 Karangrejo (n = 5 classes). Purposive sampling resulted in an experimental class that was exposed to PjBL and a control class that followed traditional learning. Data collection was carried out through descriptive tests and observations that were validated and reliable. Two-way ANOVA analysis showed a significant positive effect (p less than 0.05) between PjBL and ecological intelligence on students' environmental problem solving abilities. Interestingly, no significant interaction effects (p greater than 0.05) were detected, indicating the potential dominance of the PjBL structured learning environment. These findings highlight the potential of PjBL as a pedagogical tool to foster environmental literacy and problem solving in geography education

Comparative study of problem solving skill development features in Japanese and Indonesian high school physics textbooks

Despite both Japan and Indonesia incorporating critical thinking skill development into their educational curricula, Japanese students exhibit higher problem-solving abilities. To investigate the role of physics textbooks in nurturing problem-solving skills, a comparative and content analysis method was employed, focusing on two textbooks: The Basic Physics High School Textbook for Science by Sukenshuppan (JP-SKN) and Fisika 1 untuk Jurusan IPA by Tiga Serangkai (ID-TS). Foshay's teaching principles for problem-solving skills served as the analytical framework, consisting of 12 key points to identify problem-solving teaching features within the textbooks. Explicitly stated sub-chapters and consistently recurring implicit elements within each chapter were recognized as book features. The analysis revealed that JP-SKN encompasses a greater variety of problem-solving skill development features compared to ID-TS. While the quality of these features may differ, JP-SKN contains 16 book features aligned with problem-solving teaching principles, surpassing the 12 found in ID-TS. JP-SKN employs diverse approaches to foster problem-solving skills, including case studies, graphs, tables, illustrations, and interactive digital content. Its "Thinking Learning" feature (思考学習) encapsulates numerous problem-solving principles, providing instructions, structured problems, and encouraging the formulation of mental models for problem resolution. Conversely, ID-TS incorporates additional elements beyond problem-solving, such as promoting teamwork, scientific attitude, and offering numerous practice questions. These findings offer valuable insights and references for the development of learning resources that aim to promote critical thinking skills within Indonesia's new curriculum. Furthermore, they serve as a starting point for future research to explore how both countries interpret their respective curriculum mandates when designing representative textbooks, particularly concerning high school Physics subjects.

浅析思维导图对数学解题教学的价值

浅析思维导图对数学解题教学的价值

Effects of Mayer’s Problem Solving Instructional Model with Visual Representation Component on Student’s Academic Performance and Retention in Algebra among Senior Secondary School Students in Katsina Central Senatorial District of Katsina State.

Effects of Mayer’s Problem Solving Instructional Model with Visual Representation Component on Student’s Academic Performance and Retention in Algebra among Senior Secondary School Students in Katsina Central Senatorial District of Katsina State.

INNOVATIVE EFFECTS OF ARTIFICIAL INTELLIGENCE ON TEACHER EDUCATION

The goal of this investigation was to see the impact of AI on teacher education. To have a better understanding of how it will impact teacher education in problem-solving, how it will aid in planning, and whether it will promote continuous learning in teacher education. The study allows instructors and students from tertiary institutions in The Turkish Republic of Northern Cyprus to express their views. Three primary research topics guided these investigations, and four semi-structured interview questions were developed to obtain thorough responses to these issues. The opinions of the participants were solicited in person. The findings showed that both students and lecturers were aware and comfortable with AI in educational systems, that AI has had significant effects on problem-solving in teacher education, and that AI is vital for facilitating planning in teacher education. Finally, it was emphasized that the application of AI in teacher education allows for continuous learning, which has benefits as well as drawbacks.

The Use of Information Technologies in Teaching Solving Problems Related to The Main Class Compounds of Inorganic Substances at School

In this article, the use of information technology in teaching chemistry in schools to solve problems related to the main class compounds of inorganic substances: "Chemistry: for schoolchildren (use of interactive method in teaching solving problems related to the main class compounds of inorganic substances using the proportion method) the results of using self-education" electronic publication (EP) are highlighted. In the study "Chemistry: for schoolchildren (using an interactive method in teaching solving problems related to the main classes of compounds of inorganic substances using the method of proportions) self-education" electronic publication (EP), chemistry in the context of the use of information technologies teachers' activity, analysis of normative documents, observation, analysis of personal experience, interviewing, questioning, analysis of received data were used in teaching problem solving. As a result of the research, the use of the electronic publication(EP)"Chemistry: for schoolchildren (the use of interactive methods in teaching solving problems related to the main class compounds of inorganic substances using the proportion method) self-education" in schools students learn the basic concepts and laws of chemistry, get acquainted with the notation system, understand quantitative relationships between reactants, gain experience and develop practical skills. According to the results of the survey I liked working - 90%. 2. I did not like to work - 3% 3. The idea did not work - 7%. This assumption was later confirmed experimentally. In conclusion, the use of the electronic publication (EP) "Chemistry: for schoolchildren (use of interactive method in teaching solving problems related to the main classes of compounds of inorganic substances using the method of proportions) self-study " facilitates students' assimilation of the studied material, helps to develop and strengthen the skills of solving typical problems, forms chemical thinking in students, creates new opportunities for information transfer.

Validity of instrument to measure primary school mathematics teachers’ acceptance of m-learning applications

<span lang="EN-US">Mobile learning (M-learning) is one of the proposed technology-based methods for teaching mathematics in today’s education 4.0 era. This method enables teachers to conduct instruction and learning without being bounded by walls, wires, and the need for specialized physical infrastructure and facilities. This study was conducted to develop and validate an instrument for evaluating primary school mathematics teachers’ acceptance of M-learning applications in problem-solving teaching involving six variables. This research is quantitative and utilizes a questionnaire to collect data. This study involved a total of four experts and 120 participants. Cronbach’s alpha and Exploratory Factor Analysis were used to perform a descriptive analysis of the data. Cronbach’s alpha was determined to be 0.934, with a factor eigenvalue greater than 1. The Kaiser–Meyer–Olkin value for each construct is 0.50, whereas Bartlett’s test value is statistically significant (<0.5). Each item has a factor loading of 0.50 and a variance of ≥60%. The findings showed that this instrument contains six constructs and nineteen appropriate items. It also indicated that this instrument could be used to investigate perceptions of the primary school mathematics teachers’ acceptance of m-learning applications in problem-solving teaching instruments involving performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and usage behavior (attitude).</span>

Peer-Delivered Modified Schema-Based Instruction in Word Problem-Solving for High-School Students with Intellectual Disability

There is a growing body of evidence on the effectiveness of modified schema-based instruction (MSBI) for teaching word problem-solving alongside other important skills, such as self-determination and mathematical discourse and reasoning. Yet the majority of studies have not been conducted in naturalistic instructional arrangements. We report single-case design quantitative data from a mixed methods study that sought to evaluate the effectiveness and social validity of peer-delivered MSBI with high school students who were engaged in an established peer mentoring program. Results from the single-case multiple probe across participants design demonstrate a functional relation between peer-delivered MSBI and math problem-solving behaviors. All mentees with intellectual disability independently solved multiplicative comparison word problems following intervention and most maintained and generalized to a socially significant degree. Mentors delivered the intervention as designed and supported their mentees in expressing reasoning to justify their solutions. We provide recommendations for research and practice aimed at increasing expectations and opportunities for secondary students with intellectual disability regarding the use of peer-mediated interventions for academic skills.