Opportunities For Problem Solving Research Articles

Supporting Upper Elementary Students in Learning AI Concepts with Story-Driven Game-Based Learning

Artificial intelligence (AI) is quickly finding broad application in every sector of society. This rapid expansion of AI has increased the need to cultivate an AI-literate workforce, and it calls for introducing AI education into K-12 classrooms to foster students’ awareness and interest in AI. With rich narratives and opportunities for situated problem solving, story-driven game-based learning offers a promising approach for creating engaging and effective K-12 AI learning experiences. In this paper, we present our ongoing work to iteratively design, develop, and evaluate a story-driven game-based learning environment focused on AI education for upper elementary students (ages 8 to 11). The game features a science inquiry problem centering on an endangered species and incorporates a Use-Modify-Create scaffolding framework to promote student learning. We present findings from an analysis of data collected from 16 students playing the game's quest focused on AI planning. Results suggest that the scaffolding framework provided students with the knowledge they needed to advance through the quest and that overall, students experienced positive learning outcomes.

Navigating Language Diversity In Multilingual Stem Classrooms: Strategies For Inclusive Education

In multilingual STEM classrooms, language diversity presents challenges and opportunities for inclusivity. This study examines the impact of language diversity on STEM education, emphasizing its relevance in a globalized context. By employing a mixed-methods approach, including surveys and interviews with students, educators, and administrators, we identify patterns in the interplay between language diversity and inclusive education. Preliminary findings highlight challenges such as communication barriers and opportunities for enriched problem-solving. The discussion emphasizes recognizing linguistic diversity as an asset and suggests strategies to address barriers, advocating for a supportive, inclusive classroom. Implications for educators, policymakers, and researchers underscore leveraging linguistic diversity as a strength, with recommendations including professional development, integrating diverse perspectives into STEM materials, and implementing inclusive language policies for a more equitable STEM education landscape.

Student Innovation Performance: Underpinning Theories

This study explores the relationship between extracurricular activities and student innovation performance, drawing on various theoretical frameworks and empirical evidence. Through a comprehensive literature review, the study examines the impact of extracurricular activities on students' development of critical thinking, creativity, communication, and collaboration skills—essential components of innovation. The TRIZ innovation theory and social cognitive career theory provide theoretical underpinnings for understanding how participation in extracurricular activities fosters innovation skills among students. Additionally, the study presents a literature review matrix summarizing key findings from previous research on extracurricular activities and their effects on student development. The findings suggest that participation in extracurricular activities significantly enhances students' capacity for innovation by cultivating higher-order thinking skills and providing opportunities for real-world problem-solving. Moreover, the study discusses the implications of extracurricular engagement for students' future career success and organizational innovation. The study concludes with recommendations for future research, emphasizing the need for comparative studies across diverse student populations, in-depth analyses of specific types of extracurricular activities, and exploration of cultural differences in attitudes toward extracurricular involvement. Overall, this study contributes to a better understanding of how extracurricular activities influence student innovation performance and provides insights for educators and policymakers seeking to enhance innovation capabilities among young professionals

Exploring the Integration of Informed Machine Learning in Engineering Applications: A Comprehensive Review

Abstract: Integrating Artificial Intelligence (AI) and Machine Learning (ML) into mechanical engineering catalyzes a transformative shift within Industry 4.0, offering unprecedented opportunities for innovation, efficiency, and problem-solving. This paper explores the pivotal role of AI and ML in reshaping mechanical engineering practices, from predictive maintenance and design optimization to quality control and supply chain management. By leveraging sophisticated algorithms and vast datasets, AI and ML enable mechanical systems to achieve higher autonomy, performance, and reliability levels. However, adopting these technologies also presents challenges, including technical hurdles, ethical considerations, and the need for specialized knowledge. Through a series of case studies, the paper illustrates successful implementations of AI and ML in mechanical engineering projects, highlighting the benefits and addressing the limitations encountered. Furthermore, it discusses the evolving role of mechanical engineers in this new landscape, emphasizing the importance of continuous learning and interdisciplinary collaboration to harness the full potential of AI and ML in Industry 4.0. The paper concludes with a forward-looking perspective on future research directions, underscoring the critical role of ethical AI and the development of robust algorithms to navigate the complexities of real-world applications.
 
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Trials and Triumphs of Running Cross-Year Experiential Modules: Blending Theory and Practice to Advance Student Professional Development and Academic Practice.

This paper aims to evaluate the impact of two innovative cross-year experiential modules operated jointly between undergraduate Stages 3 and 4 on the professional development of students and the advancement of academic practice at Robert Gordon University in Scotland. Drawing upon pedagogy, including active and experiential learning and qualitative data collected from Stage 3 and 4 student focus groups and academic staff interviews, this paper aims to analyse the opportunities and challenges presented by cross-year experiential modules in relation to student engagement and professional development, and lessons learnt with implications on academic practice. These modules, designed to simulate a real-world Digital Marketing Agency, are a distinctive part of the BA (Hons) Digital Marketing course. They provide collaborative learning problem-solving opportunities through cross-year group work involving Stage 4 students taking on leadership roles in strategic planning over Stage 3 students, in operational roles, who develop related campaign materials in response to the requirements of live clients. This is reflected in the application of two distinct sets of criteria to assess the students’ coursework in accordance with stage-specific learning outcomes. Each group is supported by an academic and industry mentor for the duration of the modules.

IMPORTANCE OF NATURE GAMES FOR ELEMENTARY SCHOOL AGED CHILDREN

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

Developing a diagnostic framework for primary and secondary students’ reasoning difficulties during mathematical problem solving

It is well-known that a key to promoting students’ mathematics learning is to provide opportunities for problem solving and reasoning, but also that maintaining such opportunities in student–teacher interaction is challenging for teachers. In particular, teachers need support for identifying students’ specific difficulties, in order to select appropriate feedback that supports students’ mathematically founded reasoning without reducing students’ responsibility for solving the task. The aim of this study was to develop a diagnostic framework that is functional for identifying, characterising, and communicating about the difficulties students encounter when trying to solve a problem and needing help from the teacher to continue the construction of mathematically founded reasoning. We describe how we reached this aim by devising iterations of design experiments, including 285 examples of students’ difficulties from grades 1–12, related to 110 tasks, successively increasing the empirical grounding and theoretical refinement of the framework. The resulting framework includes diagnostic questions, definitions, and indicators for each diagnosis and structures the diagnostic process in two simpler steps with guidelines for difficult cases. The framework therefore has the potential to support teachers both in eliciting evidence about students’ reasoning during problem solving and in interpreting this evidence.

Decomposition-based learning in drone-assisted wireless-powered mobile edge computing networks

This paper investigates the multi-Unmanned Aerial Vehicle (UAV)-assisted wireless-powered Mobile Edge Computing (MEC) system, where UAVs provide computation and powering services to mobile terminals. We aim to maximize the number of completed computation tasks by jointly optimizing the offloading decisions of all terminals and the trajectory planning of all UAVs. The action space of the system is extremely large and grows exponentially with the number of UAVs. In this case, single-agent learning will require an overlarge neural network, resulting in insufficient exploration. However, the offloading decisions and trajectory planning are two subproblems performed by different executants, providing an opportunity for problem-solving. We thus adopt the idea of decomposition and propose a 2-Tiered Multi-agent Soft Actor-Critic (2T-MSAC) algorithm, decomposing a single neural network into multiple small-scale networks. In the first tier, a single agent is used for offloading decisions, and an online pretrained model based on imitation learning is specially designed to accelerate the training process of this agent. In the second tier, UAVs utilize multiple agents to plan their trajectories. Each agent exerts its influence on the parameter update of other agents through actions and rewards, thereby achieving joint optimization. Simulation results demonstrate that the proposed algorithm can be applied to scenarios with various location distributions of terminals, outperforming existing benchmarks that perform well only in specific scenarios. In particular, 2T-MSAC increases the number of completed tasks by 45.5% in the scenario with uneven terminal distributions. Moreover, the pretrained model based on imitation learning reduces the convergence time of 2T-MSAC by 58.2%.

Authentic STEM education through modelling: an international Delphi study

BackgroundThe literature asserts that science, technology, engineering, and mathematics (STEM) education needs to be authentic. Although models and modelling provide a basis from which to increase authenticity by bridging the STEM disciplines, the idea of authentic STEM education remains challenging to define. In response, the aim of this study is to identify consensus on significant elements of authentic STEM education through models and modelling. Views were gathered anonymously over three rounds of questions with an expert panel. Responses were subjected to a multimethod analysis that pursued identification, consensus, and stability in the panel’s revealed propositions and themes around authentic STEM education through modelling.ResultsThe panel reached high consensus concerning the potential of STEM education to support learning across traditional subject borders through authentic problem solving. The panel also consented that modelling is indispensable for achieving real-world relevance in STEM education, and that model-based integrated STEM education approaches provide opportunities for authentic problem solving. Furthermore, results showed that integrating individual STEM subjects during teaching, in terms of including disciplinary knowledge and skills, requires specialised competence. Here, technology and engineering subjects tended to implicitly underpin communicated teaching activities aimed at STEM integration.Conclusions and implicationsThe panellists stress that STEM disciplines should be taught collaboratively at the same time as they are not in favour of STEM as a subject of its own but rather as a cooperation that maintains the integrity of each individual subject. Many respondents mentioned integrated STEM projects that included modelling and engineering design, although they were not specifically labelled as engineering projects. Thus, real-world STEM education scenarios are often viewed as being primarily technology and engineering based. The panel responses also implicate a need for multiple definitions of authenticity for different educational levels because a great deal of uncertainty surrounding authenticity seems to originate from the concept implying different meanings for different STEM audiences. These international Delphi findings can potentially inform integrated STEM classroom interventions, teacher education development, educational resource and curriculum design.

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

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

“It Seems Like I’m Doing Something More Important”—An Interpretative Phenomenological Analysis of the Transformative Impact of Research Experiences for STEM Students with ADHD

Recent studies have suggested a link between attention deficit hyperactivity disorder (ADHD) and increased creativity and ingenuity. Clinical work suggests that individuals with ADHD generally gravitate toward exploratory rather than exploitative thinking. Yet, these theories have not been tested in the field. This paper is a case study of a transformative undergraduate summer research program that allows engineering students with ADHD to spend 10 weeks in engineering labs at a research-intensive (R1) university. The program intends to show that students with ADHD can excel in engineering and STEM fields when placed in research environments that align with their natural cognitive processes and preferences. Using an interpretative phenomenological analysis (IPA) on post-program participant interviews, this paper suggests that engineering students with ADHD perceive that they learn more effectively when given the opportunity to explore academic material via hands-on research. The traditional structure of STEM education, with its focus on lectures and rigid curricula, causes significant harm to these students, leading to struggles, anxiety, and even thoughts of dropping out. In contrast, the research environment appears to foster creativity and motivation in students with ADHD, as it allows for exploration, provides real-world problem-solving opportunities, and offers tangible, hands-on experiences. This paper highlights the need for a paradigm shift in engineering pedagogy to better engage with and retain this neurodiverse student population and fully harness their creative potential.

ChemVLab+: Integrating Next Generation Science Standards Practices with Chemistry

The Next Generation Science Standards encourage students to develop the reasoning and practice skills of scientists. Rather than promoting rote memorization, teachers engage students with real-world phenomena and prompt students to think critically. ChemVLab+ is a series of freely available, online modules that require students to reason like chemists by integrating core concepts with investigations in authentic contexts. Each activity reflects four key design principles as well as a novel framework for developing chemical reasoning specific to the practice of designing and interpreting experiments. The current paper describes the development and testing of the ChemVLab+ modules. A within-teacher randomized control trial study (treatment = 15 class sections with 371 students; control 14 class sections with 332 students) found that students using the ChemVLab+ modules outperformed students completing a set of active control modules that offered a more traditional instructional approach and problem-solving opportunities. ChemVLab+ students scored higher than their active control peers on 7 of 8 module quizzes and performed particularly well on open-ended response items that were focused on chemical reasoning for experiments. Analyses of demographic effects also revealed a positive interaction between BIPOC students and the ChemVlab+ intervention.

Exploring the use of large language models (LLMs) in chemical engineering education: Building core course problem models with Chat-GPT

This study highlights the potential benefits of integrating Large Language Models (LLMs) into chemical engineering education. In this study, Chat-GPT, a user-friendly LLM, is used as a problem-solving tool. Chemical engineering education has traditionally focused on fundamental knowledge in the classroom with limited opportunities for hands-on problem-solving. To address this issue, our study proposes an LLMs-assisted problem-solving procedure. This approach promotes critical thinking, enhances problem-solving abilities, and facilitates a deeper understanding of core subjects. Furthermore, incorporating programming into chemical engineering education prepares students with vital Industry 4.0 skills for contemporary industrial practices. During our experimental lecture, we introduced a simple example of building a model to calculate steam turbine cycle efficiency, and assigned projects to students for exploring the possible use of LLMs in solving various aspect of chemical engineering problems. Although it received mixed feedback from students, it was found to be an accessible and practical tool for improving problem-solving efficiency. Analyzing the student projects, we identified five common difficulties and misconceptions and provided helpful suggestions for overcoming them. Our course has limitations regarding using advanced tools and addressing complex problems. We further provide two additional examples to better demonstrate how to integrate LLMs into core courses. We emphasize the importance of universities, professors, and students actively embracing and utilizing LLMs as tools for chemical engineering education. Students must develop critical thinking skills and a thorough understanding of the principles behind LLMs, taking responsibility for their use and creations. This study provides valuable insights for enhancing chemical engineering education's learning experience and outcomes by integrating LLMs.

An analysis of Irish mathematics textbook tasks in the context of curriculum change

ABSTRACT This study is concerned with the analysis of mathematical textbook tasks at the second-level in Ireland, in the context of the introduction of the revised curriculum entitled ‘Project Maths’. A total of 7635 tasks on the topics of Pattern, Sequences and Series, and Differential Calculus were analysed; these tasks were selected from editions of three textbook series available before and after the curriculum change. The analysis was carried out using a framework specially formulated for the purposes of this study, based on an amended version of the Project Maths objectives centred on its representation/characterisation of ‘synthesis and problem-solving skills’. Our findings suggest that the post-Project Maths textbook tasks offer more problem-solving opportunities compared to those in the older textbooks, but that there is still much scope for further development. Based on our analysis, it would appear that all three textbook series have neglected important objectives of the Project Maths curriculum such as providing opportunities for students to devise models/techniques and translate information from written to mathematical form.

Inter- und Transdisziplinarität als normative Dynamik: Herausforderungen und Chancen für die Politikwissenschaft

ZusammenfassungDie Inter- und Transdisziplinarität (ITD) hält seit längerer Zeit Einzug in die Politikwissenschaft und obgleich diese sich regelmäßig mit ihrem Selbstverständnis auseinandersetzt, sind die Konsequenzen von ITD für Forschung und Forschende bislang noch nicht systematisch betrachtet worden. Um Impulse für diese Debatte zu setzen, konzeptualisieren wir ITD als Spektrum zwischen Wissensintegration, Anwendungsbezug und Beteiligung. Wir nutzen die Normenforschung der Internationalen Beziehungen (IB) als theoretischen Referenzrahmen, um die ITD als normative Dynamik zu beschreiben, zu analysieren und zu reflektieren. Autoethnografisch und mittels teilnehmender Beobachtung untersuchen wir ITD als normative Dynamik anhand von drei Forschungsprojekten im Bereich der Nachhaltigkeit. Konkret fragen wir, welche Implikationen die ITD für Forschende und Forschung in der Politikwissenschaft hat. Im Ergebnis zeigt sich, dass ITD sowohl Chancen als auch Herausforderungen bietet. Vor dem Hintergrund der Wissensintegration diskutieren wir die Bedeutung einer an den großen gesellschaftlichen Fragen teilhabenden Politikwissenschaft im Kontrast zu den Präferenzen der ITD für ein bestimmtes Wissens- und Forschungsverständnis. Den Anwendungsbezug der ITD reflektieren wir im Hinblick auf die Möglichkeiten zur Problemlösung und Outputorientierung. Zudem betrachten wir das Teilhabepostulat der ITD und wägen potenzielle demokratisierende Effekte mit den Bedingungen ab, unter denen diese realisiert werden könnten. Abschließend gehen wir darauf ein, wo weitere Forschung sinnvoll erscheint, um die Reflexion über ITD weiter fortzuschreiben.

Identifying Mathematical Literacy Demands in Turkish, Singaporean and Australian Textbooks

Abstract Introduction: Textbook tasks are considered as tools for implementing, endorsing mathematical thinking and thereby creating chances for mathematics learning. Therefore, textbook tasks can potentially influence and structure the way students think and can serve to limit or to broaden their views of the subject matter with which they are engaged. Among the essential sources of textbook tasks include worked examples and exercises. Because these worked examples and exercises in the textbooks are mostly used by students either in the classroom or at home, they definitely affect students’ conceptual understanding of mathematics and may inspire students to work individually or collaboratively with their peers. Thus, given the importance of mathematical literacy for learning and understanding of math, one should investigate the chances students can have through it. This study aims to reveal the inclusion of the mathematical literacy demands in the fifth-grade mathematics textbooks from Turkey, Singapore, and Australia. Methods: Being qualitative in nature, the current study employed a document analysis method to examine the textbooks. The cycle of mathematical literacy processes, defined in PISA framework, was used as a framework during the analysis to investigate mathematical literacy demands. Results: Findings of the analysis of mathematical literacy demand in real life problems indicated that textbooks from all three countries had provided more opportunities for the competencies of two mathematical literacy processes, formulating and employing, while a small portion of these problems requires higher level cognitive skills to interpret/evaluate their mathematical solutions and make decisions for real life, which is the third process in the cycle; therefore, most of the real-life problems in the textbooks could not provide the chances for completing the whole mathematical literacy cycle. Moreover, textbooks from all three countries provided more chances for experiencing mathematical literacy processes in to-be-solved questions rather than worked examples. Discussion: In general, textbooks from all three countries have included a small portion of the problems relating real life. Related literature also proves evidence for lack of real-life opportunities in the mathematics textbook tasks. Moreover, textbooks from all countries had provided more opportunities for the competencies of formulating and employing while a small portion of these problems requires higher level cognitive skills to interpret/evaluate their mathematical solutions and make decisions for real life. These results are not in accordance with the mathematics education calls voiced in national and international standards of mathematics education: Raising individuals with both mathematical thinking and reasoning skills and a useful foundation of mathematical knowledge and skills needed in all areas of life. Most of the real-life questions in the textbooks could not provide the chances for completing the whole mathematical literacy cycle. Textbooks’ weaknesses in their inclusion of MLP may also cause impediments in the development of students’ skills of handling the problems that they confronted in daily life. Limitations: The present study only included one textbook from each country while these textbooks were representing the authenticity of the other textbooks in these countries. Moreover, this study examined the opportunities of mathematical literacy only provided in the textbooks while the actual implications of these opportunities may differ across classrooms in these countries. Conclusions: Students’ inappropriate practices with the real-life problems may cause them to not successfully solving these kinds of problems. Instead, employing more real-life problems in the classroom activities may result in higher student understanding. Moreover, examples and tasks from daily life are helpful to provide students with meaningful contexts and enable students to relate to their familiar experiences. The absence of providing necessary problem-solving opportunities in a range of different types in the textbooks may cause students to not solve specific types of problems. Moreover, textbooks should also include these problem-solving opportunities to construct students’ conceptual appreciations of problem structures. Thus, one implication this study can make is that Singaporean and Australian textbook creators should include more sufficient practices of the whole MLP cycle in their problems to make sure students acquire the principal latent components of the problems.

A Conceptual Framework for Digital Competence of Students With Low Vision and Blindness

Introduction: Proficient use of technology requires many intersecting skills including literacy, citizenship, advocacy, self-determination, and digital competence. In this study, the authors engaged experts in the field of visual impairment in focus groups with the purpose of defining digital competence, discussing issues related to visual impairment, identifying specific skills, and organizing technology competencies. Methods: Purposeful sampling was used to recruit 32 assistive technology and literacy experts in the field of visual impairment to participate in a series of focus groups. Each focus group was presented with four main topics (1) defining digital competence, (2) identifying specific considerations for individuals with visual impairments (i.e., those who are blind or have low vision), (3) forming a list of technology competencies, and (4) categorizing competencies into an organized structure. Within-group consensus and across-group data saturation were achieved after nine focus groups were conducted via teleconferencing. Results: Focus groups led to three significant findings. First, the consensus was reached by participants on the definition of digital competence. Second, participants agreed upon considerations for individuals with visual impairments. Third, a set of 41 competencies was created. A consensus was not reached on categorizing the competencies. However, several themes arose including the need to address problem solving, accessibility, self-advocacy, citizenship, and self-determination, in addition to technology skills. Discussion: Authors concluded the study by presenting a framework for digital competence that may be used to guide future research. Implications for Practitioners: Students’ success in digital learning environments is predicated on skills that extend beyond device usage. In addition to using digital tools efficiently and effectively, instruction should include opportunities for self-determination, access, problem solving, critical thinking, citizenship, and advocacy.

MODERN STANDARDS OF HIGHER EDUCATION PEDAGOGY: ХХІST CENTURY LEARNING

B a c k g r ou nd . Modern standards of pedagogy in higher education prioritise student-centred approaches, integration of technology, active learning, personalised learning, critical thinking, collaboration and creative problem solving. These skills are essential for students to navigate an increasingly complex and interconnected world. Instead of focusing solely on memorisation and rote learning, educators encourage students to analyse, evaluate and synthesise information. They provide open-ended problem-solving opportunities that allow them to think critically, approach problems from different angles, and develop innova- tive solutions. By seamlessly integrating technology into the learning process, educators create dynamic and interactive learning environments that accommodate different learning styles and promote digital literacy skills. Purpose and objectives. To outline the trend in contemporary pedagogy in secondary schools that embraces learner-centred approaches that prioritise active learning and personalised learning. Emphasise the effectiveness of active learning methods, such as group discussions, practical experiments and project-based learning, which encourage students to become active participants in their learning. Demonstrate that these methods will foster deeper understanding, critical thinking skills and creativity as students apply their knowledge in real-world settings. Re su lt s . Student-centred approaches, such as active learning and personalised teaching, promote engagement, critical thinking and creativity, empowering students to take ownership of their education. Collaborative skills are developed through group projects and discussions, preparing students for life in a globalising society. C onc lu si on s . Modern assessment strategies emphasise flexibility and adaptability, using performance-based assess- ment and continuous feedback to evaluate student learning. In general, modern pedagogy in secondary schools aims to educate ХХІst century learners, equipping them with the necessary skills to succeed in a constantly changing world.

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Homicide Hot Spots in Chicago: Examining Spatiotemporal Patterns Longitudinally Across Police Beats

Prior research on crime hot spots has been mostly concerned with the analyses of cross-sectional data or short-term aggregations. Less research, however, has conducted longitudinal analyses on homicide hot spots and their dynamic behavior over time. The current study assessed 5 years of Chicago homicides (2016–2020) by police beats to explore how hot spots of homicides behave, with specific attention to durability. We find that Chicago homicides spatially and temporally cluster, with analysis suggesting the emergence of seasonal, short term, and long term “durable” hotspots in Chicago. Policy implications such as police interventions and community policing and problem-solving opportunities are discussed.