Role In Problem Solving Research Articles

CHAPTER 3: Advancing Pedagogical Transformative Voices From the Peripheries: The Role of Critical Thinking, Creativity and Problem-Solving in the Curriculum

<b>CHAPTER 3:</b> Advancing Pedagogical Transformative Voices From the Peripheries: The Role of Critical Thinking, Creativity and Problem-Solving in the Curriculum

The mediating role of creative problem solving between design thinking and self-efficacy in STEM teaching for STEM teacher candidates

The mediating role of creative problem solving between design thinking and self-efficacy in STEM teaching for STEM teacher candidates

A delayed diagnosis of hyperthyroidism in a patient with persistent vomiting in the presence of Chiari type 1 malformation.

To present and discuss an uncommon clinical presentation of hyperthyroidism in a female patient with Chiari type 1 malformation. We explore how her medical history influenced the diagnostic process and ultimately contributed to the delayed diagnosis. In this case study, we discuss an unusual presentation of hyperthyroidism in a 35-year-old female with Chiari type 1 malformation. Initially experiencing headaches, tremors, and dizziness, the patient consulted multiple specialists without a clear diagnosis. Later, she developed recurrent vomiting unrelated to food intake, significant weight loss (12 kg), and muscle weakness, leading to her hospitalization. After six months of clinical evaluation with several specialists (neurologists, neurosurgeons, and gastroenterologists), she was,finally, diagnosed with hyperthyroidism by an Internal Medicine physician in another private clinic. Treatment with thiamazole and propranolol led to the improvement of symptoms progressively. This caseemphasizes the vital role of clinical reasoning, crucial problem-solving, and decision-making processes while addressing cognitive biases in medical specialization. Besides, it highlights the need for internist evaluation in outpatient care to ensure comprehensive assessment and prompt specialist referrals if needed. This case accentuates the importance of internist evaluation for comprehensive care and timely specialist referrals. Recognizing unusual presentations, like thyrotoxic vomiting, and addressing cognitive biases, such as confirmation and anchor biases, are crucial for accurate and prompt diagnosis. This approach enhances diagnostic accuracy, minimizing unnecessary tests and costs, and alleviates patient suffering.

Business is business: From compliance accounting to pleasure accounting

It is an opinion article, addressing accounting training, market expectations, and accounting entrepreneurship. It brings a provocation to the accounting business community regarding the need to know about businesses, value chains, adding skills to their portfolio of services. From this perspective, it intends to discuss the advisory and problem-solving role in accounting, rediscussing the traditional business model, historically focused on the reflexive provision of information of a financial and fiscal nature, that is, compliance. Business model migration is discussed, considering that it is necessary not only to increase the portfolio of services offered to the client(s), presenting them with some level of expertise about the business they explore, but their own business, prioritizing tools that enable the optimization of the consultative and problem-solving activity. It is not concluded, but it is provoked about what would be the key command for the paradigm shift, considering whether this is transition or evolution. Thus, the accounting firm needs to know the branches of business activities to develop the accounting profession without taboo in the best way. Making the transition is necessary. The conclusion is up to the reader.

The Role of Social Problem-Solving and Prosocial Behavior in First Aid Willingness among Adolescents in Hungary.

First aid is a key factor in preventing further deterioration in an accident, saving lives, or improving treatment in emergencies. However, the reasons behind the willingness to provide first aid are still unclear. Therefore, this study aimed to investigate the role of social problem-solving and prosocial behavior in the dimension of first aid willingness. Self-administered questionnaires were used to evaluate the dimensions of first aid willingness (first aid willingness for peers, first aid willingness for strangers, knowledge, and negative emotions), social problem solving (positive problem orientation, negative problem orientation, rational problem solving, avoidance style, and impulsivity/carelessness) and prosocial behavior. A total of 497 school-aged students between the ages of 12 and 15 years (201 boys and 296 girls) participated in this study. Our results showed that positive problem orientation (p < 0.05) and rational problem solving (p < 0.001) are significant factors in determining first aid willingness for both peers and strangers. On the other hand, avoidance style orientation (p < 0.05) has a negative influence on the willingness to provide first aid to peers and strangers. Negative problem orientation (p < 0.001) only predicted negative emotions related to emergencies. Furthermore, prosocial behavior (p < 0.001) was more strongly associated with first aid willingness than social problem solving. Our study suggested that improving social competence could be a key factor in increasing first aid provision in real time, which could save lives in emergencies.

The Role of Cognitive Processes in Problem Solving

Cognitive processes play a critical role in problem-solving. Their function extends far beyond merely comprehending and resolving the problem itself. An individual s cognitive activities, such as perception, attention, memory, thinking, and problem-solving, are crucial for understanding the problem, acquiring information, generating solutions, and evaluating outcomes. Understanding the role of cognitive processes in problem-solving can help improve the efficiency and accuracy of problem-solving, and guide individuals in strategy selection and behavioral adjustment when addressing problems.

Complex problem solving as a source of competitive advantage

This study explores the role of complex problem solving in securing sustainable competitive advantage for organizations. It investigates whether the ability to resolve complex, multidimensional problems contributes to a firm's strategic positioning and operational efficiency. The research employs a qualitative methodology, utilizing interviews with professionals in the consultancy sector to gather insights on the impact of problem-solving skills on organizational performance. Findings indicate that while solving complex problems is valued and contributes to competitive parity, it is not sufficiently rare or inimitable to ensure a sustainable competitive advantage on its own. However, effectively leveraging problem-solving capabilities within organizational strategy and innovation processes can enhance competitiveness. The study contributes to the dynamic capabilities and competitive advantage literature by highlighting the importance of problem-solving skills and suggesting avenues for organizations to harness these capabilities more effectively.

The role of learning anxiety and mathematical reasoning as predictor of promoting learning motivation: The mediating role of mathematical problem solving

Mathematical problem solving stands as a fundamental aspect of 21st-century skills. Extensive educational studies have substantiated the cultivation of this competency, illustrating that exploring specific predictors and related variables can offer valuable insights for its enhancement. The study investigated how solving mathematical problems acts as a mediator between motivation for learning, anxiety about learning, and mathematical reasoning. A total of 345 primary school students participated in this study, responding to online questionnaires. Structural equation modelling was applied for data analysis, revealing satisfactory construct validity and instrument reliability. The findings highlighted a positive relationship between learning anxiety and mathematical reasoning, indicating their predictive role in improving learning motivation. In addition, the research identified mathematical problem solving as a mediator, playing a crucial role in reducing learning anxiety and fostering increased learning motivation. These outcomes have significant implications, underscoring the need to understand the intricate interaction between learning anxiety, mathematical reasoning, and motivation. This understanding could facilitate the development of targeted interventions and support systems, fostering a conducive learning environment that enhances student participation and academic achievement.

Enhanced Aquila optimizer based on tent chaotic mapping and new rules

Metaheuristic algorithms, widely applied across various domains due to their simplicity and strong optimization capabilities, play a crucial role in problem-solving. While the Aquila Optimizer is recognized for its effectiveness, it often exhibits slow convergence rates and susceptibility to local optima in certain scenarios. To address these concerns, this paper introduces an enhanced version, termed Tent-enhanced Aquila Optimizer (TEAO). TEAO incorporates the Tent chaotic map to initialize the Aquila population, promoting a more uniform distribution within the solution space. To balance exploration and exploitation, novel formulas are proposed, accelerating convergence while ensuring precision. The effectiveness of the TEAO algorithm is validated through a comprehensive comparison with 14 state-of-the-art algorithms using 23 classical benchmark test functions. Additionally, to assess the practical feasibility of the approach, TEAO is applied to six constrained engineering problems and benchmarked against the performance of the same 14 algorithms. All experimental results consistently demonstrate that TEAO outperforms other advanced algorithms in terms of solution quality and stability, establishing it as a more competitive choice for optimization tasks.

Navigating Educational Challenges in Pakistan: Unraveling Issues and Proposing Remedies

This study investigates challenges within Pakistan's education system and proposes solutions, exploring changes since independence and their impacts. Education's gradual yet impactful influence on the social, political, and cultural landscape is acknowledged, emphasizing its role in organizational problem-solving, design, and globalized, quality-based systems. The article scrutinizes the current state of education in Pakistan, utilizing a mix of qualitative and quantitative approaches with a reliance on secondary data. The discussion focuses on configuration, access, excellence, future projections, and persistent issues in Pakistan's education system. Balancing quality and quantity are crucial, ensuring education cultivates individuals capable of ethically contributing to societal development objectives. The study emphasizes using education as a catalyst to actively engage the brightest youth in the country's development. Recommendations include implementing projects to raise awareness about the benefits of the educational system, elevating standards, encouraging participation in organizations creating educational opportunities, and adapting education to contemporary circumstances. Fostering stakeholder interaction is proposed to identify problems and explore potential solutions

Metacognition and Thinking Style: Unlocking the Potential of Physics Problem Solving

Thinking styles and metacognition are related as they both have the same space in assessing one’s own abilities. Metacognition and thinking styles have an important role in unlocking the potential of physics problem solving. The objective of this study is to investigate the relationship between metacognition, thinking styles (particularly those proposed by Gregorc), and physics problem solving. The study involved a cohort of 364 students who were pursuing a physics degree at Tadulako University. The results indicated that metacognition behavior exhibited in the process of solving physics problems was classified as high category. The most dominant thinking style was abstract sequential, while the least was concrete random. The data analysis showed a significant difference in metacognition behavior between groups categorized by thinking style. Specifically, the concrete sequential (SK) group exhibited a significant difference with the abstract random (AA) group. These results provide further understanding of how metacognition and thinking styles play a role in physics problem solving. This study contributes significantly to comprehending the connection between metacognition, thinking styles, and the successful resolution of physics problems. The insights gained provide prospects for formulating more efficient physics learning methods that will ameliorate students' aptitude in tackling physics problems.

2 The Role of Flexibility in Learning in Autistic Teens

Objective:Autistic youth have impaired executive functioning (EF) and these challenges increase throughout adolescence. Deficits in EF have been associated with poor adult outcomes, decreased availability for learning, and linked to academic outcomes. Specifically, flexible problem solving is greatly reduced in autistic youth. We aim to investigate how flexibility contributes to learning in autistic youth and their typically developing peers.Participants and Methods:Participants included 44 teens with (n=22) and without (n=22) ASD. All teens were 14-18 years old (ASD M = 15.77, SD = 1.05; TD M = 15.73, SD = .96) with FSIQ 3 70 (ASD M = 105.92, SD= 16.17; TD M = 107.93, SD = 10.14). Teens with ASD met DSM-5 criteria for autism supported by the SCQ and/or ADOS-2. All participants completed the California Verbal Learning Task (Child or Third Edition) over zoom. Parents reported on their child’s flexibility skills on the Flexibility Questionnaire (FQ) which encompasses 5 subscales: routines/rituals, transitions, special interests, social flexibility, and generativity. Independent samples t-tests examined group differences in performance on the CVLT, measured by the long delay recall and learning slope. Bivariate correlations examined the relationship between learning and flexibility in the autistic group. Linear regression was used to determine how flexibility contributes to learning above and beyond age, gender, and diagnosis.Results:Autistic youth had significantly lower scores on the CVLT long-delay recall (t = 2.311, p = .026) and the learning slope (t = 1.186, p = .038) than their typically developing peers. Special interests on the FQ were related to both performance on the first trial of the CVLT (r = -.482 p = .023) and the short delay cued recall (r = -.469 p = .028) in the autistic group. Fewer transition related problems were predictive of higher scores on the CVLT above and beyond age, gender, and diagnosis (R2 = .366, B = - .088, p = .030).Conclusions:Learning was significantly lower in autistic teens compared to their typically developing peers. Additionally, autistic youth had a less steep learning slope than their typically developing peers. Autistic youth may focus on the first group of words only and don’t flexibly update their list to add new words as the trials go on. Autistic youth with more restricted interests have difficulty with the first trial due to the shifting required when starting a new unfamiliar task. Additionally, youth with a greater focus on their own interests had more difficulty on cued recall indicating that these youth may have had trouble shifting when prompted to use semantic categories. Fewer challenges with transitions were a significant predictor of learning above and beyond age, gender, and diagnosis. Previous research has shown large discrepancies between parent-report and laboratory-based tasks in autistic youth. This project highlights two unique measures of different modalities that show similarities in their ratings emphasizing their potential as good representations of overall skills. Future research should utilize a larger sample size to continue to examine the role of flexible problem solving in working memory and learning in autistic youth.

Understanding transitions in complex problem-solving: Why we succeed and where we fail

Problem-solving is an essential transversal and learning skill in the 21st century. To better support it, we need a deeper understanding of its processes, i.e., problem exploration, problem representation and knowledge use. Understanding the mechanism behind the transitions between these processes plays an important role in supporting its development. With a sample of N = 1828 first-year university students, this study is the first to measure how students transition between the different problem-solving processes and how this influences their overall problem-solving performance as well as how this is related to their other test-taking behaviours. Results indicate that mastering the first transition – correctly understanding and depicting the problem structure – plays a crucial role in problem-solving. Students who failed to master it regularly failed in the next transition. Problem complexity strongly influenced transitions during the entire problem-solving process. Based on students’ behavioural patterns, we distinguished four qualitatively different latent transition classes: expert transitioners, advanced transitioners, beginner transitioners and non-transitioners. The number of interactions proved to be a more effective profile characteristic, especially on high-complexity problems, than time spent on the problem-solving process. The results of the current study provide important insights into how students’ transition between the different problem-solving processes and how their test-taking behaviour indicates their transition skills.

The Poetry and Music of Science: Comparing Creativity in Science and Art

The Poetry and Music of Science: Comparing Creativity in Science and Art

Blink Synchronization Increases Over Time and Predicts Problem-Solving Performance in Virtual Teams

Virtual collaboration is crucial nowadays, while shared attention plays a vital role in problem-solving. This study examines the relationship between blink synchronization, an index of shared attention, and problem-solving performance in a virtual setting. Thirty-seven dyadic teams completed a familiarization and problem-solving task. We hypothesized that blink synchronization would be established during familiarization, impacting performance. Additionally, we expected blink synchronization to increase over time. Results revealed that blink synchronization predicted teams’ problem-solving performance, and blink synchronization increased over time. Our findings shed light on the importance of blink synchronization for shared mental modeling and offer practical insights for virtual teamwork.

Prospective Relation between Ruminative Subtypes and Suicide Ideation: Moderating Role of Problem Solving.

Although reflection has been characterized as a more adaptive subtype of rumination than brooding, evidence suggests that reflection is associated with suicide ideation. The present longitudinal study investigated the mediating role of hopelessness and depressive symptoms and the moderating role of problem solving in explaining why reflection may lead to suicide ideation. Two hundred ninety-four undergraduates participated in the study and were followed up every 6 months over 18 months. Participants completed measures of brooding and reflection, hopelessness, depressive symptoms, problem solving, and suicide ideation. Results revealed that after adjusting for baseline suicide ideation, the serial mediation path from brooding (but not reflection) to suicide ideation via hopelessness and depressive symptoms was significant. Baseline reflection predicted suicide ideation 18 months later through depressive symptoms at 12 months for people average in passive problem solving, and for those low or average in active problem solving. Brooding predicted suicide ideation through depressive symptoms, regardless of problem-solving. Reflection may result in suicide ideation via depressive symptoms among people with poor problem-solving skills. Clinical and theoretical implications are discussed.

Advancement of inductive reasoning of engineering students

AbstractThe task of higher education is twofold: (1) to prepare students to meet the expectations of the labor market and (2) to create a learning environment and conditions so that as many students can meet the subject requirements as possible, the dropout rate should be the lowest possible. Input and continuous monitoring of students' transversal competencies can be a suitable method to meet this dual requirement. The range of these competencies is very diverse. In our present study, we focused on inductive thinking, which plays an important role in problem-solving. The research involved 212 first-grade BSc technical students. Our measurement tool is widely used in the selection of the workforce, which the students had to fill in online. The gained results were evaluated using IBM SPSS Statistics. The analysis included a comparison of inductive thinking and its two subcomponents, abstract reasoning, and diagrammatic cognition, in terms of background variables, as well as time consumption, and the definition of specific performance. We found a functional relationship between time consumption and the performance achieved in the test. Students have advanced analogical cognition in terms of abstract thinking; however, their diagrammatic thinking shows very different levels of development, which can cause difficulties in solving technical problems.

Assessing Metacognitive Regulation during Problem Solving: A Comparison of Three Measures.

Metacognition is hypothesized to play a central role in problem solving and self-regulated learning. Various measures have been developed to assess metacognitive regulation, including survey items in questionnaires, verbal protocols, and metacognitive judgments. However, few studies have examined whether these measures assess the same metacognitive skills or are related to the same learning outcomes. To explore these questions, we investigated the relations between three metacognitive regulation measures given at various points during a learning activity and subsequent test. Verbal protocols were collected during the learning activity, questionnaire responses were collected after the learning tasks but before the test, and judgments of knowing (JOKs) were collected during the test. We found that the number of evaluation statements as measured via verbal protocols was positively associated with students' responses on the control/debugging and evaluation components of the questionnaire. There were also two other positive trends. However, the number of monitoring statements was negatively associated with students' responses on the monitoring component of the questionnaire and their JOKs on the later test. Each measure was also related to some aspect of performance, but the particular metacognitive skill, the direction of the effect, and the type of learning outcome differed across the measures. These results highlight the heterogeneity of outcomes across the measures, with each having different affordances and constraints for use in research and educational practice.

Місце і роль розв’язання проблем в освітньому процесі

Місце і роль розв’язання проблем в освітньому процесі

Cognitive Adaptation to Stress and Trauma: The Role of Self-Appraised Problem-Solving in Posttraumatic Stress Disorder

Background Cognitive appraisals play a fundamental role in mental health outcomes following exposure to trauma. Appraisals influence emotional reactions, coping responses, and adaptation to stress and represent a modifiable factor that can serve as a central focus for intervention. Most studies have primarily focused on the role of dysfunctional cognitions in the persistence of posttraumatic stress disorder (PTSD). In this study, we extend research in this area by investigating the role of problem-solving appraisal, an adaptive cognitive strategy, in the association between stress and PTSD. Methods A total of 322 participants completed the Perceived Stress Scale, the problem-solving inventory (PSI), and the PTSD Checklist for DSM-5. Descriptive statistics were generated, and intercorrelations and mediation analysis were performed. Results Problem-solving confidence and personal control partially mediated the relationship between stress and PTSD. However, contrary to existing research, the approach-avoidance style, which is a subscale of the PSI, did not mediate the relationship between these variables. Conclusion Interventions for PTSD should incorporate a complementary focus on developing and increasing adaptive cognitions pertaining to personal control and confidence in problem-solving abilities. This could potentially form part of a broader process of rebuilding the individual's cognitive worldview following exposure to trauma.