Problem Solving In Classroom Research Articles

Visual analysis of commognitive conflict in collaborative problem solving in classrooms.

In today's knowledge-intensive and digital society, collaborative problem-solving (CPS) is considered a critical skill for students to develop. Moreover, international education research has embraced a new paradigm of communication-focused inquiry, and the commognitive theory helps enhance the understanding of CPS work. This paper aims to enhance the CPS skills by identifying, diagnosing, and visualizing commognitive conflicts during the CPS process, thereby fostering a learning-oriented innovative approach and even giving the script of technology-assisted feedback practices. Specifically, we utilized open-ended mathematical tasks and multi-camera video recordings to analyze the commognitive conflicts in CPS among 32 pairs, comprising 64 Year 7 students. After selecting the high-quality, medium-quality, and low-quality student pairs based on the SOLO theory, further investigations were made in the discourse diagnosis and visual analysis for the knowledge dimensions of commognitive conflict. Finally, it was discovered that there is a need to encourage students to focus on and resolve commognitive conflicts while providing timely feedback. Visual studies of commognitive conflict can empower AI-assisted teaching, and the intelligent diagnosis and visual analysis of CPS provide innovative solutions for teaching feedback.

A model for scaffolding mathematical problem-solving: From theory to practice

Devising a plan is an important phase in the teaching and learning of mathematical problem-solving in a mathematics classroom. In this paper, we propose devise a plan (DP) model for scaffolding students in devising a plan to engage them in mathematical problem-solving for classroom instruction and beyond. Although mathematics educators have proposed problem-solving scaffold, mainly building on Polya’s (1945) and Schoenfeld’s (1985) problem-solving models, for authentic problem-solving in the classroom, the phase on devising a plan was generally brief. We expand on the scaffolding of the intermediate stages of devising the plan for teachers to teach problem-solving, with a more ambitious goal of enabling students to engage in independent problem-solving beyond the classrooms. Features that are used in the planning stage of problem-solving are identified through a systematic literature review. Our proposed DP model includes the use of both metacognitive strategies and problem-solving heuristics. The application of our proposed model was exemplified by the solution of three non-routine problem on proportionality.

Finding the Right Tools for Your Classroom's Tech Needs

In Educational Duct Tape, Jake Miller compares, contrasts, and selects a plethora of technology tools for educators in a creative and entertaining way. By offering snapshots from his personal and professional life, the author created a pleasant and easy-to-read book. He emphasizes that technology should not be employed as the end objective, but rather as a means to an end. Throughout the book, he argues that educational technology tools should be utilized to solve classroom problems, address learning objectives, and accomplish specific goals exactly as we use duct tape to mend minor problems in our daily lives. The book is complemented with educational technology podcasts and online resource hubs for each chapter, which include supplementary tools, videos, and discussion sections.

Classroom Action Research on Solving Problems in Janapriya Multiple Campus, Pokhara

The study on action research on solving classroom problems in Janapriya Multiple Campus (JMC) based on a preliminary study on the solutions of existing problems in the classroom. The objectives of the study were to identify the problems and manage to solve them through various interventions. All the students (62) in class 12 who were studying in the Education faculty of JMC were included in the sample through the census method, where the researcher taught two periods daily. It was done within seventy-five days, half of the academic year after the first lockdown and before the second lockdown, using qualitative research with the interpretive paradigm and narrative research design. The researcher observed the situations, listed the problems seen in the classroom, and conducted two FGDs with five teachers and eight students, respectively. Action research procedures for action research, namely planning, implementing, observing, and reflecting, were implemented, and a theory of change was used to evaluate the interventions. Baseline and end-line evaluations were used to find out the change. The researcher used observations, FGD, and tests to collect data. The data obtained were presented mostly qualitatively and less quantitatively. The findings show that regular attendance and keeping parents informed are effective in improving the attendance of the students. Similarly, the attendance in the alternative period help to solve the bunk of class. Proving questions to students make them more attentive and aware of their class activities. This can be seen from the improvements after each cycle. Each and every cycle help students get some progress in solving problems. It is very useful to maintain good relations among teacher, the students and their parents at the end of the cycle.

Opinions of Social Studies Teachers on Educational Films in Solving Classroom Problems

Bu çalışma eğitim içerikli filmlerin sosyal bilgiler öğretmenlerinin sınıf içi uygulamalarına etkisini ortaya koymak için yapılmıştır. Çalışmada nitel araştırma yöntemi kullanılmış; durum çalışması şeklinde desenlenmiştir. Araştırmada katılımcı grup sosyo-ekonomik farklılıklardan kaynaklı sınıf içi sorunların çözümünde eğitim içerikli filmlerden en az birini izleyen sosyal bilgiler öğretmenleridir. Bu amaçla İzmir ilindeki ortaokullarda görev yapan sosyal bilgiler öğretmenlerinden veri toplanmıştır. Veri toplama sürecinde araştırmaya katılan dokuz öğretmenin tamamının “Özgürlük Yazarları” filmini izlediği ortaya çıkmıştır. Bu nedenle yarı yapılandırılmış görüşme formu bu filme göre düzenlenerek veri toplanmıştır. Toplanan veriler içerik analizi yöntemiyle analiz edilmiştir. İzlenen filmin, öğrencilerin gelişimini destekleyen bir yaklaşım geliştirme ve öğrenciyle iletişim kurma boyutunda öğretmenlik mesleğine katkı sağladığı görülmüştür. Sınıf içi sorunların çözümünde film, değer ve beceri öğretimi alanında öğretmenleri motive etmiştir. Ayrıca filmi izleyen öğretmenler öğrencilerin dezavantajlarının göz önüne alınarak eğitim sürecinin yapılandırılma konusunda da filmden etkilenmiştir. Filmin akılda kalıcı sahnelerinin içeriği ise öğrenciyi kazanma ve öğretmen niteliklerine ilişkin sahnelerdir.

A Quantitative Study of Teachers' Perception of Usefulness of Action Research Skill

The study was aimed to measure teachers' perception of the usefulness of action research skills. The study was quantitative in approach and experimental in nature. The population of the study consisted of all the female teachers working in public secondary schools of district Kasur. A sample of six teachers from the accessible public school was selected by using the purposive sampling technique. An intervention of "Action Research Training"was administered to measure teachers' perception before training, during training and after training program. The researcher used ABA design in which the researcher established a baseline behavior ("A" phase), administered an intervention of an action research training ("B" phase), and then withdrew the intervention ("A" phase). A five-point Likert type scale questionnaire developed by Sharar (2016) consisted on 33 statements under four factors with Cronbach’s Alpha value of 0.94 was adapted to measure teachers’ perceptions about AR before, during and after engaging in ART. Study revealed that during treatment and withdrawal phase teachers developed positive perception about usefulness of action research as compared to baseline phase. The action research training programme has the potential to significantly improve teachers' perceptions about the usefulness of action research skill in solving classroom problems.

Development of the analytic geometry flipped classroom teaching model through Google Classroom

The paper clarified the development of the analytic geometry flipped classroom teaching model through Google Classroom. The model of teaching was developed based on the significant definition of flipped classroom that reverses the traditional teaching method. The flipped classroom was known as the active learning that provided lecture before the classroom via video recorded or online and then face-to-face teacher guiding for practicing, doing projects, or problem solving in classroom. The flipped classroom, therefore, probably allow students to learn productively active learning about mathematics (e.g. analytic geometry) with teacher in classroom. And, the open online instructional platform Google Classroom could be used by all teachers to provide the online lecture before practicing, doing projects, or problem solving in classroom. The paper clarified the development of the analytic geometry flipped classroom teaching model through Google Classroom regarding on 5 strategies of effective flipped classroom including plan, introduce concepts in class, use math apps, video, and student teaching. Then, the paper explained more details of the analytic geometry flipped classroom learning activities. The paper may have implications for developing mathematics active learning via the flipped classroom.

Fostering complex problem solving for diverse learners: engaging an ethos of intentionality toward equitable access

Complex problem solving is an effective means to engage students in disciplinary content while also furnishing critical non-cognitive and life skills. Despite increased adoption of complex problem-solving methods in K-12 classrooms today (e.g., case-, project-, or problem-based learning), we know little about how to make these approaches accessible to linguistically and culturally diverse (LCD) students. In this paper, we promote a conceptual framework, based on an ethos of intentionality, that supports culturally responsive teaching (CRT). We provide specific questions to guide teachers’ implementation of an ethos of intentionality, through critical reflection and meaningful action, and discuss a framework for culturally relevant practice that operationalizes key central tenets (e.g., high expectations, cultural competence, and critical consciousness). Finally, we include strategies that can help teachers and designers translate the principles of the CRT framework into action with a specific focus on complex problem solving in classrooms.

The extent to which teachers of the basic stage in southern Badia education schools possess classroom management skills and their relationship to learning outcomes and social relationships between students: مدى امتلاك معلمي المرحلة الأساسية في مدارس تربية البادية الجنوبية مهارات الإدارة الصفية، وعلاقتها بمخرجات التعلم والعلاقات الاجتماعية بين الطلبة

The aim of this study is to reveal the extent to which the teachers of the basic stage in the southern Badia schools have classroom management skills and their relation to learning outcomes and social relations among students. To achieve the objective of the study, the researcher used the descriptive analytical method, where a tool was developed to achieve the objectives of the study, which included (70) paragraphs, divided into four sections. Applied to a stratified random sample, the study sample size was 130) The results of the study showed that the basic stage teachers in the Southern Badia Directorate of Education possessed high classroom management skills, where the field of classroom environment ranked first with a very high grade. The rest of the four areas were: administrative skills, classroom problem solving, technical skills, and knowledge structure. And scientific classroom management, with high appreciation. It also showed that there are no statistically significant differences in the extent to which teachers possess the skills of classroom management attributable to variables: sex, sex of school, and number of years of experience. It showed a strong and statistically significant correlation between the total grade of classroom management skills, social relations among students, and learning outcomes based on comparisons of correlation coefficients, and the associated significance level values, which reached between classroom management and social relations between students. (0.40), between classroom management skills, and learning outcomes which reached (0.75) with no significant relationship between classroom environment and social relations where the correlation coefficient was (0.09), with a strong relationship between the classroom environment and learning outcomes where the correlation coefficient was (0.47). In the light of the results were Provide a number of recommendations and proposals, the most important of which is to maintain the high range of possession of classroom management skills.

Using design-based research to bring partnership between researchers and practitioners

ABSTRACTBackground: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice.

The attitude of senior high school teachers on mathematical problem solving

Teacher attitude toward mathematical problem solving and its learning process is very influential on the teaching of problem solving in classroom. There have been many research experts who focus on research about teachers attitude toward mathematics in general, but they rarely sees how the teachers attitude toward mathematical problems solving and its learning process. This study aims to answer both that questions. The research type is qualitative with survey method. Three mathematics teachers from three different schools were selected as research subjects. Teaching videos of each teacher, questionnaires, and interviews with open questions were used as instruments to see the attitude. Each teacher was given a questionnaire on teachers attitude toward mathematical problem solving and its learning process, after which the teachers was also interviewed. Based on the research process, it can be concluded there are three categories of teacher attitude level toward mathematical problem solving and its learning process: good, very good, and excellent.

Teachers’ Perception on Classroom Action Research

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Parceria entre universidade e escola básica: formando uma comunidade de prática?

Este estudo tem como objetivo refletir sobre as possibilidades contidas na parceria universidade-escola básica, apresentando como eixos a formação docente e o estágio supervisionado. O conceito de comunidade de prática (LAVE; WENGER, 1991) foi utilizado para analisar as duas situações de estágio supervisionado. Constatou-se que houve a formação de uma comunidade de prática, porque professoras se engajaram nas questões de alfabetização e de indisciplina. Realizaram planejamentos, atividades de leitura e escrita e buscaram as potencialidades dos alunos. Adquiriram um repertório compartilhado de rotinas e atividades para alfabetização, partilharam responsabilidades pelo processo de ensino e aprendizagem, bem como formas de resolver problemas da sala de aula.

Integrating Creative Problem Solving into the Field of Fashion Education

Fashion professionals these days agree that changes in the fashion business are essential and highly value creativity as a genuine source for generating new ideas in fashion products as well as fashion business practices. As fashion professionals deal with problems of which solutions do not exist or that need innovative solutions for brand or product differentiation in the fast-paced environments, interest in creativity and creative problem solving in the field has increased; therefore, fashion educators have realized that there has been an increasing need for incorporating creativity or creative problem solving into the fashion curriculum. In this study, the researcher intended to review previous research on the use of creative problem solving in classrooms in various disciplines including the field of fashion education to provide insights and suggestions for fashion educators to integrate creative problem solving into the fashion education curriculum. Previous attempts to apply creative problem solving to solve issues in fashion classrooms have mostly limited to promoting divergent thinking techniques. It is suggested for fashion educators as well as fashion students to consider creative problem solving as a process consisting of the four distinct stages in which both divergent and convergent thinking techniques should be properly utilized stimulating various thinking strategies.

Material texts as objects in interaction – constraints and possibilities in relation to dialogic reading instruction.

In this article we focus the role of texts as material objects in the interaction between a teacher and her students in Swedish grade nine, working with argumentative texts on basis of dialogic reading instruction. With a conversation analysis approach we investigate how texts are used as material objects and resources in the organization of interaction between students and their teacher during group work. We also discuss what pedagogical implications for reading instruction do the role of texts as material objects have when striving for dialogicity in the classroom. The result shows that texts are used for establishing a shared focus of attention in relation to solving the task, as well as negotiating responsibility and primacy in this activity. They are also used as resources for organizing turn-taking. A conclusion is that an intention to implement dialogic reading instruction requires awareness of how dialogic and critical aspects of reading easily become subordinated to the aim of problem solving in classrooms as task work is organized around material texts.

The Extent To Which Social Studies Teachers Supreme Basic Stage In Aqaba Governorate My Skills For Decision-Making And Solving Classroom Problems

This study aimed to reveal the extent to which social studies teachers basic upper stage in Aqaba Governorate of my skills to make decisions and solve classroom problems in Jordan, the study population consisted of all social studies teachers basic upper phase in the province of Aqaba in Jordan; where formed the sample of 49 teachers of the study population, of whom 18 teachers and 31 teacher, spread over the sample schools were distributed a questionnaire designed for this purpose in advance after the arbitration process of conducting a tribal them, where the collected data were statistically analyzed where they were entered into a computer and used a researcher at the process analysis Statistical Package for Social Sciences (SPSS) and software (Excel) .quart researcher extracted the arithmetic means, and standard deviations for each paragraph and each area of study, as well as the researcher used t-test. Results of averages, standard deviations, and showed that skill for decision-making at the highest arithmetic averages and standard deviations in favor of females to males. The study concluded with recommendations in their entirety focus attention on the need for the development of teachers' ability to deal with classroom problems and taking into account the situation of students as well as giving Thinking greater share of decision-making in the field of teacher preparation.

Penelitian Kelas Oleh Guru: Konsekuensi Logis Terapan Kurikulum 1994

The 1994 Curriculum makes it posible for calssroom teachers to be curriculum developers. The question is whether every teacher can develop hypothesis into research project to solve classroom problems. Classroom research is an alternative that teachers may need to be able to make professional judgement in their own classrooms. Classroom research is an activity that teachers can carry out to improve their own teaching as well as their colleagues', and to verify educational theories and assumptions relevant to classroom practices. Classroom research can start with a hypothesis about teaching on the basis of teachers' own experience

Children's Reasoning as Collective Social Action through Problem Solving in Grade 2/3 Science Classrooms

ABSTRACTResearch on young children's reasoning show the complex relationships of knowledge, theories, and evidence in their decision-making and problem solving. Most of the research on children's reasoning skills has been done in individualized and formal research settings, not collective classroom environments where children often engage in learning and reasoning together to solve classroom problems. This study posits children's reasoning as a collective social activity that can occur in science classrooms. The study examined how children process their reasoning within the context of Grade 2/3 science classrooms and how the process of collectivity emerges from classroom interactions and dialogue between children as they attempt to solve their classroom problems. The study findings suggest that children's reasoning involves active evaluation of theories and evidence through collective problem solving, with consensus being developed through dialogical reasoning.

MENINGKATKAN MINAT DAN HASIL BELAJAR VOKAL DENGAN MENERAPKAN METODE SOLFEGIO

In learning process, specific approach is needed in order to achieve the expected outcome. The approach is usually in a form of method related to the material being taught. Vocal learning in the classroom often often makes students less interested, this is proven by the test result which shows that 30% of the students are below the minimum passing score criteria. The implementation of solfegio method aims to improve the students’ interest in learning vocal so that the students will achieve maximum learning outcome above the minimum passing score criteria. This classroom research aims to improve students’ interest in learning vocal and improving their learning outcome by using solfegio method. The object of this research were the students of SMP 2 Pemalang grade VIII E. The method used in the research is classroom action research, it is a research aiming to solve classroom problems. The research was conducted in two cycles, each cycle consists of: planning, observation, action, and reflection. The data were collected through: documentation, observation, questionnaire, and test. The data analysis technique used in this research are descriptive quantitative and descriptive qualitative. From the vocal learning prosess in VIII E Class at SMP N 2 Pemalang, which has been carried out through the analysis of action research with two cycles, it can be concluded that vocal learning by using solfegio method has given positive impacts in improving students learning outcome indicated by the improvement of their minimum passing score criteria. Only 41% students passed the minimum criteria in cycle 1, and then it reached 89% in cycle 2. In addition, the application of the solfegio method have a positive effect, which can increase student interest shown by the average of the students’ answers result to the questionnaire which states that students are interested in vocal training with solfegio method. So the conclusion from this study is that the solfegio method gives positive effect on vocal learning to the students at SMP 2 Pemalang.

Problematic Situations in Educational Institutions and Teachers’ Managerial Skills: Developing Countries Perspective

The main focus of the study was classroom activities. The second main and important aspect is that how teachers solve class room problems by using management skills. This study is also a need assessment about the different teaching techniques which are applied and should be applied in the classroom situation at secondary level. To make the sample representative of the population, Province Punjab was divided into three regions and then from each two districts were selected randomly. On the other side, all sections of population were covered in the sample i.e. male, female and urban, rural. For data collection, five point rating scale developed for teachers. Data was collected by personal visits of the researcher, fellows and post. The collected data was analyzed through SPSS Software to test the designed hypotheses. Main results of the study revealed that majority of the teachers faced the problem of overcrowded classes. Almost all the teachers agreed that during the teaching learning process the class should be quiet. The reason of this attitude is the high student-teacher ratios. Also majority of teachers were in favor of individual instructions. They were of the view that students should be handled according to their individual differences. In the same way, majority of the teachers claimed that low quality of education is due to the lack of resources and A.V. aids available. The students were also satisfied with running lecture method and Urdu medium of instruction. This is due to the lack of exposure of teachers to multiple teaching methodologies in pre-service or in-service trainings. DOI: 10.5901/jesr.2013.v3n2p343