Support Problem Solving Research Articles

Computational Thinking Assessment: Bibliometric Analysis-VOSviewer

Computational thinking is a very important ability in the transitional era of the industrial revolution 4.0 to 5.0 because it has a role in supporting problem solving, especially in the field of Education by applying computer thinking. Seeing the role of computational thinking in education, an assessment is needed to assess students' ability to apply computational thinking to solve problems, especially in learning computer science. Therefore, the aim of this study is to present a high-quality bibliometric review of various literature on assessment computational thinking. This type of research is bibliometric analysis using VOSviewer. Literature was collected from the Scopus database of 191 articles published in 2019-2023. The results of this study show that in the network visualization results there are 5 clusters, namely cluster 1 (43 items), cluster 2 (31 items), cluster 3 (27 items), cluster 4 (21 items), and cluster 5 (19 items). Meanwhile, on the results of overlay visualization and density visualization, it can be seen that the computational thinking assessment research shows that when it is associated with the themes of instrument, validity, reliability, and computer science education, not much research has been done so that there are opportunities for renewable research by taking these themes.

TEARS OF HOPE: THE PLIGHT OF WORKING STUDENTS UNDER TVL-LATE AFTERNOON PROGRAM

This study investigated the challenges faced by working students enrolled in the Technical Vocational Livelihood Late-Afternoon Program (TVL-LAP) and examined the impact of their employment on their academic performance. The research design employed was descriptive-qualitative, using a phenomenological approach to capture the participants' authentic stories and experiences through in-depth interviews and focus group discussions. Thematic analysis using Creswell’s (2013) six steps in the qualitative data analysis process was applied to identify prominent patterns within the interviews, which were categorized according to the main themes and core ideas. After the data analysis, three (3) essential themes emerged across all the study questions. Essential themes in the experiences and challenges focused on providing for economic needs, meeting multiple demands, and seeking consideration. Self-motivation, finding time to study, and compassionate teachers and peers were revealed as essential themes in coping mechanisms. Commitment to goals in life, the value of support from God and others, and helping oneself surfaced in shared insights. Findings suggest that providing flexible schedules or alternative work arrangements, offering academic support services, encouraging peer support groups, and providing training and support in time management and problem-solving can help students become more resourceful and efficient in balancing academic and work responsibilities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

Visual inspection problem-solving strategies at different experience levels

Airport security screening is a visual inspection task comprising search and decision. Problem solving is used to support decision making. However, it is not well understood. This study investigated how airport security screeners employ problem solving during x-ray screening, and how strategies change with experience. Thirty-nine professional security screeners were observed performing x-ray screening in the field at an Australian International Airport. Video and eye-tracking data were collected and analysed to explore activity phases and problem-solving strategies. Less-experienced screeners performed more problem solving and preferred problem-solving strategies that rely on visual examination without decision support or that defer decision making, compared to more-experienced screeners, who performed efficient and independent strategies. Findings also show that screeners need more time to develop problem-solving skills than visual scanning skills. Screeners would benefit from problem-solving support tools and intensified training and mentorship within the first six months of experience to advance problem-solving competencies.

Parental support for mathematical problem solving: Proximal and distal influences within the religious practice of tithing

This study examined the relation of mathematical learning and problem-solving to influences close to the child (proximal) and social structures more removed (distal). A socio-ecological lens enables examination of multi-level influences within the religious practice of tithing (giving 10% of one’s earnings to the church). Distal influences (e.g., tax law) and proximal influences (e.g., norms for payment, parental practices) are investigated to explain the emergence of mathematical problems during the practice of tithing. Exploration of children’s success and strategy use as a function of problem context found differential success and strategy use when children solved problems of tithing, as compared to a mathematically similar school context. This research demonstrates how proximal and distal factors can illuminate the contours of everyday mathematical performance.

How can procedural flowcharts support the development of mathematics problem-solving skills?

AbstractSupporting students’ problem-solving skills, solution planning and sequencing of different stages that are involved in successfully developing a meaningful solution to a problem has been a challenge for teachers. This case study was informed by reflective investigation methodology which explored how procedural flowcharts can support student mathematics problem solving in a senior Mathematical Methods subject in Queensland. The paper used thematic analysis to analyse and report on teachers’ perceptions of the utility of procedural flowcharts during problem solving as well as content analysis on how student-developed flowcharts can support their problem-solving skills. Results show that development of procedural flowcharts can support problem solving as it helps with integration of problem-solving stages.

Implementing targeted social and emotional learning interventions in schools—Are more specific models needed?

AbstractSchools are increasingly encouraged to adopt evidence‐based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed for all children and young people. In contrast, targeted interventions provide additional support for those pupils who may require small group or individual support over and above that provided at the universal level. To date there has been limited consideration of factors which are important for the implementation of targeted SEL interventions. Data from an exploratory case study with two schools implementing Lego therapy are used to illustrate the implementation factors relevant to this targeted intervention. Findings indicate similarities in universal and targeted intervention core components and factors but also a number of distinct elements that are important to consider when implementing Lego therapy and potentially other targeted SEL interventions. Key considerations include the interaction with the wider school system, the pivotal role of the intervention champion, and the importance of external support for problem solving and sustainability. The resulting model may inform further development of implementation frameworks for Lego therapy and other targeted SEL interventions.

Peran Ambideksteritas Dinamis dalam Efektivitas Pimpinan dan Dukungan Organisasi terhadap Pemecahan Masalah di Home Industri Bapak Sukir Desa Wedoro

This study aims to determine the role of dynamic ambidexterity in the effectiveness of leadership and organizational support for problem solving in the home industry of Mr. Sukir Wedoro Village. This research method uses quantitative methods. The population in the study was about 40 employees located in Wedoro, East Java. In this study, using primary data by distributing questionnaires to each employee in the home industry. For data testing carried out using validity tests, reliability tests, respondent characteristics, normality tests, multicholinearity tests, heterochedasticity tests, linear regression analysis, hypothesis test (Partial Test, Simultaneous Test), and coefficient of determination. The data were processed using multiple linear regression analysis after testing for validity and reliability. (1) Leadership Effectiveness has no positive and significant effect on Problem Solving, (2) Dynamic Ambidexterity has a positive and significant effect on Problem Solving, (3) Organizational Support has a positive and significant effect on Problem Solving. This research contributes to understanding the Role of Dynamic Ambidexterity In Leadership Effectiveness And Organizational Support Towards Problem Solving. Based on the results of the analysis, not all variables have a positive and significant effect except for the Leadership Effectiveness variable does not have a positive and significant effect on Problem Solving. In addition to the Leadership Effectiveness variable, other variables such as the Dynamic Ambidexterity variable and the Organizational Support variable have a positive and significant effect. This research was only conducted in Mr. Sukir's industrial home in Wedoro village. Therefore, the collected data has a low normal level value

The role of problem solving appraisal and support in the relationship between stress exposure and posttraumatic stress symptoms of military spouses and service member partners.

Using a stress process lens, this paper considers the interrelationship between individual and family-level stress exposures and military spouse resources, including problem-solving appraisals and problem-solving support (PSS), and their associations with posttraumatic stress symptoms (PTSS) among both partners in military marital dyads. The study employs data from the Millennium Cohort Family Study, a longitudinal survey of married military dyads, with an initial panel of 9,872 spouses enroled from 2011 to 2013. A structural equation model explored the associations between service member and spouse childhood maltreatment exposure, nonmilitary and military stressors, as well as interactions with spouse resources on self-reported PTSS among both service member (SM) and spouse (SP). Among our findings, spouse childhood maltreatment muted later self-reported problem-solving appraisal and support. Spouse resources, in turn, had both protective (problem-solving appraisal) and promotive (problem-solving support) effects on PTSS for both service members and spouses. These findings emphasise the central role of spouses in military families, as more psychological resources among spouses appeared to buffer against the deleterious effects of stress exposure on both their own and their partners mental health.

Using worked examples to support problem solving of legal cases in an inductive instructional sequence

ABSTRACT One way to reduce the cognitive load students feel during instruction is to change the way content is delivered. This can be achieved by optimising the instructional sequence and providing sufficient instructional support during problem-solving. However, the literature is unclear regarding whether an inductive or a deductive instructional sequence is best for processing information. Using an experimental research design, this study compares a problem solving-first inductive sequence to a more traditional direct instruction-first deductive instructional sequence in legal sciences by introducing worked-examples in the process of legal case-solving. The participants were graduate legal students who were divided into two groups and given either an inductive or deductive instructional sequence of activities. The results showed that participants in the problem-solving-first inductive sequence performed better in all three dimensions of legal evaluation. This study demonstrates the efficacy of a problem-solving-first inductive sequence on students’ ability to process legal cases.

Cognitive inertia in mathematical thinking on students with intellectual disability

This research delves into cognitive inertia within mathematical cognition among students with intellectual disabilities, uncovering pivotal challenges in arithmetic operations and problem-solving. Numeric ordering tests reveal a preference for ascending order, signaling the necessity for nurturing reverse thinking and analytical skills. Notably, superior addition performance hints at a need for a heightened focus on subtraction. Problem-solving complexities intensify, especially with combined addition and subtraction tasks, accentuating challenges in managing operational shifts. The analysis underscores a decline in performance as tasks grow intricate, attributing this not solely to heightened difficulty but to the pronounced cognitive inertia. The intricate web of mathematical exercises exacerbates errors, demanding adaptive teaching methods and substantial support for complex problem-solving. While heightened complexities pose challenges, comprehensive analysis considers teacher support and methodologies. This study builds on existing research, shedding light on the impact of unsolvable tasks and cognitive exhaustion symptoms. Understanding these dynamics is crucial for tailored educational strategies, addressing cognitive inertia, and enhancing mathematical proficiency in students with intellectual disabilities.

Teachers survive together: Teacher collegial relationships and well-being during the COVID-19 pandemic.

COVID-19 disrupted the ecology of schools and negatively influenced teacher mental health and retention. This mixed-methods study investigates the relationship between teacher well-being and teacher collegial relationships after a year enduring COVID-19 pandemic disruptions. By analyzing data collected through surveys (N = 185) and interviews (N = 27) with U.S. teachers in Spring-Summer 2021, we explore how teacher collegial relationships influenced teacher well-being and unpack how teachers collaborated and supported each other during the pandemic. We find that positive teacher-teacher and teacher-administrator relationships were significantly associated with greater teacher well-being and that teacher-teacher relationships deepened as colleagues engaged in innovative and supportive pedagogical problem solving and provided emotional support, a "silver lining" in education that arose during the pandemic. By sharing and affirming stories of how teachers organized, collaborated, engaged in professional sensemaking, and supported each other's emotional health and resilience, educational leaders can help reaffirm this narrative of teacher collective strength. Moving forward, schools should also create more opportunities for deep teacher collaboration, taking advantage of this opportunity to intentionally build on teachers' growing skills, trust, and capacity to address broad organizational and curricular innovation together. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Development of Microtik Router Bandwidth Management Applicatio at PLN Office Muara Labuh

Bandwidth instability is a serious problem where the need for using the internet is in the process, it is necessary to manage bandwidth so that bandwidth is properly organized but changes that will be made to bandwidth management require experts in Mikrotik routers, so an application is needed to manage this bandwidth and can be used by ordinary people so that errors in configuration will be avoided because the configuration is done automatically as desired and can certainly help bandwidth management at a lower cost. Making this application by using data collection methods by taking data at PLN Muara Labuh area, interviewing field supervisors, studying literature that supports problem solving and Unified Modeling Language (UML) for software designers along with software testing. The application is built using django.

Strengths-based spillover models: Constructive interparental conflict, parental supportive problem solving, and development of child executive functioning.

Empirical research examining the Spillover Hypothesis has largely substantiated that interparental conflict comprised of hostility and anger has negative implications for parenting behaviors and cascading effects on children's development. However, less is known about how constructive forms of interparental conflict may operate in spillover processes. Toward this, the present study examined how interparental supportive and problem-solving approaches to conflict were associated with parental guided learning in the caregiving context and by extension young children's executive functioning. Participants included 231 families (mothers, fathers, and their child). Assessments of constructive interparental conflict were derived from both observational tasks and multi-informant report. Parental supportive problem solving was assessed observationally during a goal-directed parent-child interaction. Children's inhibitory control, working memory, and visual-spatial reasoning were assessed using validated tasks. Analyses were conducted in a structural equation modeling framework, and significance of indirect paths were tested using RMediation. Results showed constructive interparental conflict was associated with increases in maternal supportive problem solving, which in turn predicted increases in children's working memory. Furthermore, constructive interparental conflict was indirectly associated with increases in children's inhibitory control via paternal supportive problem solving. These findings were significant over two waves of data collection after controlling for child sex, maternal and paternal age, and maternal and paternal education. Findings underscore the potential utility of family resilience theory and domain approaches to parenting for increasing specificity and precision in identifying spillover processes. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Children’s exploratory talk: The role of verbal communication during construction

The article presents the results of qualitative research aimed at recognizing the role of exploratory speech in the process of constructing and engaging in conceptual activity. The study involved 22 third-grade primary school students who were involved in designing, constructing and testing products for four months. The data was obtained through observations, photographic documentation and transcription of recorded dialogues. Two areas were analyzed, including interactions (communication in a group, negotiations, dialogues leading to problem solving, argumentation), as well as communication challenges (both vocabulary and communication style). The results of the analysis indicate the role of exploratory talk as a tool for building meanings supporting problem solving during construction. Conclusions may be important for educational practice and contribute to the promotion of students’ conceptual activity.

Development of Teacher Support Scale for Secondary School Students (TSSSSS): A Validity and Reliability Study

In this study, a valid and reliable scale (TSSSSS) was aimed to develop to measure secondary school students’ perceptions of teacher support. The research was carried out on a total of 773 students studying in 6 different secondary schools in Ankara’s Yenimahalle district in the Spring Term of the 2021-2022 Academic Year. The students who participated in the research voluntarily were divided into four study groups. The first study group consisted of 7th and 8th grade students for the pre-application of the scale. The second study group and the third study group consisted of 5th, 6th, 7th, and 8th grade students to determine the structure of the scale and verify the structure of the scale. The fourth study group consisted of students studying in the 7th and 8th grades of the school where the pre-application was made for the reliability study of the scale. The application form of the scale, which was created based on the literature review, was submitted to expert opinion for content and face validity and rearranged in line with the recommendations of the experts. As a result of the pre-application, some statements in the scale were changed based on the students’ opinions. A structure with 36 items and four factors was gained with EFA, which explained 66.56% of the total variance. The factors of the scale were categorized under the names of emotional support (10 items), instructional support (5 items), guidance and orientation support (12 items), and problem-solving support (9 items). The structure of the scale was confirmed by CFA. Reliability coefficients obtained by Cronbach Alpha, composite reliability, and the test-retest method were examined for the reliability of the measurements related to the dimensions of the TSSSSS, and it was found that the reliability was quite high. The analyses carried out to determine the distinctiveness of the items on the scale revealed that all of the items were distinctive. In addition, as a result of examining the Pearson product-moment correlation coefficients calculated for the sub-dimensions of the TSSSSS after the item analysis, it was determined that the compatibility and the correlation between the dimensions of the scale were high. Based on these findings, it can be said that TSSSSS is a valid and reliable scale that can be used to measure secondary school students’ perceptions of teacher support.

The Use of Representations in Supporting Early Mathematics Learning and Problem Solving

The Use of Representations in Supporting Early Mathematics Learning and Problem Solving

Supporting creative problem solving in primary geometry education

This intervention study aimed to identify how creative thinking can be supported in geometry education. Fifth-graders received five geometry lessons that incorporated divergent and convergent thinking. Children were assigned to a condition with either no creative thinking support (n = 60), support for divergent thinking (partial support; n = 55) or support for divergent and convergent thinking (full support; n = 59). Divergent thinking was assessed by a multiple-solution task and scored in terms of fluency, flexibility and originality. Convergent thinking was assessed by an idea evaluation task. Repeated measures MANOVA showed that different aspects of divergent thinking (i.e., fluency, flexibility and originality) benefited from different types of support. Students’ fluency scores improved in the full support condition, but decreased in the other two conditions. A reverse pattern was found for flexibility and originality, which decreased in the full support condition but increased in the other conditions. No time and condition effects were found for convergent thinking. In all conditions, there was a non-significant increase in geometry scores. However, geometry performance differed between conditions, and was lower (across pretest and posttest) in the full support condition than in the no support and partial support conditions. These results provide some initial evidence that divergent thinking can be promoted in geometry education. Convergent thinking, on the other hand, might be more difficult to support effectively. As different types of support seem to affect different aspects of divergent thinking, teachers might consider adapting support to the specific task or individual needs of children.

Mental Emotional Disorders and Coping Strategies of University Student During COVID-19 Pandemic: A Mixed Methods Study

At the beginning of 2020, the world was shocked by the COVID-19 outbreak which has hit almost all parts of the world. Student academic activities are faced with an online learning system and the adaptation of new habits. This caused a different response from each student. This study aims to analyze the coping strategy of the student-facing COVID-19 pandemic at the Public Health Faculty, Hasanuddin University. This research is a mix-method study conducted in September-October 2020, located at the Faculty of Public Health, Hasanuddin University. This study used a sequential explanatory strategy where quantitative data is collected and analyzed firs with 233 respondents by accidental sampling, followed by qualitative data with 12 respondents by purposive sampling. The results showed that the COVID-19 pandemic affects students psychologically. The results showed that as many as 121 people (51.9%) and there is two coping strategy. Problem-focused coping consists of seeking social support and planful problem solving and Emotional-focused coping that is distancing. The government and Public Health Faculty, Hasanuddin University can maximize the assistance provided in the form of psychological and financial assistance.

Suicidal Thoughts and Behaviors Among High School Students - Youth Risk Behavior Survey, United States, 2021.

Suicide is the third leading cause of death among high school-aged youths aged 14-18 years. The 2021 suicide rate for this age group was 9.0 per 100,000 population. Updating a previous analysis of the Youth Risk Behavior Survey during 2009-2019, this report uses 2019 and 2021 data to examine high school students' reports of suicidal thoughts and behaviors. Prevalence estimates are reported by grade, race and ethnicity, sexual identity, and sex of sexual contacts. Unadjusted logistic regression models were used to calculate prevalence differences comparing 2019 to 2021 and prevalence ratios comparing suicidal behavior between subgroups across demographic characteristics to a referent group. From 2019 to 2021, female students had an increased prevalence of seriously considered attempting suicide (from 24.1% to 30%), an increase in making a suicide plan (from 19.9% to 23.6%), and an increase in suicide attempts (from 11.0% to 13.3%). In addition, from 2019 to 2021, Black or African American (Black), Hispanic or Latino (Hispanic), and White female students had an increased prevalence of seriously considered attempting suicide. In 2021, Black female students had an increased prevalence of suicide attempts and Hispanic female students had an increased prevalence of suicide attempts that required medical treatment compared with White female students. Prevalence of suicidal thoughts and behaviors remained stable overall for male students from 2019 to 2021. A comprehensive approach to suicide prevention with a focus on health equity is needed to address these disparities and reduce prevalence of suicidal thoughts and behaviors for all youths. School and community-based strategies include creating safe and supportive environments, promoting connectedness, teaching coping and problem solving, and gatekeeper training.

Supporting Civic Reasoning, Discourse, and Problem Solving That Is Political Without Being Partisan

This chapter focuses on effective preparation for civic reasoning, discourse, and problem solving. It reviews literatures, including major synthetic reviews and studies from the science of learning and development (SoLD), civics education, and mathematics education. Based on these reviews, the authors make the case for a more comprehensive form of civic education in which reasoning, discourse, and problem solving permeate the curriculum across grades and subject matter. As an example, the authors illustrate how mathematical tools and techniques inform powerful fact-based civic reasoning and discourse and how SoLD informs both. This approach to learning engages students in politically relevant issues in a nonpartisan way as they prepare to become democratic decision-makers and problem solvers of the future.