#### Sample records for problem solving increased

1. Diagrams benefit symbolic problem-solving.

Science.gov (United States)

Chu, Junyi; Rittle-Johnson, Bethany; Fyfe, Emily R

2017-06-01

The format of a mathematics problem often influences students' problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students' understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well. We tested the impact of diagram presence on students' performance on algebra equation problems to determine whether diagrams increase problem-solving success. We also examined the influence of item- and student-level factors to test the robustness of the diagram effect. We worked with 61 seventh-grade students who had received 2 months of pre-algebra instruction. Students participated in an experimenter-led classroom session. Using a within-subjects design, students solved algebra problems in two matched formats (equation and equation-with-diagram). The presence of diagrams increased equation-solving accuracy and the use of informal strategies. This diagram benefit was independent of student ability and item complexity. The benefits of diagrams found previously for story problems generalized to symbolic problems. The findings are consistent with cognitive models of problem-solving and suggest that diagrams may be a useful additional representation of symbolic problems. © 2017 The British Psychological Society.

2. Toward Solving the Problem of Problem Solving: An Analysis Framework

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Roesler, Rebecca A.

2016-01-01

Teaching is replete with problem solving. Problem solving as a skill, however, is seldom addressed directly within music teacher education curricula, and research in music education has not examined problem solving systematically. A framework detailing problem-solving component skills would provide a needed foundation. I observed problem solving…

3. Increasing self-efficacy in learning to program: exploring the benefits of explicit instruction for problem solving

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Irene Govender

2014-07-01

Full Text Available The difficulty of learning to program has long been identified amongst novices. This study explored the benefits of teaching a problem solving strategy by comparing students’ perceptions and attitudes towards problem solving before and after the strategy was implemented in secondary schools. Based on self-efficacy theory, students’ problem solving self-efficacy as well as teachers’ self-efficacy were investigated, showing that both students’ and teachers’ self-efficacy may have benefited from the explicit instruction. This would imply that teaching problem solving explicitly should be encouraged to increase self-efficacy to program.

4. Implementation of basic chemistry experiment based on metacognition to increase problem-solving and build concept understanding

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Zuhaida, A.

2018-04-01

Implementation of the experiment have the three aspects of the goal: 1) develop basic skills of experimenting; 2) develop problem-solving skills with a scientific approach; 3) improve understanding of the subject matter. On the implementation of the experiment, students have some weaknesses include: observing, identifying problems, managing information, analyzing, and evaluating. This weakness is included in the metacognition indicator.The objective of the research is to implementation of Basic Chemistry Experiment based on metacognition to increase problem-solving skills and build concept understanding for students of Science Education Department. The method of this research is a quasi- experimental method with pretest-posttest control group design. Problem-solving skills are measured through performance assessments using rubrics from problem solving reports, and results presentation. The conceptual mastery is measured through a description test. The result of the research: (1) improve the problem solving skills of the students with very high category; (2) increase the students’ concept understanding better than the conventional experiment with the result of N-gain in medium category, and (3) increase student's response positively for learning implementation. The contribution of this research is to extend the implementation of practical learning for some subjects, and to improve the students' competence in science.

5. Solving Environmental Problems

DEFF Research Database (Denmark)

Ørding Olsen, Anders; Sofka, Wolfgang; Grimpe, Christoph

2017-01-01

for Research and Technological Development (FP7), our results indicate that the problem-solving potential of a search strategy increases with the diversity of existing knowledge of the partners in a consortium and with the experience of the partners involved. Moreover, we identify a substantial negative effect...... dispersed. Hence, firms need to collaborate. We shed new light on collaborative search strategies led by firms in general and for solving environmental problems in particular. Both topics are largely absent in the extant open innovation literature. Using data from the European Seventh Framework Program...

6. Assertiveness and problem solving in midwives.

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Yurtsal, Zeliha Burcu; Özdemir, Levent

2015-01-01

Midwifery profession is required to bring solutions to problems and a midwife is expected to be an assertive person and to develop midwifery care. This study was planned to examine the relationship between assertiveness and problem-solving skills of midwives. This cross-sectional study was conducted with 201 midwives between July 2008 and February 2009 in the city center of Sivas. The Rathus Assertiveness Schedule (RAS) and Problem Solving Inventory (PSI) were used to determine the level of assertiveness and problem-solving skills of midwives. Statistical methods were used as mean, standard deviation, percentage, Student's T, ANOVA and Tukey HSD, Kruskal Wallis, Fisher Exact, Pearson Correlation and Chi-square tests and P problem-solving skills training. A statistically significant negative correlation was found between the RAS and PSI scores. The RAS scores decreased while the problem-solving scores increased (r: -0451, P problem solving skills of midwives, and midwives who were assertive solved their problems better than did others. Assertiveness and problem-solving skills training will contribute to the success of the midwifery profession. Midwives able to solve problems, and display assertive behaviors will contribute to the development of midwifery profession.

7. After being challenged by a video game problem, sleep increases the chance to solve it.

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Felipe Beijamini

Full Text Available In the past years many studies have demonstrated the role of sleep on memory consolidation. It is known that sleeping after learning a declarative or non-declarative task, is better than remaining awake. Furthermore, there are reports of a possible role for dreams in consolidation of declarative memories. Other studies have reported the effect of naps on memory consolidation. With similar protocols, another set of studies indicated that sleep has a role in creativity and problem-solving. Here we hypothesised that sleep can increase the likelihood of solving problems. After struggling to solve a video game problem, subjects who took a nap (n = 14 were almost twice as likely to solve it when compared to the wake control group (n = 15. It is interesting to note that, in the nap group 9 out 14 subjects engaged in slow-wave sleep (SWS and all solved the problem. Surprisingly, we did not find a significant involvement of Rapid Eye Movement (REM sleep in this task. Slow-wave sleep is believed to be crucial for the transfer of memory-related information to the neocortex and implement intentions. Sleep can benefit problem-solving through the generalisation of newly encoded information and abstraction of the gist. In conclusion, our results indicate that sleep, even a nap, can potentiate the solution of problems that involve logical reasoning. Thus, sleep's function seems to go beyond memory consolidation to include managing of everyday-life events.

8. After being challenged by a video game problem, sleep increases the chance to solve it.

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Beijamini, Felipe; Pereira, Sofia Isabel Ribeiro; Cini, Felipe Augusto; Louzada, Fernando Mazzilli

2014-01-01

In the past years many studies have demonstrated the role of sleep on memory consolidation. It is known that sleeping after learning a declarative or non-declarative task, is better than remaining awake. Furthermore, there are reports of a possible role for dreams in consolidation of declarative memories. Other studies have reported the effect of naps on memory consolidation. With similar protocols, another set of studies indicated that sleep has a role in creativity and problem-solving. Here we hypothesised that sleep can increase the likelihood of solving problems. After struggling to solve a video game problem, subjects who took a nap (n = 14) were almost twice as likely to solve it when compared to the wake control group (n = 15). It is interesting to note that, in the nap group 9 out 14 subjects engaged in slow-wave sleep (SWS) and all solved the problem. Surprisingly, we did not find a significant involvement of Rapid Eye Movement (REM) sleep in this task. Slow-wave sleep is believed to be crucial for the transfer of memory-related information to the neocortex and implement intentions. Sleep can benefit problem-solving through the generalisation of newly encoded information and abstraction of the gist. In conclusion, our results indicate that sleep, even a nap, can potentiate the solution of problems that involve logical reasoning. Thus, sleep's function seems to go beyond memory consolidation to include managing of everyday-life events.

9. Development of a problem solving evaluation instrument; untangling of specific problem solving assets

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The purpose of my research was to produce a problem solving evaluation tool for physics. To do this it was necessary to gain a thorough understanding of how students solve problems. Although physics educators highly value problem solving and have put extensive effort into understanding successful problem solving, there is currently no efficient way to evaluate problem solving skill. Attempts have been made in the past; however, knowledge of the principles required to solve the subject problem are so absolutely critical that they completely overshadow any other skills students may use when solving a problem. The work presented here is unique because the evaluation tool removes the requirement that the student already have a grasp of physics concepts. It is also unique because I picked a wide range of people and picked a wide range of tasks for evaluation. This is an important design feature that helps make things emerge more clearly. This dissertation includes an extensive literature review of problem solving in physics, math, education and cognitive science as well as descriptions of studies involving student use of interactive computer simulations, the design and validation of a beliefs about physics survey and finally the design of the problem solving evaluation tool. I have successfully developed and validated a problem solving evaluation tool that identifies 44 separate assets (skills) necessary for solving problems. Rigorous validation studies, including work with an independent interviewer, show these assets identified by this content-free evaluation tool are the same assets that students use to solve problems in mechanics and quantum mechanics. Understanding this set of component assets will help teachers and researchers address problem solving within the classroom.

10. Contextualized teaching on the problem solving performance of students

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Rolando V. Obiedo

2017-12-01

Full Text Available This study investigated the effect of contextualized teaching on students’ problem solving skills in physics through a quasi-experimental approach. Problem solving performance of students was described quantitatively through their mean problem solving scores and problem solving skills level. A unit plan patterned from the cognitive apprenticeship approach and contextualized using maritime context of ship stability was implemented on the experimental group while the control group had the conventional lecture method. Pre and post assessment, which is a researcher-developed word problem assessment, was administered to both groups. Results indicated increased problem solving mean scores (p < 0.001, problem solving skill level (p < 0.001 of the experimental group while the control group increased only their problem solving skill level (p = 0.008. Thus, contextualized teaching can improve the problem solving performance of students. This study recommends using contextualization using other physics topics where other contexts can be applied.

11. Teaching Problem Solving without Modeling through "Thinking Aloud Pair Problem Solving."

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Pestel, Beverly C.

1993-01-01

Reviews research relevant to the problem of unsatisfactory student problem-solving abilities and suggests a teaching strategy that addresses the issue. Author explains how she uses teaching aloud problem solving (TAPS) in college chemistry and presents evaluation data. Among the findings are that the TAPS class got fewer problems completely right,…

12. Tangram solved? Prefrontal cortex activation analysis during geometric problem solving.

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Ayaz, Hasan; Shewokis, Patricia A; Izzetoğlu, Meltem; Çakır, Murat P; Onaral, Banu

2012-01-01

Recent neuroimaging studies have implicated prefrontal and parietal cortices for mathematical problem solving. Mental arithmetic tasks have been used extensively to study neural correlates of mathematical reasoning. In the present study we used geometric problem sets (tangram tasks) that require executive planning and visuospatial reasoning without any linguistic representation interference. We used portable optical brain imaging (functional near infrared spectroscopy--fNIR) to monitor hemodynamic changes within anterior prefrontal cortex during tangram tasks. Twelve healthy subjects were asked to solve a series of computerized tangram puzzles and control tasks that required same geometric shape manipulation without problem solving. Total hemoglobin (HbT) concentration changes indicated a significant increase during tangram problem solving in the right hemisphere. Moreover, HbT changes during failed trials (when no solution found) were significantly higher compared to successful trials. These preliminary results suggest that fNIR can be used to assess cortical activation changes induced by geometric problem solving. Since fNIR is safe, wearable and can be used in ecologically valid environments such as classrooms, this neuroimaging tool may help to improve and optimize learning in educational settings.

13. Investigating a Proposed Problem Solving Theory in the Context of Mathematical Problem Solving: A Multi-Case Study

Science.gov (United States)

2015-01-01

The ability to succeed in Science, Technology, Engineering, and Mathematics (STEM) careers is contingent on a student's ability to engage in mathematical problem solving. As a result, there has been increased focus on students' ability to think critically by providing them more with problem solving experiences in the classroom. Much research has…

14. Improving mathematical problem solving skills through visual media

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Widodo, S. A.; Darhim; Ikhwanudin, T.

2018-01-01

The purpose of this article was to find out the enhancement of students’ mathematical problem solving by using visual learning media. The ability to solve mathematical problems is the ability possessed by students to solve problems encountered, one of the problem-solving model of Polya. This preliminary study was not to make a model, but it only took a conceptual approach by comparing the various literature of problem-solving skills by linking visual learning media. The results of the study indicated that the use of learning media had not been appropriated so that the ability to solve mathematical problems was not optimal. The inappropriateness of media use was due to the instructional media that was not adapted to the characteristics of the learners. Suggestions that can be given is the need to develop visual media to increase the ability to solve problems.

15. Internet Computer Coaches for Introductory Physics Problem Solving

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Xu Ryan, Qing

2013-01-01

The ability to solve problems in a variety of contexts is becoming increasingly important in our rapidly changing technological society. Problem-solving is a complex process that is important for everyday life and crucial for learning physics. Although there is a great deal of effort to improve student problem solving skills throughout the…

16. Cognitive Predictors of Everyday Problem Solving across the Lifespan.

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Chen, Xi; Hertzog, Christopher; Park, Denise C

2017-01-01

An important aspect of successful aging is maintaining the ability to solve everyday problems encountered in daily life. The limited evidence today suggests that everyday problem solving ability increases from young adulthood to middle age, but decreases in older age. The present study examined age differences in the relative contributions of fluid and crystallized abilities to solving problems on the Everyday Problems Test (EPT). We hypothesized that due to diminishing fluid resources available with advanced age, crystallized knowledge would become increasingly important in predicting everyday problem solving with greater age. Two hundred and twenty-one healthy adults from the Dallas Lifespan Brain Study, aged 24-93 years, completed a cognitive battery that included measures of fluid ability (i.e., processing speed, working memory, inductive reasoning) and crystallized ability (i.e., multiple measures of vocabulary). These measures were used to predict performance on EPT. Everyday problem solving showed an increase in performance from young to early middle age, with performance beginning to decrease at about age of 50 years. As hypothesized, fluid ability was the primary predictor of performance on everyday problem solving for young adults, but with increasing age, crystallized ability became the dominant predictor. This study provides evidence that everyday problem solving ability differs with age, and, more importantly, that the processes underlying it differ with age as well. The findings indicate that older adults increasingly rely on knowledge to support everyday problem solving, whereas young adults rely almost exclusively on fluid intelligence. © 2017 S. Karger AG, Basel.

17. Using Problem-solving Therapy to Improve Problem-solving Orientation, Problem-solving Skills and Quality of Life in Older Hemodialysis Patients.

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Erdley-Kass, Shiloh D; Kass, Darrin S; Gellis, Zvi D; Bogner, Hillary A; Berger, Andrea; Perkins, Robert M

2017-08-24

To determine the effectiveness of Problem-Solving Therapy (PST) in older hemodialysis (HD) patients by assessing changes in health-related quality of life and problem-solving skills. 33 HD patients in an outpatient hemodialysis center without active medical and psychiatric illness were enrolled. The intervention group (n = 15) received PST from a licensed social worker for 6 weeks, whereas the control group (n = 18) received usual care treatment. In comparison to the control group, patients receiving PST intervention reported improved perceptions of mental health, were more likely to view their problems with a positive orientation and were more likely to use functional problem-solving methods. Furthermore, this group was also more likely to view their overall health, activity limits, social activities and ability to accomplish desired tasks with a more positive mindset. The results demonstrate that PST may positively impact mental health components of quality of life and problem-solving coping among older HD patients. PST is an effective, efficient, and easy to implement intervention that can benefit problem-solving abilities and mental health-related quality of life in older HD patients. In turn, this will help patients manage their daily living activities related to their medical condition and reduce daily stressors.

18. IDEAL Problem Solving dalam Pembelajaran Matematika

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Eny Susiana

2012-01-01

Full Text Available Most educators agree that problem solving is among the most meaningful and importantkinds of learning and thingking. That is, the central focus of learning and instructionshould be learning to solve problems. There are several warrants supporting that claims.They are authenticity, relevance, problem solving engages deeper learning angtherefore enhances meaning making, and constructed to represent problems (problemsolving is more meaningful. It is the reason why we must provide teaching and learningto make studentâ€™s problem solving skill in progress. There are many informationprocessingmodels of problem solving, such as simplified model of the problem-solvingprocess by Gicks, Polyaâ€™s problem solving process etc. One of them is IDEAL problemsolving. Each letter of IDEAL is stand for an aspect of thinking that is important forproblem solving. IDEAL is identify problem, Define Goal, Explore possible strategies,Anticipate outcme and Act, and Look back and learn. Using peer interaction andquestion prompt in small group in IDEAL problem solving teaching and Learning canimprove problem solving skill.Kata kunci: IDEAL Problem Solving, Interaksi Sebaya, Pertanyaan Penuntun, KelompokKecil.

19. Social problem-solving among adolescents treated for depression.

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Becker-Weidman, Emily G; Jacobs, Rachel H; Reinecke, Mark A; Silva, Susan G; March, John S

2010-01-01

Studies suggest that deficits in social problem-solving may be associated with increased risk of depression and suicidality in children and adolescents. It is unclear, however, which specific dimensions of social problem-solving are related to depression and suicidality among youth. Moreover, rational problem-solving strategies and problem-solving motivation may moderate or predict change in depression and suicidality among children and adolescents receiving treatment. The effect of social problem-solving on acute treatment outcomes were explored in a randomized controlled trial of 439 clinically depressed adolescents enrolled in the Treatment for Adolescents with Depression Study (TADS). Measures included the Children's Depression Rating Scale-Revised (CDRS-R), the Suicidal Ideation Questionnaire--Grades 7-9 (SIQ-Jr), and the Social Problem-Solving Inventory-Revised (SPSI-R). A random coefficients regression model was conducted to examine main and interaction effects of treatment and SPSI-R subscale scores on outcomes during the 12-week acute treatment stage. Negative problem orientation, positive problem orientation, and avoidant problem-solving style were non-specific predictors of depression severity. In terms of suicidality, avoidant problem-solving style and impulsiveness/carelessness style were predictors, whereas negative problem orientation and positive problem orientation were moderators of treatment outcome. Implications of these findings, limitations, and directions for future research are discussed. Copyright 2009 Elsevier Ltd. All rights reserved.

20. Goals and everyday problem solving: examining the link between age-related goals and problem-solving strategy use.

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Hoppmann, Christiane A; Coats, Abby Heckman; Blanchard-Fields, Fredda

2008-07-01

Qualitative interviews on family and financial problems from 332 adolescents, young, middle-aged, and older adults, demonstrated that developmentally relevant goals predicted problem-solving strategy use over and above problem domain. Four focal goals concerned autonomy, generativity, maintaining good relationships with others, and changing another person. We examined both self- and other-focused problem-solving strategies. Autonomy goals were associated with self-focused instrumental problem solving and generative goals were related to other-focused instrumental problem solving in family and financial problems. Goals of changing another person were related to other-focused instrumental problem solving in the family domain only. The match between goals and strategies, an indicator of problem-solving adaptiveness, showed that young individuals displayed the greatest match between autonomy goals and self-focused problem solving, whereas older adults showed a greater match between generative goals and other-focused problem solving. Findings speak to the importance of considering goals in investigations of age-related differences in everyday problem solving.

1. Pre-Service Class Teacher' Ability in Solving Mathematical Problems and Skills in Solving Daily Problems

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Aljaberi, Nahil M.; Gheith, Eman

2016-01-01

This study aims to investigate the ability of pre-service class teacher at University of Petrain solving mathematical problems using Polya's Techniques, their level of problem solving skills in daily-life issues. The study also investigates the correlation between their ability to solve mathematical problems and their level of problem solving…

2. Students’ difficulties in probabilistic problem-solving

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Arum, D. P.; Kusmayadi, T. A.; Pramudya, I.

2018-03-01

There are many errors can be identified when students solving mathematics problems, particularly in solving the probabilistic problem. This present study aims to investigate students’ difficulties in solving the probabilistic problem. It focuses on analyzing and describing students errors during solving the problem. This research used the qualitative method with case study strategy. The subjects in this research involve ten students of 9th grade that were selected by purposive sampling. Data in this research involve students’ probabilistic problem-solving result and recorded interview regarding students’ difficulties in solving the problem. Those data were analyzed descriptively using Miles and Huberman steps. The results show that students have difficulties in solving the probabilistic problem and can be divided into three categories. First difficulties relate to students’ difficulties in understanding the probabilistic problem. Second, students’ difficulties in choosing and using appropriate strategies for solving the problem. Third, students’ difficulties with the computational process in solving the problem. Based on the result seems that students still have difficulties in solving the probabilistic problem. It means that students have not able to use their knowledge and ability for responding probabilistic problem yet. Therefore, it is important for mathematics teachers to plan probabilistic learning which could optimize students probabilistic thinking ability.

3. Problem Solving and Learning

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Singh, Chandralekha

2009-07-01

One finding of cognitive research is that people do not automatically acquire usable knowledge by spending lots of time on task. Because students' knowledge hierarchy is more fragmented, "knowledge chunks" are smaller than those of experts. The limited capacity of short term memory makes the cognitive load high during problem solving tasks, leaving few cognitive resources available for meta-cognition. The abstract nature of the laws of physics and the chain of reasoning required to draw meaningful inferences makes these issues critical. In order to help students, it is crucial to consider the difficulty of a problem from the perspective of students. We are developing and evaluating interactive problem-solving tutorials to help students in the introductory physics courses learn effective problem-solving strategies while solidifying physics concepts. The self-paced tutorials can provide guidance and support for a variety of problem solving techniques, and opportunity for knowledge and skill acquisition.

4. Problem Solving and Critical Thinking Skills of Undergraduate Nursing Students

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Yalçın KANBAY

2013-12-01

problem solving skills. Accordingly, problem solving scores increased in parallel to an increase in the critical thinking scores. Problem Solving Inventory is a measuring tool indicating an increase in the problem solving skills in parallel to a decrease in the scores. Therefore, as the critical thinking skills of individuals go up, their problem solving skills also increase. Furthermore, according to the outcomes of the study, critical thinking and problem solving skills of the students did not show any correlation between genders (p>0.05. As a result, we concluded that the mean scores of critical thinking skills were found at medium levels among nursing students and the mean scores of critical thinking and problem-solving skills between the classes displayed no differences. In addition, no relationship between the age and gender of the subjects and their critical thinking and problem solving skills was identified. Moreover, in parallel to an increase in the scores of critical thinking skills, problem solving skills also increased.

5. Encouraging Sixth-Grade Students' Problem-Solving Performance by Teaching through Problem Solving

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Bostic, Jonathan D.; Pape, Stephen J.; Jacobbe, Tim

2016-01-01

This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students' problem-solving…

6. Synthesizing Huber's Problem Solving and Kolb's Learning Cycle: A Balanced Approach to Technical Problem Solving

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Kamis, Arnold; Khan, Beverly K.

2009-01-01

How do we model and improve technical problem solving, such as network subnetting? This paper reports an experimental study that tested several hypotheses derived from Kolb's experiential learning cycle and Huber's problem solving model. As subjects solved a network subnetting problem, they mapped their mental processes according to Huber's…

7. Negotiation as a metaphor for distributed problem solving

Energy Technology Data Exchange (ETDEWEB)

Davis, R.; Smith, R.G.

1983-01-01

The authors describe the concept of distributed problem solving and defines it as the cooperative solution of problems by a decentralized and loosely coupled collection of problem solvers. This approach to problem solving offers the promise of increased performance and provides a useful medium for exploring and developing new problem-solving techniques. A framework is presented called the contract net that specifies communication and control in a distribution problem solver. Task distribution is viewed as an interactive process, a discussion carried on between a node with a task to be executed and a group of nodes that may be able to execute the task. The kinds of information are described that must be passed between nodes during the discussion in order to obtain effective problem-solving behavior. This discussion is the origin of the negotiation metaphor: task distribution is viewed as a form of contract negotiation. 32 references.

8. Could HPS Improve Problem-Solving?

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Coelho, Ricardo Lopes

2013-05-01

It is generally accepted nowadays that History and Philosophy of Science (HPS) is useful in understanding scientific concepts, theories and even some experiments. Problem-solving strategies are a significant topic, since students' careers depend on their skill to solve problems. These are the reasons for addressing the question of whether problem solving could be improved by means of HPS. Three typical problems in introductory courses of mechanics—the inclined plane, the simple pendulum and the Atwood machine—are taken as the object of the present study. The solving strategies of these problems in the eighteenth and nineteenth century constitute the historical component of the study. Its philosophical component stems from the foundations of mechanics research literature. The use of HPS leads us to see those problems in a different way. These different ways can be tested, for which experiments are proposed. The traditional solving strategies for the incline and pendulum problems are adequate for some situations but not in general. The recourse to apparent weights in the Atwood machine problem leads us to a new insight and a solving strategy for composed Atwood machines. Educational implications also concern the development of logical thinking by means of the variety of lines of thought provided by HPS.

9. Problem solving stages in the five square problem.

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Fedor, Anna; Szathmáry, Eörs; Öllinger, Michael

2015-01-01

According to the restructuring hypothesis, insight problem solving typically progresses through consecutive stages of search, impasse, insight, and search again for someone, who solves the task. The order of these stages was determined through self-reports of problem solvers and has never been verified behaviorally. We asked whether individual analysis of problem solving attempts of participants revealed the same order of problem solving stages as defined by the theory and whether their subjective feelings corresponded to the problem solving stages they were in. Our participants tried to solve the Five-Square problem in an online task, while we recorded the time and trajectory of their stick movements. After the task they were asked about their feelings related to insight and some of them also had the possibility of reporting impasse while working on the task. We found that the majority of participants did not follow the classic four-stage model of insight, but had more complex sequences of problem solving stages, with search and impasse recurring several times. This means that the classic four-stage model is not sufficient to describe variability on the individual level. We revised the classic model and we provide a new model that can generate all sequences found. Solvers reported insight more often than non-solvers and non-solvers reported impasse more often than solvers, as expected; but participants did not report impasse more often during behaviorally defined impasse stages than during other stages. This shows that impasse reports might be unreliable indicators of impasse. Our study highlights the importance of individual analysis of problem solving behavior to verify insight theory.

10. Problem solving stages in the five square problem

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Anna eFedor

2015-08-01

Full Text Available According to the restructuring hypothesis, insight problem solving typically progresses through consecutive stages of search, impasse, insight and search again for someone, who solves the task. The order of these stages was determined through self-reports of problem solvers and has never been verified behaviourally. We asked whether individual analysis of problem solving attempts of participants revealed the same order of problem solving stages as defined by the theory and whether their subjective feelings corresponded to the problem solving stages they were in. 101 participants tried to solve the Five-Square problem in an online task, while we recorded the time and trajectory of their stick movements. After the task they were asked about their feelings related to insight and 67 of them also had the possibility of reporting impasse while working on the task. We have found that 49% (19 out of 39 of the solvers and 13% (8 out of 62 of the non-solvers followed the classic four-stage model of insight. The rest of the participants had more complex sequences of problem solving stages, with search and impasse recurring several times. This means that the classic four-stage model must be extended to explain variability on the individual level. We provide a model that can generate all sequences found. Solvers reported insight more often than non-solvers and non-solvers reported impasse more often than solvers, as expected; but participants did not report impasse more often during behaviourally defined impasse stages than during other stages. This shows that impasse reports might be unreliable indicators of impasse. Our study highlights the importance of individual analysis of problem solving behaviour to verify insight theory.

11. Internet computer coaches for introductory physics problem solving

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Xu Ryan, Qing

The ability to solve problems in a variety of contexts is becoming increasingly important in our rapidly changing technological society. Problem-solving is a complex process that is important for everyday life and crucial for learning physics. Although there is a great deal of effort to improve student problem solving skills throughout the educational system, national studies have shown that the majority of students emerge from such courses having made little progress toward developing good problem-solving skills. The Physics Education Research Group at the University of Minnesota has been developing Internet computer coaches to help students become more expert-like problem solvers. During the Fall 2011 and Spring 2013 semesters, the coaches were introduced into large sections (200+ students) of the calculus based introductory mechanics course at the University of Minnesota. This dissertation, will address the research background of the project, including the pedagogical design of the coaches and the assessment of problem solving. The methodological framework of conducting experiments will be explained. The data collected from the large-scale experimental studies will be discussed from the following aspects: the usage and usability of these coaches; the usefulness perceived by students; and the usefulness measured by final exam and problem solving rubric. It will also address the implications drawn from this study, including using this data to direct future coach design and difficulties in conducting authentic assessment of problem-solving.

12. Enhancing memory and imagination improves problem solving among individuals with depression.

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McFarland, Craig P; Primosch, Mark; Maxson, Chelsey M; Stewart, Brandon T

2017-08-01

Recent work has revealed links between memory, imagination, and problem solving, and suggests that increasing access to detailed memories can lead to improved imagination and problem-solving performance. Depression is often associated with overgeneral memory and imagination, along with problem-solving deficits. In this study, we tested the hypothesis that an interview designed to elicit detailed recollections would enhance imagination and problem solving among both depressed and nondepressed participants. In a within-subjects design, participants completed a control interview or an episodic specificity induction prior to completing memory, imagination, and problem-solving tasks. Results revealed that compared to the control interview, the episodic specificity induction fostered increased detail generation in memory and imagination and more relevant steps on the problem-solving task among depressed and nondepressed participants. This study builds on previous work by demonstrating that a brief interview can enhance problem solving among individuals with depression and supports the notion that episodic memory plays a key role in problem solving. It should be noted, however, that the results of the interview are relatively short-lived.

13. A problem-solving routine for improving hospital operations.

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Ghosh, Manimay; Sobek Ii, Durward K

2015-01-01

The purpose of this paper is to examine empirically why a systematic problem-solving routine can play an important role in the process improvement efforts of hospitals. Data on 18 process improvement cases were collected through semi-structured interviews, reports and other documents, and artifacts associated with the cases. The data were analyzed using a grounded theory approach. Adherence to all the steps of the problem-solving routine correlated to greater degrees of improvement across the sample. Analysis resulted in two models. The first partially explains why hospital workers tended to enact short-term solutions when faced with process-related problems; and tended not seek longer-term solutions that prevent problems from recurring. The second model highlights a set of self-reinforcing behaviors that are more likely to address problem recurrence and result in sustained process improvement. The study was conducted in one hospital setting. Hospital managers can improve patient care and increase operational efficiency by adopting and diffusing problem-solving routines that embody three key characteristics. This paper offers new insights on why caregivers adopt short-term approaches to problem solving. Three characteristics of an effective problem-solving routine in a healthcare setting are proposed.

14. Distributed Problem-Solving

DEFF Research Database (Denmark)

Chemi, Tatiana

2016-01-01

This chapter aims to deconstruct some persistent myths about creativity: the myth of individualism and of the genius. By looking at literature that approaches creativity as a participatory and distributed phenomenon and by bringing empirical evidence from artists’ studios, the author presents a p......, what can educators at higher education learn from the ways creative groups solve problems? How can artists contribute to inspiring higher education?......This chapter aims to deconstruct some persistent myths about creativity: the myth of individualism and of the genius. By looking at literature that approaches creativity as a participatory and distributed phenomenon and by bringing empirical evidence from artists’ studios, the author presents...... a perspective that is relevant to higher education. The focus here is on how artists solve problems in distributed paths, and on the elements of creative collaboration. Creative problem-solving will be looked at as an ongoing dialogue that artists engage with themselves, with others, with recipients...

15. Simon on Problem-Solving

DEFF Research Database (Denmark)

Foss, Kirsten; Foss, Nicolai Juul

as a general approach to problem solving. We apply these Simonian ideas to organizational issues, specifically new organizational forms. Specifically, Simonian ideas allow us to develop a morphology of new organizational forms and to point to some design problems that characterize these forms.Keywords: Herbert...... Simon, problem-solving, new organizational forms. JEL Code: D23, D83......Two of Herbert Simon's best-known papers are "The Architecture of Complexity" and "The Structure of Ill-Structured Problems." We discuss the neglected links between these two papers, highlighting the role of decomposition in the context of problems on which constraints have been imposed...

16. Genetics problem solving and worldview

Science.gov (United States)

Dale, Esther

17. Solving complex fisheries management problems

DEFF Research Database (Denmark)

Petter Johnsen, Jahn; Eliasen, Søren Qvist

2011-01-01

A crucial issue for the new EU common fisheries policy is how to solve the discard problem. Through a study of the institutional set up and the arrangements for solving the discard problem in Denmark, the Faroe Islands, Iceland and Norway, the article identifies the discard problem as related...

18. Self-directed questions to improve students' ability in solving chemical problems

Science.gov (United States)

Sanjaya, Rahmat Eko; Muna, Khairiatul; Suharto, Bambang; Syahmani

2017-12-01

Students' ability in solving chemical problems is seen from their ability to solve chemicals' non-routine problems. It is due to learning faced directly on non-routine problems will generate a meaningful learning for students. Observations in Banjarmasin Public High School 1 (SMA Negeri 1 Banjarmasin) showed that students did not give the expected results when they were given the non-routine problems. Learning activities by emphasizing problem solving was implemented based on the existence of knowledge about cognition and regulation of cognition. Both of these elements are components of metacognition. The self-directed question is a strategy that involves metacognition in solving chemical problems. This research was carried out using classroom action research design in two cycles. Each cycle consists of four stages: planning, action, observation and reflection. The subjects were 34 students of grade XI-4 at majoring science (IPA) of SMA Negeri 1 Banjarmasin. The data were collected using tests of the students' ability in problem solving and non-tests instrument to know the process of implementation of the actions. Data were analyzed with descriptivequantitativeand qualitative analysis. The ability of students in solving chemical problems has increased from an average of 37.96 in cycle I became 61.83 in cycle II. Students' ability to solve chemical problems is viewed based on their ability to answer self-directed questions. Students' ability in comprehension questions increased from 73.04 in the cycle I became 96.32 in cycle II. Connection and strategic questions increased from 54.17 and 16.50 on cycle I became 63.73 and 55.23 on cycle II respectively. In cycle I, reflection questions were 26.96 and elevated into 36.27 in cycle II. The self-directed questions have the ability to help students to solve chemical problems through metacognition questions. Those questions guide students to find solutions in solving chemical problems.

19. Impact of Context-Rich, Multifaceted Problems on Students' Attitudes Towards Problem-Solving

Science.gov (United States)

Ogilvie, Craig

2008-04-01

Young scientists and engineers need strong problem-solving skills to enable them to address the broad challenges they will face in their careers. These challenges will likely be ill-defined and open-ended with either unclear goals, insufficient constraints, multiple possible solutions, and different criteria for evaluating solutions so that our young scientists and engineers must be able to make judgments and defend their proposed solutions. In contrast, many students believe that problem-solving is being able to apply set procedures or algorithms to tasks and that their job as students is to master an ever-increasing list of procedures. This gap between students' beliefs and the broader, deeper approaches of experts is a strong barrier to the educational challenge of preparing students to succeed in their future careers. To start to address this gap, we have used multi-faceted, context-rich problems in a sophomore calculus-based physics course. To assess whether there was any change in students' attitudes or beliefs towards problem-solving, students were asked to reflect on their problem-solving at the beginning and at the end of the semester. These reflections were coded as containing one or more problem-solving ideas. The change in students' beliefs will be shown in this talk.

20. Optimization of aerodynamic form of projectile for solving the problem of shooting range increasing

Science.gov (United States)

Lipanov, Alexey M.; Korolev, Stanislav A.; Rusyak, Ivan G.

2017-10-01

The article is devoted to the development of methods for solving the problem of external ballistics using a more complete system of motion equation taken into account the rotation and oscillation about the mass center and using aerodynamic coefficients of forces and moments which are calculated on the basis of modeling the hydrodynamics of flow around the projectile. Developed methods allows to study the basic ways of increasing the shooting range or artillery.

1. The Effect of Learning Environments Based on Problem Solving on Students' Achievements of Problem Solving

Science.gov (United States)

2013-01-01

Problem solving is recognized as an important life skill involving a range of processes including analyzing, interpreting, reasoning, predicting, evaluating and reflecting. For that reason educating students as efficient problem solvers is an important role of mathematics education. Problem solving skill is the centre of mathematics curriculum.…

2. Solved problems in electromagnetics

CERN Document Server

Salazar Bloise, Félix; Bayón Rojo, Ana; Gascón Latasa, Francisco

2017-01-01

This book presents the fundamental concepts of electromagnetism through problems with a brief theoretical introduction at the beginning of each chapter. The present book has a strong  didactic character. It explains all the mathematical steps and the theoretical concepts connected with the development of the problem. It guides the reader to understand the employed procedures to learn to solve the exercises independently. The exercises are structured in a similar way: The chapters begin with easy problems increasing progressively in the level of difficulty. This book is written for students of physics and engineering in the framework of the new European Plans of Study for Bachelor and Master and also for tutors and lecturers. .

3. Environmental problem-solving: Psychosocial factors

Science.gov (United States)

Miller, Alan

1982-11-01

This is a study of individual differences in environmental problem-solving, the probable roots of these differences, and their implications for the education of resource professionals. A group of student Resource Managers were required to elaborate their conception of a complex resource issue (Spruce Budworm management) and to generate some ideas on management policy. Of particular interest was the way in which subjects dealt with the psychosocial aspects of the problem. A structural and content analysis of responses indicated a predominance of relatively compartmentalized styles, a technological orientation, and a tendency to ignore psychosocial issues. A relationship between problem-solving behavior and personal (psychosocial) style was established which, in the context of other evidence, suggests that problem-solving behavior is influenced by more deep seated personality factors. The educational implication drawn was that problem-solving cannot be viewed simply as an intellectual-technical activity but one that involves, and requires the education of, the whole person.

4. Appreciative Problem Solving

DEFF Research Database (Denmark)

Hansen, David

2012-01-01

Many industrial production work systems have increased in complexity, and their new business model scompete on innovation, rather than low cost.At a medical device production facility committed to Lean Production, a research project was carried out to use Appreciative Inquiry to better engage...... employee strengths in continuou simprovements of the work system. The research question was: “How can Lean problem solving and Appreciative Inquiry be combined for optimized work system innovation?” The research project was carried out as a co-creation process with close cooperation between researcher...

5. Customer-centered problem solving.

Science.gov (United States)

Samelson, Q B

1999-11-01

If there is no single best way to attract new customers and retain current customers, there is surely an easy way to lose them: fail to solve the problems that arise in nearly every buyer-supplier relationship, or solve them in an unsatisfactory manner. Yet, all too frequently, companies do just that. Either we deny that a problem exists, we exert all our efforts to pin the blame elsewhere, or we "Band-Aid" the problem instead of fixing it, almost guaranteeing that we will face it again and again.

6. Solving applied mathematical problems with Matlab

CERN Document Server

Xue, Dingyu

2008-01-01

Computer Mathematics Language-An Overview. Fundamentals of MATLAB Programming. Calculus Problems. MATLAB Computations of Linear Algebra Problems. Integral Transforms and Complex Variable Functions. Solutions to Nonlinear Equations and Optimization Problems. MATLAB Solutions to Differential Equation Problems. Solving Interpolations and Approximations Problems. Solving Probability and Mathematical Statistics Problems. Nontraditional Solution Methods for Mathematical Problems.

7. Mobile App Development to Increase Student Engagement and Problem Solving Skills

Science.gov (United States)

Dekhane, Sonal; Xu, Xin; Tsoi, Mai Yin

2013-01-01

This paper describes a project designed to promote problem solving and critical thinking skills in a general education, computing course at an open access institution. A visual programming tool, GameSalad, was used to enable students to create educational apps for mobile platforms. The students worked on a game development project for the entire…

8. Worry and problem-solving skills and beliefs in primary school children.

Science.gov (United States)

Parkinson, Monika; Creswell, Cathy

2011-03-01

To examine the association between worry and problem-solving skills and beliefs (confidence and perceived control) in primary school children. Children (8-11 years) were screened using the Penn State Worry Questionnaire for Children. High (N= 27) and low (N= 30) scorers completed measures of anxiety, problem-solving skills (generating alternative solutions to problems, planfulness, and effectiveness of solutions) and problem-solving beliefs (confidence and perceived control). High and low worry groups differed significantly on measures of anxiety and problem-solving beliefs (confidence and control) but not on problem-solving skills. Consistent with findings with adults, worry in children was associated with cognitive distortions, not skills deficits. Interventions for worried children may benefit from a focus on increasing positive problem-solving beliefs. ©2010 The British Psychological Society.

9. Student’s scheme in solving mathematics problems

Science.gov (United States)

Setyaningsih, Nining; Juniati, Dwi; Suwarsono

2018-03-01

The purpose of this study was to investigate students’ scheme in solving mathematics problems. Scheme are data structures for representing the concepts stored in memory. In this study, we used it in solving mathematics problems, especially ratio and proportion topics. Scheme is related to problem solving that assumes that a system is developed in the human mind by acquiring a structure in which problem solving procedures are integrated with some concepts. The data were collected by interview and students’ written works. The results of this study revealed are students’ scheme in solving the problem of ratio and proportion as follows: (1) the content scheme, where students can describe the selected components of the problem according to their prior knowledge, (2) the formal scheme, where students can explain in construct a mental model based on components that have been selected from the problem and can use existing schemes to build planning steps, create something that will be used to solve problems and (3) the language scheme, where students can identify terms, or symbols of the components of the problem.Therefore, by using the different strategies to solve the problems, the students’ scheme in solving the ratio and proportion problems will also differ.

10. Problem solving skills for schizophrenia.

Science.gov (United States)

Xia, J; Li, Chunbo

2007-04-18

The severe and long-lasting symptoms of schizophrenia are often the cause of severe disability. Environmental stress such as life events and the practical problems people face in their daily can worsen the symptoms of schizophrenia. Deficits in problem solving skills in people with schizophrenia affect their independent and interpersonal functioning and impair their quality of life. As a result, therapies such as problem solving therapy have been developed to improve problem solving skills for people with schizophrenia. To review the effectiveness of problem solving therapy compared with other comparable therapies or routine care for those with schizophrenia. We searched the Cochrane Schizophrenia Group's Register (September 2006), which is based on regular searches of BIOSIS, CENTRAL, CINAHL, EMBASE, MEDLINE and PsycINFO. We inspected references of all identified studies for further trials. We included all clinical randomised trials comparing problem solving therapy with other comparable therapies or routine care. We extracted data independently. For homogenous dichotomous data we calculated random effects, relative risk (RR), 95% confidence intervals (CI) and, where appropriate, numbers needed to treat (NNT) on an intention-to-treat basis. For continuous data, we calculated weighted mean differences (WMD) using a random effects statistical model. We included only three small trials (n=52) that evaluated problem solving versus routine care, coping skills training or non-specific interaction. Inadequate reporting of data rendered many outcomes unusable. We were unable to undertake meta-analysis. Overall results were limited and inconclusive with no significant differences between treatment groups for hospital admission, mental state, behaviour, social skills or leaving the study early. No data were presented for global state, quality of life or satisfaction. We found insufficient evidence to confirm or refute the benefits of problem solving therapy as an additional

11. Problem solving performance and learning strategies of undergraduate students who solved microbiology problems using IMMEX educational software

Science.gov (United States)

Ebomoyi, Josephine Itota

The objectives of this study were as follows: (1) Determine the relationship between learning strategies and performance in problem solving, (2) Explore the role of a student's declared major on performance in problem solving, (3) Understand the decision making process of high and low achievers during problem solving. Participants (N = 65) solved problems using the Interactive multimedia exercise (IMMEX) software. All participants not only solved "Microquest," which focuses on cellular processes and mode of action of antibiotics, but also "Creeping Crud," which focuses on the cause, origin and transmission of diseases. Participants also responded to the "Motivated Strategy Learning Questionnaire" (MSLQ). Hierarchical multiple regression was used for analysis with GPA (Gracie point average) as a control. There were 49 (78.6%) that successfully solved "Microquest" while 52 (82.5%) successfully solved "Creeping Crud". Metacognitive self regulation strategy was significantly (p low achievers. Common strategies and attributes included metacognitive skills, writing to keep track, using prior knowledge. Others included elements of frustration/confusion and self-esteem problems. The implications for educational and relevance to real life situations are discussed.

12. Increasing self-efficacy in learning to program : Exploring the benefits of explicit instruction for problem solving

NARCIS (Netherlands)

Govender, I.; Govender, D.; Havenga, M.; Mentz, E.; Breed, B.; Dignum, F.; Dignum, V.

2014-01-01

The difficulty of learning to program has long been identified amongst novices. This study explored the benefits of teaching a problem solving strategy by comparing students’ perceptions and attitudes towards problem solving before and after the strategy was implemented in secondary schools. Based

13. Perspectives on Problem Solving and Instruction

Science.gov (United States)

van Merrienboer, Jeroen J. G.

2013-01-01

Most educators claim that problem solving is important, but they take very different perspective on it and there is little agreement on how it should be taught. This article aims to sort out the different perspectives and discusses problem solving as a goal, a method, and a skill. As a goal, problem solving should not be limited to well-structured…

14. Difficulties in Genetics Problem Solving.

Science.gov (United States)

Tolman, Richard R.

1982-01-01

Examined problem-solving strategies of 30 high school students as they solved genetics problems. Proposes a new sequence of teaching genetics based on results: meiosis, sex chromosomes, sex determination, sex-linked traits, monohybrid and dihybrid crosses (humans), codominance (humans), and Mendel's pea experiments. (JN)

15. Inquiry-based problem solving in introductory physics

Science.gov (United States)

Koleci, Carolann

What makes problem solving in physics difficult? How do students solve physics problems, and how does this compare to an expert physicist's strategy? Over the past twenty years, physics education research has revealed several differences between novice and expert problem solving. The work of Chi, Feltovich, and Glaser demonstrates that novices tend to categorize problems based on surface features, while experts categorize according to theory, principles, or concepts1. If there are differences between how problems are categorized, then are there differences between how physics problems are solved? Learning more about the problem solving process, including how students like to learn and what is most effective, requires both qualitative and quantitative analysis. In an effort to learn how novices and experts solve introductory electricity problems, a series of in-depth interviews were conducted, transcribed, and analyzed, using both qualitative and quantitative methods. One-way ANOVA tests were performed in order to learn if there are any significant problem solving differences between: (a) novices and experts, (b) genders, (c) students who like to answer questions in class and those who don't, (d) students who like to ask questions in class and those who don't, (e) students employing an interrogative approach to problem solving and those who don't, and (f) those who like physics and those who dislike it. The results of both the qualitative and quantitative methods reveal that inquiry-based problem solving is prevalent among novices and experts, and frequently leads to the correct physics. These findings serve as impetus for the third dimension of this work: the development of Choose Your Own Adventure Physics(c) (CYOAP), an innovative teaching tool in physics which encourages inquiry-based problem solving. 1Chi, M., P. Feltovich, R. Glaser, "Categorization and Representation of Physics Problems by Experts and Novices", Cognitive Science, 5, 121--152 (1981).

16. Problem Solving, Scaffolding and Learning

Science.gov (United States)

Lin, Shih-Yin

2012-01-01

Helping students to construct robust understanding of physics concepts and develop good solving skills is a central goal in many physics classrooms. This thesis examine students' problem solving abilities from different perspectives and explores strategies to scaffold students' learning. In studies involving analogical problem solving…

17. Problem Solving on a Monorail.

Science.gov (United States)

Barrow, Lloyd H.; And Others

1994-01-01

This activity was created to address a lack of problem-solving activities for elementary children. A "monorail" activity from the Evening Science Program for K-3 Students and Parents program is presented to illustrate the problem-solving format. Designed for performance at stations by groups of two students. (LZ)

18. Pengaruh Pembelajaran Inquiry dan Problem Solving terhadap Motivasi dan Prestasi Belajar Matematika

Directory of Open Access Journals (Sweden)

Henri Rianto

2014-06-01

This study aimed to describe the difference effect of inquiry approach and problem solving approach on motivations to learn mathematics and student mathematics achievement and the better  effect of inquiry approach and problem solving approach on motivations to learn mathematics and student mathematics achievement. This research was a quasi-experimental using nonrandomized control group, pretest-posttest design. The data were collected through non-test and test. The data were analyzed using the MANOVA test and independent sample t-test with significance level of 0,05. The results of the study show  the inquiry approach and problem solving approach was not effective to increase the student mathematics achievement, the inquiry approach and problem solving approach was not effective to increase the motivation to learn mathematics, and there is no difference effect between the inquiry approach and the problem solving approach on learning motivations and the student mathematics achievement. Keywords: inquiry approach, problem solving approach, motivations to learn mathematics, student mathematics achievement

19. Self-Monitoring Checklists for Inquiry Problem-Solving: Functional Problem-Solving Methods for Students with Intellectual Disability

Science.gov (United States)

Miller, Bridget; Taber-Doughty, Teresa

2014-01-01

Three students with mild to moderate intellectual and multiple disability, enrolled in a self-contained functional curriculum class were taught to use a self-monitoring checklist and science notebook to increase independence in inquiry problem-solving skills. Using a single-subject multiple-probe design, all students acquired inquiry…

20. Learning via problem solving in mathematics education

Directory of Open Access Journals (Sweden)

Piet Human

2009-09-01

problem-solving movement, over the last twenty years, mathematics educators around the world started increasingly to appreciate the role of social interaction and mathematical discourse in classrooms, and to take into consideration the inﬂ uence of the social, socio-mathematical and mathematical norms established in classrooms. This shift away from an emphasis on individualised instruction towards classroom practices characterised by rich and focused social interaction orchestrated by the teacher, became the second element, next to problem-solving, of what is now known as the “reform agenda”. Learning and teaching by means of problem-solving in a socially-interactive classroom, with a strong demand for conceptual understanding, is radically different from traditional expository teaching. However, contrary to commonly-held misunderstandings, it requires substantial teacher involvement. It also requires teachers to assume a much higher level of responsibility for the extent and quality of learning than that which teachers tended to assume traditionally. Over the last 10 years, teaching for and via problem solving has become entrenched in the national mathematics curriculum statements of many countries, and programs have been launched to induce and support teachers to implement it. Actual implementation of the “reform agenda” in classrooms is, however, still limited. The limited implementation is ascribed to a number of factors, including the failure of assessment practices to accommodate problem solving and higher levels of understanding that may be facilitated by teaching via problem solving, lack of clarity about what teaching for and via problem solving may actually mean in practice, and limited mathematical expertise of teachers. Some leading mathematics educators (for example, Schoenfeld, Stigler and Hiebert believe that the reform agenda speciﬁ es classroom practices that are fundamentally foreign to culturally embedded pedagogical traditions, and hence

1. Spontaneous gestures influence strategy choices in problem solving.

Science.gov (United States)

Alibali, Martha W; Spencer, Robert C; Knox, Lucy; Kita, Sotaro

2011-09-01

Do gestures merely reflect problem-solving processes, or do they play a functional role in problem solving? We hypothesized that gestures highlight and structure perceptual-motor information, and thereby make such information more likely to be used in problem solving. Participants in two experiments solved problems requiring the prediction of gear movement, either with gesture allowed or with gesture prohibited. Such problems can be correctly solved using either a perceptual-motor strategy (simulation of gear movements) or an abstract strategy (the parity strategy). Participants in the gesture-allowed condition were more likely to use perceptual-motor strategies than were participants in the gesture-prohibited condition. Gesture promoted use of perceptual-motor strategies both for participants who talked aloud while solving the problems (Experiment 1) and for participants who solved the problems silently (Experiment 2). Thus, spontaneous gestures influence strategy choices in problem solving.

2. PEMBELAJARAN KONTEKSTUAL OPEN ENDED PROBLEM SOLVING DENGAN KOMIK MATEMATIKA UNTUK MENINGKATKAN KETERAMPILAN PEMECAHAN MASALAH

Directory of Open Access Journals (Sweden)

Lenny Kurniati

2017-01-01

ABSTRACT The aim of this research to develop a mathematics learning instrument using contextual open ended problem solving with mathematic comic to increase the problem solving skill which valid, practical and effective. The type of research used in this study is development research using modification of Plomp model. Learning instrumen that have been develop are: syllabus, Lesson plan, worksheet, mathematics comic, and problem solving ability test. The results showed: (1 device developed valid; (2 practical learning is characterized by the positive response of students and good teachers ability, (3 Effectiveness characterized by (a problem solving ability score of the experimental class higher than minimum completeness criterion, (b learn interest and problem solving skill, both affected the problem solving ability positively,  (c problem solving ability of the experimental class score is higher than the control class, (d problem solving skill of the experimental class is increasing by 31%, the problem solving ability of the experimental class higher than the control class.. Because of the learning instrument develope are valid, practice and effective, it is shows that the research has ben reach out. Keywords: contextual teaching and learning, open ended problem solving, mathematics comic, problem solving.

3. Self-affirmation improves problem-solving under stress.

Science.gov (United States)

Creswell, J David; Dutcher, Janine M; Klein, William M P; Harris, Peter R; Levine, John M

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings.

4. The effect of problem-based and lecture-based instructional strategies on learner problem solving performance, problem solving processes, and attitudes

Science.gov (United States)

Visser, Yusra Laila

This study compared the effect of lecture-based instruction to that of problem-based instruction on learner performance (on near-transfer and far-transfer problems), problem solving processes (reasoning strategy usage and reasoning efficiency), and attitudes (overall motivation and learner confidence) in a Genetics course. The study also analyzed the effect of self-regulatory skills and prior-academic achievement on performance for both instructional strategies. Sixty 11th grade students at a public math and science academy were assigned to either a lecture-based instructional strategy or a problem-based instructional strategy. Both treatment groups received 18 weeks of Genetics instruction through the assigned instructional strategy. In terms of problem solving performance, results revealed that the lecture-based group performed significantly better on near-transfer post-test problems. The problem-based group performed significantly better on far-transfer post-test problems. In addition, results indicated the learners in the lecture-based instructional treatment were significantly more likely to employ data-driven reasoning in the solving of problems, whereas learners in the problem-based instructional treatment were significantly more likely to employ hypothesis-driven reasoning in problem solving. No significant differences in reasoning efficiency were uncovered between treatment groups. Preliminary analysis of the motivation data suggested that there were no significant differences in motivation between treatment groups. However, a post-research exploratory analysis suggests that overall motivation was significantly higher in the lecture-based instructional treatment than in the problem-based instructional treatment. Learner confidence was significantly higher in the lecture-based group than in the problem-based group. A significant positive correlation was detected between self-regulatory skills scores and problem solving performance scores in the problem

5. Students' Errors in Solving the Permutation and Combination Problems Based on Problem Solving Steps of Polya

Science.gov (United States)

Sukoriyanto; Nusantara, Toto; Subanji; Chandra, Tjang Daniel

2016-01-01

This article was written based on the results of a study evaluating students' errors in problem solving of permutation and combination in terms of problem solving steps according to Polya. Twenty-five students were asked to do four problems related to permutation and combination. The research results showed that the students still did a mistake in…

6. Self-affirmation improves problem-solving under stress.

Directory of Open Access Journals (Sweden)

J David Creswell

Full Text Available High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings.

7. An ontological framework for model-based problem-solving

NARCIS (Netherlands)

Scholten, H.; Beulens, A.J.M.

2012-01-01

Multidisciplinary projects to solve real world problems of increasing complexity are more and more plagued by obstacles such as miscommunication between modellers with different disciplinary backgrounds and bad modelling practices. To tackle these difficulties, a body of knowledge on problems, on

8. Conceptual problem solving in high school physics

Science.gov (United States)

Docktor, Jennifer L.; Strand, Natalie E.; Mestre, José P.; Ross, Brian H.

2015-12-01

Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS) which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers' implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.

9. Conceptual problem solving in high school physics

Directory of Open Access Journals (Sweden)

Jennifer L. Docktor

2015-09-01

Full Text Available Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS which guides students to identify principles, justify their use, and plan their solution in writing before solving a problem. The CPS approach was implemented by high school physics teachers at three schools for major theorems and conservation laws in mechanics and CPS-taught classes were compared to control classes taught using traditional problem solving methods. Information about the teachers’ implementation of the approach was gathered from classroom observations and interviews, and the effectiveness of the approach was evaluated from a series of written assessments. Results indicated that teachers found CPS easy to integrate into their curricula, students engaged in classroom discussions and produced problem solutions of a higher quality than before, and students scored higher on conceptual and problem solving measures.

10. Using a genetic algorithm to solve fluid-flow problems

International Nuclear Information System (INIS)

Pryor, R.J.

1990-01-01

Genetic algorithms are based on the mechanics of the natural selection and natural genetics processes. These algorithms are finding increasing application to a wide variety of engineering optimization and machine learning problems. In this paper, the authors demonstrate the use of a genetic algorithm to solve fluid flow problems. Specifically, the authors use the algorithm to solve the one-dimensional flow equations for a pipe

11. Lesion mapping of social problem solving.

Science.gov (United States)

Barbey, Aron K; Colom, Roberto; Paul, Erick J; Chau, Aileen; Solomon, Jeffrey; Grafman, Jordan H

2014-10-01

Accumulating neuroscience evidence indicates that human intelligence is supported by a distributed network of frontal and parietal regions that enable complex, goal-directed behaviour. However, the contributions of this network to social aspects of intellectual function remain to be well characterized. Here, we report a human lesion study (n = 144) that investigates the neural bases of social problem solving (measured by the Everyday Problem Solving Inventory) and examine the degree to which individual differences in performance are predicted by a broad spectrum of psychological variables, including psychometric intelligence (measured by the Wechsler Adult Intelligence Scale), emotional intelligence (measured by the Mayer, Salovey, Caruso Emotional Intelligence Test), and personality traits (measured by the Neuroticism-Extraversion-Openness Personality Inventory). Scores for each variable were obtained, followed by voxel-based lesion-symptom mapping. Stepwise regression analyses revealed that working memory, processing speed, and emotional intelligence predict individual differences in everyday problem solving. A targeted analysis of specific everyday problem solving domains (involving friends, home management, consumerism, work, information management, and family) revealed psychological variables that selectively contribute to each. Lesion mapping results indicated that social problem solving, psychometric intelligence, and emotional intelligence are supported by a shared network of frontal, temporal, and parietal regions, including white matter association tracts that bind these areas into a coordinated system. The results support an integrative framework for understanding social intelligence and make specific recommendations for the application of the Everyday Problem Solving Inventory to the study of social problem solving in health and disease. © The Author (2014). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved

12. Investigating the psychological resilience, self-confidence and problem-solving skills of midwife candidates.

Science.gov (United States)

Ertekin Pinar, Sukran; Yildirim, Gulay; Sayin, Neslihan

2018-05-01

The high level of psychological resilience, self-confidence and problem solving skills of midwife candidates play an important role in increasing the quality of health care and in fulfilling their responsibilities towards patients. This study was conducted to investigate the psychological resilience, self-confidence and problem-solving skills of midwife candidates. It is a convenience descriptive quantitative study. Students who study at Health Sciences Faculty in Turkey's Central Anatolia Region. Midwife candidates (N = 270). In collection of data, the Personal Information Form, Psychological Resilience Scale for Adults (PRSA), Self-Confidence Scale (SCS), and Problem Solving Inventory (PSI) were used. There was a negatively moderate-level significant relationship between the Problem Solving Inventory scores and the Psychological Resilience Scale for Adults scores (r = -0.619; p = 0.000), and between Self-Confidence Scale scores (r = -0.524; p = 0.000). There was a positively moderate-level significant relationship between the Psychological Resilience Scale for Adults scores and the Self-Confidence Scale scores (r = 0.583; p = 0.000). There was a statistically significant difference (p Problem Solving Inventory and the Psychological Resilience Scale for Adults scores according to getting support in a difficult situation. As psychological resilience and self-confidence levels increase, problem-solving skills increase; additionally, as self-confidence increases, psychological resilience increases too. Psychological resilience, self-confidence, and problem-solving skills of midwife candidates in their first-year of studies are higher than those who are in their fourth year. Self-confidence and psychological resilience of midwife candidates aged between 17 and 21, self-confidence and problem solving skills of residents of city centers, psychological resilience of those who perceive their monthly income as sufficient are high

13. LEGO Robotics: An Authentic Problem Solving Tool?

Science.gov (United States)

Castledine, Alanah-Rei; Chalmers, Chris

2011-01-01

With the current curriculum focus on correlating classroom problem solving lessons to real-world contexts, are LEGO robotics an effective problem solving tool? This present study was designed to investigate this question and to ascertain what problem solving strategies primary students engaged with when working with LEGO robotics and whether the…

14. Mathematical problem solving in primary school

NARCIS (Netherlands)

Kolovou, A.

2011-01-01

A student is engaged in (non-routine) problem solving when there is no clear pathway to the solution. In contrast to routine problems, non-routine ones cannot be solved through the direct application of a standard procedure. Consider the following problem: In a quiz you get two points for each

15. Problem-Solving Training: Effects on the Problem-Solving Skills and Self-Efficacy of Nursing Students

OpenAIRE

Ancel, Gulsum

2016-01-01

Problem Statement: Problem-Solving (PS) skills have been determined to be an internationally useful strategy for better nursing. That is why PS skills underlie all nursing practice, teamwork, and health care management, and are a main topic in undergraduate nursing education. Thus, there is a need to develop effective methods to teach problem-solving skills. The present study, as a first study in Turkey, may provide valuable insight for nurse academicians employed at üniversities. Purpose of ...

16. Capturing Problem-Solving Processes Using Critical Rationalism

Science.gov (United States)

Chitpin, Stephanie; Simon, Marielle

2012-01-01

The examination of problem-solving processes continues to be a current research topic in education. Knowing how to solve problems is not only a key aspect of learning mathematics but is also at the heart of cognitive theories, linguistics, artificial intelligence, and computers sciences. Problem solving is a multistep, higher-order cognitive task…

17. THE VALUE OF REMOVING DAILY OBSTACLES VIA EVERYDAY PROBLEM SOLVING THEORY: DEVELOPING AN APPLIED NOVEL PROCEDURE TO INCREASE SELF-EFFICACY FOR EXERCISE

Directory of Open Access Journals (Sweden)

Daniele eArtistico

2013-01-01

Full Text Available The objective of the study was to develop a novel procedure to increase self-efficacy for exercise. Gains in one’s ability to resolve day-to-day obstacles for entering an exercise routine were expected to cause an increase in self-efficacy for exercise. Fifty-five sedentary participants (did not exercise regularly for at least 4 months prior to the study who expressed an intention to exercise in the near future were selected for the study. Participants were randomly assigned to one of three conditions: 1 an Experimental Group in which they received a problem-solving training session to learn new strategies for solving day-to-day obstacles that interfere with exercise, 2 a Control Group with Problem Solving Training which received a problem solving training session focused on a typical day-to-day problem unrelated to exercise, or 3 a Control Group which did not receive any problem-solving training. Assessment of obstacles to exercise and perceived self-efficacy for exercise were conducted at baseline; perceived self-efficacy for exercise was reassessed post-intervention (one week later. No differences in perceived challenges posed by obstacles to exercise or self-efficacy for exercise were observed across groups at baseline. The Experimental Group reported greater improvement in self-efficacy for exercise compared to the Control Group with Training (p < 0.01 and the Control Group (p < 0.01. Results of this study suggest that a novel procedure that focuses on removing obstacles to intended planned fitness activities is effective in increasing self-efficacy to engage in exercise among sedentary adults. Implications of these findings for use in applied settings and treatment studies are discussed.

18. The Value of Removing Daily Obstacles via Everyday Problem-Solving Theory: Developing an Applied Novel Procedure to Increase Self-Efficacy for Exercise.

Science.gov (United States)

Artistico, Daniele; Pinto, Angela Marinilli; Douek, Jill; Black, Justin; Pezzuti, Lina

2013-01-01

The objective of the study was to develop a novel procedure to increase self-efficacy for exercise. Gains in one's ability to resolve day-to-day obstacles for entering an exercise routine were expected to cause an increase in self-efficacy for exercise. Fifty-five sedentary participants (did not exercise regularly for at least 4 months prior to the study) who expressed an intention to exercise in the near future were selected for the study. Participants were randomly assigned to one of three conditions: (1) an Experimental Group in which they received a problem-solving training session to learn new strategies for solving day-to-day obstacles that interfere with exercise, (2) a Control Group with Problem-Solving Training which received a problem-solving training session focused on a typical day-to-day problem unrelated to exercise, or (3) a Control Group which did not receive any problem-solving training. Assessment of obstacles to exercise and perceived self-efficacy for exercise were conducted at baseline; perceived self-efficacy for exercise was reassessed post-intervention (1 week later). No differences in perceived challenges posed by obstacles to exercise or self-efficacy for exercise were observed across groups at baseline. The Experimental Group reported greater improvement in self-efficacy for exercise compared to the Control Group with Training and the Control Group. Results of this study suggest that a novel procedure that focuses on removing obstacles to intended planned fitness activities is effective in increasing self-efficacy to engage in exercise among sedentary adults. Implications of these findings for use in applied settings and treatment studies are discussed.

19. Using qualitative problem-solving strategies to highlight the role of conceptual knowledge in solving problems

Science.gov (United States)

Leonard, William J.; Dufresne, Robert J.; Mestre, Jose P.

1996-12-01

We report on the use of qualitative problem-solving strategies in teaching an introductory, calculus-based physics course as a means of highlighting the role played by conceptual knowledge in solving problems. We found that presenting strategies during lectures and in homework solutions provides an excellent opportunity to model for students the type of concept-based, qualitative reasoning that is valued in our profession, and that student-generated strategies serve a diagnostic function by providing instructors with insights on students' conceptual understanding and reasoning. Finally, we found strategies to be effective pedagogical tools for helping students both to identify principles that could be applied to solve specific problems, as well as to recall the major principles covered in the course months after it was over.

20. Problem Solving Reasoning and Problem Based Instruction in Geometry Learning

Science.gov (United States)

Sulistyowati, F.; Budiyono, B.; Slamet, I.

2017-09-01

This research aims to analyze the comparison Problem Solving Reasoning (PSR) and Problem Based Instruction (PBI) on problem solving and mathematical communication abilities viewed from Self-Regulated Learning (SRL). Learning was given to grade 8th junior high school students. This research uses quasi experimental method, and then with descriptive analysis. Data were analyzed using two-ways multivariate analysis of variance (MANOVA) and one-way analysis of variance (ANOVA) with different cells. The result of data analysis were learning model gives different effect, level of SRL gives the same effect, and there is no interaction between the learning model with the SRL on the problem solving and mathematical communication abilities. The t-test statistic was used to find out more effective learning model. Based on the test, regardless of the level of SRL, PSR is more effective than PBI for problemsolving ability. The result of descriptive analysis was PSR had the advantage in creating learning that optimizing the ability of learners in reasoning to solve a mathematical problem. Consequently, the PSR is the right learning model to be applied in the classroom to improve problem solving ability of learners.

1. A theory of intelligence: networked problem solving in animal societies

OpenAIRE

Shour, Robert

2009-01-01

A society's single emergent, increasing intelligence arises partly from the thermodynamic advantages of networking the innate intelligence of different individuals, and partly from the accumulation of solved problems. Economic growth is proportional to the square of the network entropy of a society's population times the network entropy of the number of the society's solved problems.

2. Social support, problem solving, and the longitudinal course of newlywed marriage.

Science.gov (United States)

Sullivan, Kieran T; Pasch, Lauri A; Johnson, Matthew D; Bradbury, Thomas N

2010-04-01

Married couples (N = 172) were observed as newlyweds and observed again 1 year later while engaging in 2 problem-solving and 2 personal support discussions. Microanalytic coding of these conversations was used to examine associations between problem-solving and social support behaviors for 1 year and their relative contributions to 10-year trajectories of self-reported relationship satisfaction and dissolution. Results demonstrated that initially lower levels of positive support behaviors and higher levels of negative support behaviors predicted 1-year increases in negative emotion displayed during problem-solving conversations. Emotions coded from the initial problem-solving conversations did not predict 1-year changes in social support behaviors. Controlling for emotions displayed during problem-solving interactions eliminated or reduced associations between initial social support behaviors and (a) later levels of satisfaction and (b) relationship dissolution. These findings corroborate models that prioritize empathy, validation, and caring as key elements in the development of intimacy (e.g., Reis & Shaver, 1988) and suggest that deficits in these domains foreshadow deterioration in problem solving and conflict management. Implications for integrating support and problem solving in models of relationship change are outlined, as are implications for incorporating social support in education programs for developing relationships.

3. How to solve mathematical problems

CERN Document Server

Wickelgren, Wayne A

1995-01-01

Seven problem-solving techniques include inference, classification of action sequences, subgoals, contradiction, working backward, relations between problems, and mathematical representation. Also, problems from mathematics, science, and engineering with complete solutions.

4. Students’ Covariational Reasoning in Solving Integrals’ Problems

Science.gov (United States)

Harini, N. V.; Fuad, Y.; Ekawati, R.

2018-01-01

Covariational reasoning plays an important role to indicate quantities vary in learning calculus. This study investigates students’ covariational reasoning during their studies concerning two covarying quantities in integral problem. Six undergraduate students were chosen to solve problems that involved interpreting and representing how quantities change in tandem. Interviews were conducted to reveal the students’ reasoning while solving covariational problems. The result emphasizes that undergraduate students were able to construct the relation of dependent variables that changes in tandem with the independent variable. However, students faced difficulty in forming images of continuously changing rates and could not accurately apply the concept of integrals. These findings suggest that learning calculus should be increased emphasis on coordinating images of two quantities changing in tandem about instantaneously rate of change and to promote conceptual knowledge in integral techniques.

5. Problem solving strategies integrated into nursing process to promote clinical problem solving abilities of RN-BSN students.

Science.gov (United States)

Wang, Jing-Jy; Lo, Chi-Hui Kao; Ku, Ya-Lie

2004-11-01

A set of problem solving strategies integrated into nursing process in nursing core courses (PSNP) was developed for students enrolled in a post-RN baccalaureate nursing program (RN-BSN) in a university in Taiwan. The purpose of this study, therefore, was to evaluate the effectiveness of PSNP on students' clinical problem solving abilities. The one-group post-test design with repeated measures was used. In total 114 nursing students with 47 full-time students and 67 part-time students participated in this study. The nursing core courses were undertaken separately in three semesters. After each semester's learning, students would start their clinical practice, and were asked to submit three written nursing process recordings during each clinic. Assignments from the three practices were named post-test I, II, and III sequentially, and provided the data for this study. The overall score of problem solving indicated that score on the post-test III was significantly better than that on post-test I and II, meaning both full-time and part-time students' clinical problem solving abilities improved at the last semester. In conclusion, problem-solving strategies integrated into nursing process designed for future RN-BSN students are recommendable.

6. Implementing thinking aloud pair and Pólya problem solving strategies in fractions

Science.gov (United States)

Simpol, N. S. H.; Shahrill, M.; Li, H.-C.; Prahmana, R. C. I.

2017-12-01

This study implemented two pedagogical strategies, the Thinking Aloud Pair Problem Solving and Pólya’s Problem Solving, to support students’ learning of fractions. The participants were 51 students (ages 11-13) from two Year 7 classes in a government secondary school in Brunei Darussalam. A mixed method design was employed in the present study, with data collected from the pre- and post-tests, problem solving behaviour questionnaire and interviews. The study aimed to explore if there were differences in the students’ problem solving behaviour before and after the implementation of the problem solving strategies. Results from the Wilcoxon Signed Rank Test revealed a significant difference in the test results regarding student problem solving behaviour, z = -3.68, p = .000, with a higher mean score for the post-test (M = 95.5, SD = 13.8) than for the pre-test (M = 88.9, SD = 15.2). This implied that there was improvement in the students’ problem solving performance from the pre-test to the post-test. Results from the questionnaire showed that more than half of the students increased scores in all four stages of the Pólya’s problem solving strategy, which provided further evidence of the students’ improvement in problem solving.

7. KEMAMPUAN PEMECAHAN MASALAH HUKUM GERAK NEWTON MAHASISWA MELALUI PEMBELAJARAN COOPERATIVE PROBLEM SOLVING

Directory of Open Access Journals (Sweden)

Agung Wahyu Nurcahyo

2017-07-01

Full Text Available The purpose of this study was to describe the increase in problem-solving abilities Newton's laws of motion and students' perceptions of cooperative problem solving (CPS learning. Analysis of the data is based on the student's written answers to the five problems, the results of questionnaires and interviews. This study concluded that: (1 learning CPS make a strong impact (d-effect size = 1.81 to increase problem-solving ability of students Newton's laws of motion, (2 cooperation in the learning group CPS makes the problem easier to solve and misconceptions can be corrected. Tujuan penelitian ini adalah mendeskripsikan peningkatan kemampuan pemecahan masalah hukum gerak Newton, kesulitan yang dialami, dan persepsi mahasiswa terhadap pembelajaran cooperative problem solving (CPS. Analisa data didasarkan pada jawaban tertulis mahasiswa terhadap lima permasalahan, hasil angket dan wawancara. Penelitian ini berkesimpulan bahwa (1 pembelajaran CPS memberikan dampak yang kuat (d-effect size=1,81 terhadap peningkatan kemampuan pemecahan masalah hukum gerak Newton mahasiswa dan (2 kerjasama kelompok dalam pembelajaran CPS membuat permasalahan lebih mudah dipecahkan dan miskonsepsi dapat diperbaiki.

8. Using Analogy to Solve a Three-Step Physics Problem

Science.gov (United States)

Lin, Shih-Yin; Singh, Chandralekha

2010-10-01

In a companion paper, we discuss students' ability to take advantage of what they learn from a solved problem and transfer their learning to solve a quiz problem that has different surface features but the same underlying physics principles. Here, we discuss students' ability to perform analogical reasoning between another pair of problems. Both the problems can be solved using the same physics principles. However, the solved problem provided was a two-step problem (which can be solved by decomposing it into two sub-problems) while the quiz problem was a three-step problem. We find that it is challenging for students to extend what they learned from a two-step problem to solve a three-step problem.

9. Processes involved in solving mathematical problems

Science.gov (United States)

Shahrill, Masitah; Putri, Ratu Ilma Indra; Zulkardi, Prahmana, Rully Charitas Indra

2018-04-01

This study examines one of the instructional practices features utilized within the Year 8 mathematics lessons in Brunei Darussalam. The codes from the TIMSS 1999 Video Study were applied and strictly followed, and from the 183 mathematics problems recorded, there were 95 problems with a solution presented during the public segments of the video-recorded lesson sequences of the four sampled teachers. The analyses involved firstly, identifying the processes related to mathematical problem statements, and secondly, examining the different processes used in solving the mathematical problems for each problem publicly completed during the lessons. The findings revealed that for three of the teachers, their problem statements coded as `using procedures' ranged from 64% to 83%, while the remaining teacher had 40% of his problem statements coded as `making connections.' The processes used when solving the problems were mainly `using procedures', and none of the problems were coded as `giving results only'. Furthermore, all four teachers made use of making the relevant connections in solving the problems given to their respective students.

10. ACTIVE AND PARTICIPATORY METHODS IN BIOLOGY: PROBLEM-SOLVING

Directory of Open Access Journals (Sweden)

2010-01-01

Full Text Available We face with considerable challenge of developing students’ problem solving skills in our difficult environment. Good problem solving skills empower managers in their professional and personal lives. Problem solving skills are valued by academics and employers. The informations in Biology are often presented in abstract forms without contextualisation. Creative problem-solving process involves a few steps, which together provide a structured procedure for identifying challenges, generating ideas and implementing innovative solutions: identifying the problem, searching for possible solutions, selecting the most optimal solution and implementing a possible solution. Each aspect of personality has a different orientation to problem solving, different criteria for judging the effectiveness of the process and different associated strengths. Using real-world data in sample problems will also help facilitate the transfer process, since students can more easily identify with the context of a given situation. The paper describes the use of the Problem-Solving in Biology and the method of its administration. It also presents the results of a study undertaken to evaluate the value in teaching Biology. Problem-solving is seen as an essential skill that is developed in biology education.

11. Solving Complex Problems to Create Charter Extension Options

DEFF Research Database (Denmark)

Tippmann, Esther; Nell, Phillip Christopher

undertaken by 29 subsidiary units supports our hypotheses, demonstrating that these activities are a means to systematically reduce inherent problem solving biases. This study contributes to problem solving theory, the literature on headquarters’ roles in complex organizations, as well as the literature......This study examines subsidiary-driven problem solving processes and their potential to create advanced solutions for charter extension options. Problem solving theory suggests that biases in problem formulation and solution search can confine problem solving potential. We thus argue that balanced...... solution search, or activities to reconcile the need for some solution features to be locally-tailored while others can be internationally standardized, mediates the relationships between problem complexity/headquarters involvement and the capacity to create advanced solutions. An analysis of 67 projects...

12. Conceptual problem solving in high school physics

OpenAIRE

Jennifer L. Docktor; Natalie E. Strand; José P. Mestre; Brian H. Ross

2015-01-01

Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an instructional approach called Conceptual Problem Solving (CPS) which guides students to identify principles, justify their use, and plan their solution in w...

13. Improving insight and non-insight problem solving with brief interventions.

Science.gov (United States)

Wen, Ming-Ching; Butler, Laurie T; Koutstaal, Wilma

2013-02-01

Developing brief training interventions that benefit different forms of problem solving is challenging. In earlier research, Chrysikou (2006) showed that engaging in a task requiring generation of alternative uses of common objects improved subsequent insight problem solving. These benefits were attributed to a form of implicit transfer of processing involving enhanced construction of impromptu, on-the-spot or 'ad hoc' goal-directed categorizations of the problem elements. Following this, it is predicted that the alternative uses exercise should benefit abilities that govern goal-directed behaviour, such as fluid intelligence and executive functions. Similarly, an indirect intervention - self-affirmation (SA) - that has been shown to enhance cognitive and executive performance after self-regulation challenge and when under stereotype threat, may also increase adaptive goal-directed thinking and likewise should bolster problem-solving performance. In Experiment 1, brief single-session interventions, involving either alternative uses generation or SA, significantly enhanced both subsequent insight and visual-spatial fluid reasoning problem solving. In Experiment 2, we replicated the finding of benefits of both alternative uses generation and SA on subsequent insight problem-solving performance, and demonstrated that the underlying mechanism likely involves improved executive functioning. Even brief cognitive- and social-psychological interventions may substantially bolster different types of problem solving and may exert largely similar facilitatory effects on goal-directed behaviours. © 2012 The British Psychological Society.

14. Affect and mathematical problem solving a new perspective

CERN Document Server

1989-01-01

Research on cognitive aspects of mathematical problem solving has made great progress in recent years, but the relationship of affective factors to problem-solving performance has been a neglected research area. The purpose of Affect and Mathematical Problem Solving: A New Perspective is to show how the theories and methods of cognitive science can be extended to include the role of affect in mathematical problem solving. The book presents Mandler's theory of emotion and explores its implications for the learning and teaching of mathematical problem solving. Also, leading researchers from mathematics, education, and psychology report how they have integrated affect into their own cognitive research. The studies focus on metacognitive processes, aesthetic influences on expert problem solvers, teacher decision-making, technology and teaching problem solving, and beliefs about mathematics. The results suggest how emotional factors like anxiety, frustration, joy, and satisfaction can help or hinder performance in...

15. Peningkatan Kemampuan Problem Solving Mahasiswa Sebagai Calon Guru Fisika Menggunakan Socratic Dialogue

Directory of Open Access Journals (Sweden)

Nurita Apridiana Lestari

2017-03-01

Full Text Available Mastery of the concepts of physics students can be measured by its ability to solve the problems of physics. Problem solving ability is one component that must be owned by the students as a physics teacher candidates. Based on the results of initial observations, it is known that the problem solving ability of students is still low, especially associated with the use of physics concepts to solve problems. Therefore, the ability of problem solving should be trained in teaching as a form of scaffolding for students. Scaffolding can be done through the method of Socratic dialogue which is the provision of structured questions to help students find answers to the problems of physics using the right concept. This type of research is the Classroom Action Research  with two cycles were performed on physics student teachers in the subjects Physics 1 with a fluid material. Improved problem solving ability was measured using test items at the end of the cycle. The results qualitatively show their developments and increased activity in the classroom compared to learning before the action. These results are supported quantitatively by an increase in average test scores of the first cycle of 70.00 into 75.86 in the second cycle. Keywords: problem solving, socratic dialogue Penguasaan konsep fisika mahasiswa dapat diukur dari kemampuannya dalam memecahkan permasalahan fisika (problem solving. Kemampuan problem solving merupakan salah satu komponen yang harus dimiliki oleh mahasiswa sebagai calon guru fisika. Berdasarkan hasil observasi awal, diketahui bahwa kemampuan problem solving mahasiswa masih rendah, khususnya terkait dengan penggunaan konsep fisika untuk memecahkan masalah. Oleh karena itu, kemampuan problem solving perlu dilatihkan dalam pembelajaran sebagai bentuk scaffolding bagi mahasiswa. Scaffolding dapat dilakukan melalui metode socratic dialogue yang merupakan pemberian pertanyaan terstruktur untuk membantu mahasiswa menemukan jawaban

16. Language and mathematical problem solving among bilinguals.

Science.gov (United States)

Bernardo, Allan B I

2002-05-01

Does using a bilingual's 1st or 2nd language have an effect on problem solving in semantically rich domains like school mathematics? The author conducted a study to determine whether Filipino-English bilingual students' understanding and solving of word problems in arithmetic differed when the problems were in the students' 1st and 2nd languages. Two groups participated-students whose 1st language was Filipino and students whose 1st language was English-and easy and difficult arithmetic problems were used. The author used a recall paradigm to assess how students understood the word problems and coded the solution accuracy to assess problem solving. The results indicated a 1st-language advantage; that is, the students were better able to understand and solve problems in their 1st language, whether the 1st language was English or Filipino. Moreover, the advantage was more marked with the easy problems. The theoretical and practical implications of the results are discussed.

17. Rewarding Multitasking: Negative Effects of an Incentive on Problem Solving under Divided Attention

Science.gov (United States)

Wieth, Mareike B.; Burns, Bruce D.

2014-01-01

Research has consistently shown negative effects of multitasking on tasks such as problem solving. This study was designed to investigate the impact of an incentive when solving problems in a multitasking situation. Incentives have generally been shown to increase problem solving (e.g., Wieth & Burns, 2006), however, it is unclear whether an…

18. Dreams and creative problem-solving.

Science.gov (United States)

Barrett, Deirdre

2017-10-01

Dreams have produced art, music, novels, films, mathematical proofs, designs for architecture, telescopes, and computers. Dreaming is essentially our brain thinking in another neurophysiologic state-and therefore it is likely to solve some problems on which our waking minds have become stuck. This neurophysiologic state is characterized by high activity in brain areas associated with imagery, so problems requiring vivid visualization are also more likely to get help from dreaming. This article reviews great historical dreams and modern laboratory research to suggest how dreams can aid creativity and problem-solving. © 2017 New York Academy of Sciences.

19. The Missing Curriculum in Physics Problem-Solving Education

Science.gov (United States)

Williams, Mobolaji

2018-05-01

Physics is often seen as an excellent introduction to science because it allows students to learn not only the laws governing the world around them, but also, through the problems students solve, a way of thinking which is conducive to solving problems outside of physics and even outside of science. In this article, we contest this latter idea and argue that in physics classes, students do not learn widely applicable problem-solving skills because physics education almost exclusively requires students to solve well-defined problems rather than the less-defined problems which better model problem solving outside of a formal class. Using personal, constructed, and the historical accounts of Schrödinger's development of the wave equation and Feynman's development of path integrals, we argue that what is missing in problem-solving education is practice in identifying gaps in knowledge and in framing these knowledge gaps as questions of the kind answerable using techniques students have learned. We discuss why these elements are typically not taught as part of the problem-solving curriculum and end with suggestions on how to incorporate these missing elements into physics classes.

20. Metacognition: Student Reflections on Problem Solving

Science.gov (United States)

Wismath, Shelly; Orr, Doug; Good, Brandon

2014-01-01

Twenty-first century teaching and learning focus on the fundamental skills of critical thinking and problem solving, creativity and innovation, and collaboration and communication. Metacognition is a crucial aspect of both problem solving and critical thinking, but it is often difficult to get students to engage in authentic metacognitive…

1. Problem Solving Methods in Engineering Design

DEFF Research Database (Denmark)

Hartvig, Susanne C

1999-01-01

This short paper discusses typical engineering tasks and problem solving methods, based on a field study of engineering tasks at a Danish engineering firm. The field study has identified ten classes of design tasks and in this paper these classes are related to problem solving methods. The descri...

2. Translation among Symbolic Representations in Problem-Solving. Revised.

Science.gov (United States)

Shavelson, Richard J.; And Others

This study investigated the relationships among the symbolic representation of problems given to students to solve, the mental representations they use to solve the problems, and the accuracy of their solutions. Twenty eleventh-grade science students were asked to think aloud as they solved problems on the ideal gas laws. The problems were…

3. Innovative problem solving by wild spotted hyenas

Science.gov (United States)

Benson-Amram, Sarah; Holekamp, Kay E.

2012-01-01

Innovative animals are those able to solve novel problems or invent novel solutions to existing problems. Despite the important ecological and evolutionary consequences of innovation, we still know very little about the traits that vary among individuals within a species to make them more or less innovative. Here we examine innovative problem solving by spotted hyenas (Crocuta crocuta) in their natural habitat, and demonstrate for the first time in a non-human animal that those individuals exhibiting a greater diversity of initial exploratory behaviours are more successful problem solvers. Additionally, as in earlier work, we found that neophobia was a critical inhibitor of problem-solving success. Interestingly, although juveniles and adults were equally successful in solving the problem, juveniles were significantly more diverse in their initial exploratory behaviours, more persistent and less neophobic than were adults. We found no significant effects of social rank or sex on success, the diversity of initial exploratory behaviours, behavioural persistence or neophobia. Our results suggest that the diversity of initial exploratory behaviours, akin to some measures of human creativity, is an important, but largely overlooked, determinant of problem-solving success in non-human animals. PMID:22874748

4. Problem-Solving Skills Appraisal Mediates Hardiness and Suicidal Ideation among Malaysian Undergraduate Students

Science.gov (United States)

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2015-01-01

Objectives Recent evidence suggests that suicidal ideation is increased among university students, it is essential to increase our knowledge concerning the etiology of suicidal ideation among university students. This study was conducted to examine the relationships between problem-solving skills appraisal, hardiness, and suicidal ideation among university students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) as a potential mediator between hardiness and suicidal ideation. Methods The participants consisted of 500 undergraduate students from Malaysian public universities. Results Structural Equation Modelling (SEM) estimated that undergraduate students with lower hardiness, poor problem-solving confidence, external personal control of emotion, and avoiding style was associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) partially mediated the relationship between hardiness and suicidal ideation. Conclusion These findings underline the importance of studying mediating processes that explain how hardiness affects suicidal ideation. PMID:25830229

5. Problem-solving skills appraisal mediates hardiness and suicidal ideation among malaysian undergraduate students.

Science.gov (United States)

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2015-01-01

Recent evidence suggests that suicidal ideation is increased among university students, it is essential to increase our knowledge concerning the etiology of suicidal ideation among university students. This study was conducted to examine the relationships between problem-solving skills appraisal, hardiness, and suicidal ideation among university students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) as a potential mediator between hardiness and suicidal ideation. The participants consisted of 500 undergraduate students from Malaysian public universities. Structural Equation Modelling (SEM) estimated that undergraduate students with lower hardiness, poor problem-solving confidence, external personal control of emotion, and avoiding style was associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) partially mediated the relationship between hardiness and suicidal ideation. These findings underline the importance of studying mediating processes that explain how hardiness affects suicidal ideation.

6. Problem representation and mathematical problem solving of students of varying math ability.

Science.gov (United States)

Krawec, Jennifer L

2014-01-01

The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD, n = 25), low-achieving students (LA, n = 30), and average-achieving students (AA, n = 29). The primary interest was to analyze the processes students use to translate and integrate problem information while solving problems. Paraphrasing, visual representation, and problem-solving accuracy were measured in eighth grade students using a researcher-modified version of the Mathematical Processing Instrument. Results indicated that both students with LD and LA students struggled with processing but that students with LD were significantly weaker than their LA peers in paraphrasing relevant information. Paraphrasing and visual representation accuracy each accounted for a statistically significant amount of variance in problem-solving accuracy. Finally, the effect of visual representation of relevant information on problem-solving accuracy was dependent on ability; specifically, for students with LD, generating accurate visual representations was more strongly related to problem-solving accuracy than for AA students. Implications for instruction for students with and without LD are discussed.

7. Creativity and Insight in Problem Solving

Science.gov (United States)

Golnabi, Laura

2016-01-01

This paper analyzes the thought process involved in problem solving and its categorization as creative thinking as defined by psychologist R. Weisberg (2006). Additionally, the notion of insight, sometimes present in unconscious creative thinking and often leading to creative ideas, is discussed in the context of geometry problem solving. In…

8. The Process of Solving Complex Problems

Science.gov (United States)

Fischer, Andreas; Greiff, Samuel; Funke, Joachim

2012-01-01

This article is about Complex Problem Solving (CPS), its history in a variety of research domains (e.g., human problem solving, expertise, decision making, and intelligence), a formal definition and a process theory of CPS applicable to the interdisciplinary field. CPS is portrayed as (a) knowledge acquisition and (b) knowledge application…

9. The effect of critical thinking education on nursing students' problem-solving skills.

Science.gov (United States)

Kanbay, Yalçın; Okanlı, Ayşe

2017-06-01

The aim of this study is to examine the effect of critical thinking education on nursing students' problem-solving skills. This study was conducted with 93 nursing students, 49 in the control group and 44 in the education group. The California Critical Thinking Disposition Inventory and the Problem-solving Inventory were administered to them before and after 12 weeks of critical thinking education. The education group's mean critical thinking score was 253.61 on the pretest and 268.72 on the posttest. This increase was statistically significant (p skills of education group increased significantly (p critical thinking education improves problem-solving skills.

10. Chasing red herrings: Memory of distractors causes fixation in creative problem solving.

Science.gov (United States)

Beda, Zsolt; Smith, Steven M

2018-03-07

Two experiments tested the red herring retrieval hypothesis, which states that fixation in creative problem solving is worse when memory for red herrings (i.e., inappropriate or incorrect solutions) is strengthened. In Experiment 1, when associations between Remote Associates Test (RAT) problem words (e.g., COTTAGE, SWISS, CAKE) and related red herring words (e.g., hut, chocolate, icing) were strengthened via repetition, an encoding variable, fixation was found to increase. In Experiment 2, when associations were formed between RAT problem contexts and red herrings, then subsequent reinstatement of problem contexts during RAT problem solving trials (as compared with showing new contexts) also worsened fixation effects. Our results add to the increasing body of research that connects memory with creative problem solving, and they suggest possible ways for overcoming fixation effects.

11. Simulated annealing algorithm for solving chambering student-case assignment problem

Science.gov (United States)

2015-12-01

The problem related to project assignment problem is one of popular practical problem that appear nowadays. The challenge of solving the problem raise whenever the complexity related to preferences, the existence of real-world constraints and problem size increased. This study focuses on solving a chambering student-case assignment problem by using a simulated annealing algorithm where this problem is classified under project assignment problem. The project assignment problem is considered as hard combinatorial optimization problem and solving it using a metaheuristic approach is an advantage because it could return a good solution in a reasonable time. The problem of assigning chambering students to cases has never been addressed in the literature before. For the proposed problem, it is essential for law graduates to peruse in chambers before they are qualified to become legal counselor. Thus, assigning the chambering students to cases is a critically needed especially when involving many preferences. Hence, this study presents a preliminary study of the proposed project assignment problem. The objective of the study is to minimize the total completion time for all students in solving the given cases. This study employed a minimum cost greedy heuristic in order to construct a feasible initial solution. The search then is preceded with a simulated annealing algorithm for further improvement of solution quality. The analysis of the obtained result has shown that the proposed simulated annealing algorithm has greatly improved the solution constructed by the minimum cost greedy heuristic. Hence, this research has demonstrated the advantages of solving project assignment problem by using metaheuristic techniques.

12. Block Model Approach in Problem Solving: Effects on Problem Solving Performance of the Grade V Pupils in Mathematics

Science.gov (United States)

de Guzman, Niño Jose P.; Belecina, Rene R.

2012-01-01

The teaching of mathematics involves problem solving skills which prove to be difficult on the part of the pupils due to misrepresentation of the word problems. Oftentimes, pupils tend to represent the phrase "more than" as addition and the word difference as "- ". This paper aims to address the problem solving skills of grade…

13. Understanding catastrophizing from a misdirected problem-solving perspective.

Science.gov (United States)

Flink, Ida K; Boersma, Katja; MacDonald, Shane; Linton, Steven J

2012-05-01

The aim is to explore pain catastrophizing from a problem-solving perspective. The links between catastrophizing, problem framing, and problem-solving behaviour are examined through two possible models of mediation as inferred by two contemporary and complementary theoretical models, the misdirected problem solving model (Eccleston & Crombez, 2007) and the fear-anxiety-avoidance model (Asmundson, Norton, & Vlaeyen, 2004). In this prospective study, a general population sample (n= 173) with perceived problems with spinal pain filled out questionnaires twice; catastrophizing and problem framing were assessed on the first occasion and health care seeking (as a proxy for medically oriented problem solving) was assessed 7 months later. Two different approaches were used to explore whether the data supported any of the proposed models of mediation. First, multiple regressions were used according to traditional recommendations for mediation analyses. Second, a bootstrapping method (n= 1000 bootstrap resamples) was used to explore the significance of the indirect effects in both possible models of mediation. The results verified the concepts included in the misdirected problem solving model. However, the direction of the relations was more in line with the fear-anxiety-avoidance model. More specifically, the mediation analyses provided support for viewing catastrophizing as a mediator of the relation between biomedical problem framing and medically oriented problem-solving behaviour. These findings provide support for viewing catastrophizing from a problem-solving perspective and imply a need to examine and address problem framing and catastrophizing in back pain patients. ©2011 The British Psychological Society.

14. A literature review of expert problem solving using analogy

OpenAIRE

Mair, C; Martincova, M; Shepperd, MJ

2009-01-01

We consider software project cost estimation from a problem solving perspective. Taking a cognitive psychological approach, we argue that the algorithmic basis for CBR tools is not representative of human problem solving and this mismatch could account for inconsistent results. We describe the fundamentals of problem solving, focusing on experts solving ill-defined problems. This is supplemented by a systematic literature review of empirical studies of expert problem solving of non-trivial pr...

15. Problem solving and problem strategies in the teaching and learning ...

African Journals Online (AJOL)

Perennial poor performance recorded annually in both internal and external examinations in Mathematics has been a great concern for the Mathematics Educators in Nigeria. This paper discusses problem-solving and influence of problem-solving strategies on students' performance in mathematics. The concept of ...

16. [Investigation of problem solving skills among psychiatric patients].

Science.gov (United States)

Póos, Judit; Annus, Rita; Perczel Forintos, Dóra

2008-01-01

According to our present knowledge depression and hopelessness play an important role in attempted suicide and the development of hopelessness seems to be closely associated with poor problem solving skills. In the present study we have used the internationally well-known MEPS (Means-Ends Problem Solving Test; a measure of social problem solving ability) in Hungary for the first time and combined with other tests. We intended to explore the cognitive risk factors that potentially play a role in the suicidal behavior in clinical population. In our study we compared a group of individuals who had attempted suicide to a nonsuicidal psychiatric control group and a normal control group (61 subjects in each group). Our results confirm the findings of others that psychiatric patients have difficulties in social problem solving compared to normal controls. Moreover, they generate less and poorer solutions. According to our data problem solving skills of the two clinical groups were similar. A strong positive correlation was found between poor problem solving skills, depression and hopelessness which may suggest that the development of problem solving skills could help to reduce negative mood.

17. Problem Solving Model for Science Learning

Science.gov (United States)

Alberida, H.; Lufri; Festiyed; Barlian, E.

2018-04-01

This research aims to develop problem solving model for science learning in junior high school. The learning model was developed using the ADDIE model. An analysis phase includes curriculum analysis, analysis of students of SMP Kota Padang, analysis of SMP science teachers, learning analysis, as well as the literature review. The design phase includes product planning a science-learning problem-solving model, which consists of syntax, reaction principle, social system, support system, instructional impact and support. Implementation of problem-solving model in science learning to improve students' science process skills. The development stage consists of three steps: a) designing a prototype, b) performing a formative evaluation and c) a prototype revision. Implementation stage is done through a limited trial. A limited trial was conducted on 24 and 26 August 2015 in Class VII 2 SMPN 12 Padang. The evaluation phase was conducted in the form of experiments at SMPN 1 Padang, SMPN 12 Padang and SMP National Padang. Based on the development research done, the syntax model problem solving for science learning at junior high school consists of the introduction, observation, initial problems, data collection, data organization, data analysis/generalization, and communicating.

18. Using a general problem-solving strategy to promote transfer.

Science.gov (United States)

Youssef-Shalala, Amina; Ayres, Paul; Schubert, Carina; Sweller, John

2014-09-01

Cognitive load theory was used to hypothesize that a general problem-solving strategy based on a make-as-many-moves-as-possible heuristic could facilitate problem solutions for transfer problems. In four experiments, school students were required to learn about a topic through practice with a general problem-solving strategy, through a conventional problem solving strategy or by studying worked examples. In Experiments 1 and 2 using junior high school students learning geometry, low knowledge students in the general problem-solving group scored significantly higher on near or far transfer tests than the conventional problem-solving group. In Experiment 3, an advantage for a general problem-solving group over a group presented worked examples was obtained on far transfer tests using the same curriculum materials, again presented to junior high school students. No differences between conditions were found in Experiments 1, 2, or 3 using test problems similar to the acquisition problems. Experiment 4 used senior high school students studying economics and found the general problem-solving group scored significantly higher than the conventional problem-solving group on both similar and transfer tests. It was concluded that the general problem-solving strategy was helpful for novices, but not for students that had access to domain-specific knowledge. PsycINFO Database Record (c) 2014 APA, all rights reserved.

19. Pre-Service Mathematics Teachers’ Problem Solving Processes with Geometer’s Sketchpad: Mirror Problem

OpenAIRE

ÖÇAL, Mehmet Fatih; ŞİMŞEK, Mertkan

2016-01-01

Problem solving skill is the core of mathematics education and its importance cannot be denied. This study specifically examined 56 freshmen pre-service mathematics teachers’ problem solving processes on a specific problem with the help of Geometer’s Sketchpad (GSP). They were grouped into two-person teams to solve a problem called "the mirror problem". They were expected to solve it by means of GSP. According to their works on GSP and related reflections, there appeared two differe...

20. When problem size matters: differential effects of brain stimulation on arithmetic problem solving and neural oscillations.

Directory of Open Access Journals (Sweden)

Bruno Rütsche

Full Text Available The problem size effect is a well-established finding in arithmetic problem solving and is characterized by worse performance in problems with larger compared to smaller operand size. Solving small and large arithmetic problems has also been shown to involve different cognitive processes and distinct electroencephalography (EEG oscillations over the left posterior parietal cortex (LPPC. In this study, we aimed to provide further evidence for these dissociations by using transcranial direct current stimulation (tDCS. Participants underwent anodal (30min, 1.5 mA, LPPC and sham tDCS. After the stimulation, we recorded their neural activity using EEG while the participants solved small and large arithmetic problems. We found that the tDCS effects on performance and oscillatory activity critically depended on the problem size. While anodal tDCS improved response latencies in large arithmetic problems, it decreased solution rates in small arithmetic problems. Likewise, the lower-alpha desynchronization in large problems increased, whereas the theta synchronization in small problems decreased. These findings reveal that the LPPC is differentially involved in solving small and large arithmetic problems and demonstrate that the effects of brain stimulation strikingly differ depending on the involved neuro-cognitive processes.

1. Inference rule and problem solving

Energy Technology Data Exchange (ETDEWEB)

Goto, S

1982-04-01

Intelligent information processing signifies an opportunity of having man's intellectual activity executed on the computer, in which inference, in place of ordinary calculation, is used as the basic operational mechanism for such an information processing. Many inference rules are derived from syllogisms in formal logic. The problem of programming this inference function is referred to as a problem solving. Although logically inference and problem-solving are in close relation, the calculation ability of current computers is on a low level for inferring. For clarifying the relation between inference and computers, nonmonotonic logic has been considered. The paper deals with the above topics. 16 references.

2. Enhancing the Effectiveness of Problem-Solving Processes through Employee Motivation and Involvement

Directory of Open Access Journals (Sweden)

Andrea Chlpeková

2014-12-01

indicators into the motivation system. The question to be answered is how to effectively use the intellectual capital of problem-solving teams and increase employees’ satisfaction in the broader context of the improvement of the effectiveness of problem-solving methodology.

3. Using Systemic Problem Solving (SPS) to Assess Student ...

African Journals Online (AJOL)

This paper focuses on the uses of systemic problem solving in chemistry at the tertiary level. Traditional problem solving (TPS) is a useful tool to help teachers examine recall of information, comprehension, and application. However, systemic problem solving (SPS) can challenge students and probe higher cognitive skills ...

4. Transformational and derivational strategies in analogical problem solving.

Science.gov (United States)

Schelhorn, Sven-Eric; Griego, Jacqueline; Schmid, Ute

2007-03-01

Analogical problem solving is mostly described as transfer of a source solution to a target problem based on the structural correspondences (mapping) between source and target. Derivational analogy (Carbonell, Machine learning: an artificial intelligence approach Los Altos. Morgan Kaufmann, 1986) proposes an alternative view: a target problem is solved by replaying a remembered problem-solving episode. Thus, the experience with the source problem is used to guide the search for the target solution by applying the same solution technique rather than by transferring the complete solution. We report an empirical study using the path finding problems presented in Novick and Hmelo (J Exp Psychol Learn Mem Cogn 20:1296-1321, 1994) as material. We show that both transformational and derivational analogy are problem-solving strategies realized by human problem solvers. Which strategy is evoked in a given problem-solving context depends on the constraints guiding object-to-object mapping between source and target problem. Specifically, if constraints facilitating mapping are available, subjects are more likely to employ a transformational strategy, otherwise they are more likely to use a derivational strategy.

5. Solving inversion problems with neural networks

Science.gov (United States)

1990-01-01

A class of inverse problems in remote sensing can be characterized by Q = F(x), where F is a nonlinear and noninvertible (or hard to invert) operator, and the objective is to infer the unknowns, x, from the observed quantities, Q. Since the number of observations is usually greater than the number of unknowns, these problems are formulated as optimization problems, which can be solved by a variety of techniques. The feasibility of neural networks for solving such problems is presently investigated. As an example, the problem of finding the atmospheric ozone profile from measured ultraviolet radiances is studied.

6. Model Integrated Problem Solving Based Learning pada Perkuliahan Dasar-dasar Kimia Analitik

Directory of Open Access Journals (Sweden)

Indarini Dwi Pursitasari

2013-07-01

Full Text Available Abstract: Integrated Problem Solving Based Learning Model on Foundation of Analytical Chemistry. This study was conducted to know the effects of Integrated Problem Solving Based Learning (IPSBL model on problem solving skills and cognitive ability of pre-service teachers. The subjects of the study were 41 pre- service teachers, 21 in the experimental group and 20 in the control group. The data were collected through a test on problem solving skills, a test on cognitive ability, and a questionnaire on the students’opinions on the use of IPSBL model. The quantitative data were analyzed using t-test and one-way ANOVA, and the qualitative data were analyzed by counting the percentage. The results of the study show that the implementation of IPSBL model increased the problem solving skills and cognitive ability of the pre-service teachers . The model was also responded positively by the research subjects. Abstrak: Model Integrated Problem Solving Based learning pada Perkuliahan Dasar-dasar Kimia Analitik. Penelitian ini bertujuan menentukan pengaruh model Integrated Problem Solving Based Learning(IPSBL terhadap peningkatan kemampuan problem solving dan kemampuan kognitif mahasiswa calon guru. Subjek penelitian terdiri dari 21 mahasiswa kelas eksperimen dan 20 mahasiswa kelas kontrol. Data dikumpulkan menggunakan tes kemampuan problem solving, tes kemampuan kognitif, dan angket untuk menjaring pendapat mahasiswa terhadap penggunaan model IPSBL . Data kuantitatif dianalisis denga n uji- t dan Anava dengan bantuan program SPSS 16.0. Data kualitatif dihitung persentasenya. Hasil penelitian menunjukkan bahwa model IPSBL dapat meningkatkan kemampuan problem solving dan kemampuan kognitif serta mendapat tanggapan yang positif dari mahasiswa.

7. Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

Science.gov (United States)

Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.

2018-04-01

One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

8. The needs analysis of learning Inventive Problem Solving for technical and vocational students

Science.gov (United States)

Sai'en, Shanty; Tze Kiong, Tee; Yunos, Jailani Md; Foong, Lee Ming; Heong, Yee Mei; Mohaffyza Mohamad, Mimi

2017-08-01

Malaysian Ministry of Education highlighted in their National Higher Education Strategic plan that higher education’s need to focus adopting 21st century skills in order to increase a graduate’s employability. Current research indicates that most graduate lack of problem solving skills to help them securing the job. Realising the important of this skill hence an alternative way suggested as an option for high institution’s student to solve their problem. This study was undertaken to measure the level of problem solving skills, identify the needs of learning inventive problem solving skills and the needs of developing an Inventive problem solving module. Using a questionnaire, the study sampled 132 students from Faculty of Technical and Vocational Education. Findings indicated that majority of the students fail to define what is an inventive problem and the root cause of a problem. They also unable to state the objectives and goal thus fail to solve the problem. As a result, the students agreed on the developing Inventive Problem Solving Module to assist them.

9. Systematic Problem Solving in Production: The NAX Approach

DEFF Research Database (Denmark)

Axelsdottir, Aslaug; Nygaard, Martin; Edwards, Kasper

2017-01-01

This paper outlines the NAX problem solving approach developed by a group of problem solving experts at a large Danish Producer of medical equipment. The company, “Medicmeter” is one of Denmark’s leading companies when it comes to lean and it has developed a strong problem solving culture. The ma...

10. Social problem solving among depressed adolescents is enhanced by structured psychotherapies

Science.gov (United States)

Dietz, Laura J.; Marshal, Michael P.; Burton, Chad M.; Bridge, Jeffrey A.; Birmaher, Boris; Kolko, David; Duffy, Jamira N.; Brent, David A.

2014-01-01

11. RUPS: Research Utilizing Problem Solving. Classroom Version. Leader's Manual.

Science.gov (United States)

Jung, Charles; And Others

This training manual is for teachers participating in the Research Utilizing Problem Solving (RUPS) workshops. The workshops last for four and one-half days and are designed to improve the school setting and to increase teamwork skills. The teachers participate in simulation exercises in which they help a fictitious teacher or principal solve a…

12. Find the Dimensions: Students Solving a Tiling Problem

Science.gov (United States)

Obara, Samuel

2018-01-01

Students learn mathematics by solving problems. Mathematics textbooks are full of problems, and mathematics teachers use these problems to test students' understanding of mathematical concepts. This paper discusses how problem-solving skills can be fostered with a geometric tiling problem.

13. Neural activity when people solve verbal problems with insight.

Directory of Open Access Journals (Sweden)

Mark Jung-Beeman

2004-04-01

Full Text Available People sometimes solve problems with a unique process called insight, accompanied by an "Aha!" experience. It has long been unclear whether different cognitive and neural processes lead to insight versus noninsight solutions, or if solutions differ only in subsequent subjective feeling. Recent behavioral studies indicate distinct patterns of performance and suggest differential hemispheric involvement for insight and noninsight solutions. Subjects solved verbal problems, and after each correct solution indicated whether they solved with or without insight. We observed two objective neural correlates of insight. Functional magnetic resonance imaging (Experiment 1 revealed increased activity in the right hemisphere anterior superior temporal gyrus for insight relative to noninsight solutions. The same region was active during initial solving efforts. Scalp electroencephalogram recordings (Experiment 2 revealed a sudden burst of high-frequency (gamma-band neural activity in the same area beginning 0.3 s prior to insight solutions. This right anterior temporal area is associated with making connections across distantly related information during comprehension. Although all problem solving relies on a largely shared cortical network, the sudden flash of insight occurs when solvers engage distinct neural and cognitive processes that allow them to see connections that previously eluded them.

14. Teaching Effective Problem Solving Strategies for Interns

Science.gov (United States)

Warren, Louis L.

2005-01-01

This qualitative study investigates what problem solving strategies interns learn from their clinical teachers during their internships. Twenty-four interns who completed their internship in the elementary grades shared what problem solving strategies had the greatest impact upon them in learning how to deal with problems during their internship.…

15. Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encoding

Science.gov (United States)

Crooks, Noelle M.; Alibali, Martha W.

2013-01-01

16. Decision-Making and Problem-Solving Approaches in Pharmacy Education.

Science.gov (United States)

Martin, Lindsay C; Donohoe, Krista L; Holdford, David A

2016-04-25

Domain 3 of the Center for the Advancement of Pharmacy Education (CAPE) 2013 Educational Outcomes recommends that pharmacy school curricula prepare students to be better problem solvers, but are silent on the type of problems they should be prepared to solve. We identified five basic approaches to problem solving in the curriculum at a pharmacy school: clinical, ethical, managerial, economic, and legal. These approaches were compared to determine a generic process that could be applied to all pharmacy decisions. Although there were similarities in the approaches, generic problem solving processes may not work for all problems. Successful problem solving requires identification of the problems faced and application of the right approach to the situation. We also advocate that the CAPE Outcomes make explicit the importance of different approaches to problem solving. Future pharmacists will need multiple approaches to problem solving to adapt to the complexity of health care.

17. Analysis of mathematical problem-solving ability based on metacognition on problem-based learning

Science.gov (United States)

2018-03-01

Problem-solving is the primary purpose of the mathematics curriculum. Problem-solving abilities influenced beliefs and metacognition. Metacognition as superordinate capabilities can direct, regulate cognition and motivation and then problem-solving processes. This study aims to (1) test and analyzes the quality of problem-based learning and (2) investigate the problem-solving capabilities based on metacognition. This research uses mixed method study with The subject research are class XI students of Mathematics and Science at High School Kesatrian 2 Semarang which divided into tacit use, aware use, strategic use and reflective use level. The collecting data using scale, interviews, and tests. The data processed with the proportion of test, t-test, and paired samples t-test. The result shows that the students with levels tacit use were able to complete the whole matter given, but do not understand what and why a strategy is used. Students with aware use level were able to solve the problem, be able to build new knowledge through problem-solving to the indicators, understand the problem, determine the strategies used, although not right. Students on the Strategic ladder Use can be applied and adopt a wide variety of appropriate strategies to solve the issues and achieved re-examine indicators of process and outcome. The student with reflective use level is not found in this study. Based on the results suggested that study about the identification of metacognition in problem-solving so that the characteristics of each level of metacognition more clearly in a more significant sampling. Teachers need to know in depth about the student metacognitive activity and its relationship with mathematical problem solving and another problem resolution.

18. Problem-Solving during Shared Reading at Kindergarten

Science.gov (United States)

Gosen, Myrte N.; Berenst, Jan; de Glopper, Kees

2015-01-01

This paper reports on a conversation analytic study of problem-solving interactions during shared reading at three kindergartens in the Netherlands. It illustrates how teachers and pupils discuss book characters' problems that arise in the events in the picture books. A close analysis of the data demonstrates that problem-solving interactions do…

19. Strategy Keys as Tools for Problem Solving

Science.gov (United States)

Herold-Blasius, Raja

2017-01-01

Problem solving is one of the main competences we seek to teach students at school for use in their future lives. However, when dealing with mathematical problems, teachers encounter a wide variety of difficulties. To foster students' problem-solving skills, the authors developed "strategy keys." Strategy keys can serve as material to…

20. Simon on problem solving

DEFF Research Database (Denmark)

Foss, Kirsten; Foss, Nicolai Juul

2006-01-01

as a general approach to problem solving. We apply these Simonian ideas to organisational issues, specifically new organisational forms. Specifically, Simonian ideas allow us to develop a morphology of new organisational forms and to point to some design problems that characterise these forms.......Two of Herbert Simon's best-known papers are 'The Architecture of Complexity' and 'The Structure of Ill-Structured Problems.' We discuss the neglected links between these two papers, highlighting the role of decomposition in the context of problems on which constraints have been imposed...

1. Interactive problem solving using LOGO

CERN Document Server

Boecker, Heinz-Dieter; Fischer, Gerhard

2014-01-01

This book is unique in that its stress is not on the mastery of a programming language, but on the importance and value of interactive problem solving. The authors focus on several specific interest worlds: mathematics, computer science, artificial intelligence, linguistics, and games; however, their approach can serve as a model that may be applied easily to other fields as well. Those who are interested in symbolic computing will find that Interactive Problem Solving Using LOGO provides a gentle introduction from which one may move on to other, more advanced computational frameworks or more

2. Methods of solving nonstandard problems

CERN Document Server

Grigorieva, Ellina

2015-01-01

This book, written by an accomplished female mathematician, is the second to explore nonstandard mathematical problems – those that are not directly solved by standard mathematical methods but instead rely on insight and the synthesis of a variety of mathematical ideas.   It promotes mental activity as well as greater mathematical skills, and is an ideal resource for successful preparation for the mathematics Olympiad. Numerous strategies and techniques are presented that can be used to solve intriguing and challenging problems of the type often found in competitions.  The author uses a friendly, non-intimidating approach to emphasize connections between different fields of mathematics and often proposes several different ways to attack the same problem.  Topics covered include functions and their properties, polynomials, trigonometric and transcendental equations and inequalities, optimization, differential equations, nonlinear systems, and word problems.   Over 360 problems are included with hints, ...

3. Modeling visual problem solving as analogical reasoning.

Science.gov (United States)

Lovett, Andrew; Forbus, Kenneth

2017-01-01

We present a computational model of visual problem solving, designed to solve problems from the Raven's Progressive Matrices intelligence test. The model builds on the claim that analogical reasoning lies at the heart of visual problem solving, and intelligence more broadly. Images are compared via structure mapping, aligning the common relational structure in 2 images to identify commonalities and differences. These commonalities or differences can themselves be reified and used as the input for future comparisons. When images fail to align, the model dynamically rerepresents them to facilitate the comparison. In our analysis, we find that the model matches adult human performance on the Standard Progressive Matrices test, and that problems which are difficult for the model are also difficult for people. Furthermore, we show that model operations involving abstraction and rerepresentation are particularly difficult for people, suggesting that these operations may be critical for performing visual problem solving, and reasoning more generally, at the highest level. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

4. The Effects of a Problem Solving Intervention on Problem Solving Skills of Students with Autism during Vocational Tasks

Science.gov (United States)

Yakubova, Gulnoza

2013-01-01

Problem solving is an important employability skill and considered valuable both in educational settings (Agran & Alper, 2000) and the workplace (Ju, Zhang, & Pacha, 2012). However, limited research exists instructing students with autism to engage in problem solving skills (e.g., Bernard-Opitz, Sriram, & Nakhoda-Sapuan, 2001). The…

5. Flexibility in Mathematics Problem Solving Based on Adversity Quotient

Science.gov (United States)

Dina, N. A.; Amin, S. M.; Masriyah

2018-01-01

Flexibility is an ability which is needed in problem solving. One of the ways in problem solving is influenced by Adversity Quotient (AQ). AQ is the power of facing difficulties. There are three categories of AQ namely climber, camper, and quitter. This research is a descriptive research using qualitative approach. The aim of this research is to describe flexibility in mathematics problem solving based on Adversity Quotient. The subjects of this research are climber student, camper student, and quitter student. This research was started by giving Adversity Response Profile (ARP) questioner continued by giving problem solving task and interviews. The validity of data measurement was using time triangulation. The results of this research shows that climber student uses two strategies in solving problem and doesn’t have difficulty. The camper student uses two strategies in solving problem but has difficulty to finish the second strategies. The quitter student uses one strategy in solving problem and has difficulty to finish it.

6. [Problem-solving strategies and marital satisfaction].

Science.gov (United States)

Kriegelewicz, Olga

2006-01-01

This study investigated the relation between problem-solving strategies in the marital conflict and marital satisfaction. Four problem-solving strategies (Dialogue, Loyalty, Escalation of conflict and Withdrawal) were measured by the Problem-Solving Strategies Inventory, in two versions: self-report and report of partners' perceived behaviour. This measure refers to the concept of Rusbult, Johnson and Morrow, and meets high standards of reliability (alpha Cronbach from alpha = 0.78 to alpha = 0.94) and validity. Marital satisfaction was measured by Marriage Success Scale. The sample was composed of 147 marital couples. The study revealed that satisfied couples, in comparison with non-satisfied couples, tend to use constructive problem-solving strategies (Dialogue and Loyalty). They rarely use destructive strategies like Escalation of conflict or Withdrawal. Dialogue is the strategy connected with satisfaction in a most positive manner. These might be very important guidelines to couples' psychotherapy. Loyalty to oneself is a significant positive predictor of male satisfaction is also own Loyalty. The study shows that constructive attitudes are the most significant predictors of marriage satisfaction. It is therefore worth concentrating mostly on them in the psychotherapeutic process instead of eliminating destructive attitudes.

7. Do problem-solving skills affect success in nursing process applications? An application among Turkish nursing students.

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Bayindir Çevik, Ayfer; Olgun, Nermin

2015-04-01

This study aimed to determine the relationship between problem-solving and nursing process application skills of nursing. This is a longitudinal and correlational study. The sample included 71 students. An information form, Problem-Solving Inventory, and nursing processes the students presented at the end of clinical courses were used for data collection. Although there was no significant relationship between problem-solving skills and nursing process grades, improving problem-solving skills increased successful grades. Problem-solving skills and nursing process skills can be concomitantly increased. Students were suggested to use critical thinking, practical approaches, and care plans, as well as revising nursing processes in order to improve their problem-solving skills and nursing process application skills. © 2014 NANDA International, Inc.

8. Applying Cooperative Techniques in Teaching Problem Solving

Directory of Open Access Journals (Sweden)

Krisztina Barczi

2013-12-01

Full Text Available Teaching how to solve problems – from solving simple equations to solving difficult competition tasks – has been one of the greatest challenges for mathematics education for many years. Trying to find an effective method is an important educational task. Among others, the question arises as to whether a method in which students help each other might be useful. The present article describes part of an experiment that was designed to determine the effects of cooperative teaching techniques on the development of problem-solving skills.

9. impact of the curriculum reform on problem solving ability in ...

African Journals Online (AJOL)

unesco

that “learning is problem solving”. Therefore, teaching problem solving is teaching people how to learn, so is problem solving in chemistry education. Kalbag (4) states that problem solving orientation in chemistry education has an importance in that problem solving converts information into knowledge. Kalbag further states.

10. Concept mapping instrumental support for problem solving

NARCIS (Netherlands)

Stoyanov, S.; Stoyanov, Slavi; Kommers, Petrus A.M.

2008-01-01

The main theoretical position of this paper is that it is the explicit problem-solving support in concept mapping software that produces a stronger effect in problem-solving performance than the implicit support afforded by the graphical functionality of concept mapping software. Explicit

11. Decision-Making Styles and Problem-Solving Appraisal.

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Phillips, Susan D.; And Others

1984-01-01

Compared decision-making style and problem-solving appraisal in 243 undergraduates. Results suggested that individuals who employ rational decision-making strategies approach problematic situations, while individuals who endorse dependent decisional strategies approach problematic situations without confidence in their problem-solving abilities.…

12. The Effect of Problem Solving Teaching with Texts of Turkish Lesson on Students’ Problem Solving Skills

OpenAIRE

Havva ILGIN; Derya ARSLAN

2012-01-01

In this research, by carrying out activities based on texts, effect of providing problem solving skill on students’ levels of problem solving attainment was tried to be identified. Research was performed according to pretest-posttest Experimental Model with Control Group, in 2008-2009 educational year at second grade of an elementary school in Denizli province. For nine weeks, four hours in a week, while teacher guide book was being followed in control group in Turkish language lesson, texts ...

13. Case of two electrostatics problems: Can providing a diagram adversely impact introductory physics students’ problem solving performance?

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Alexandru Maries

2018-03-01

Full Text Available Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective problem solving is to help them understand that drawing diagrams can facilitate problem solution. We conducted an investigation in which two different interventions were implemented during recitation quizzes in a large enrollment algebra-based introductory physics course. Students were either (i asked to solve problems in which the diagrams were drawn for them or (ii explicitly told to draw a diagram. A comparison group was not given any instruction regarding diagrams. We developed rubrics to score the problem solving performance of students in different intervention groups and investigated ten problems. We found that students who were provided diagrams never performed better and actually performed worse than the other students on three problems, one involving standing sound waves in a tube (discussed elsewhere and two problems in electricity which we focus on here. These two problems were the only problems in electricity that involved considerations of initial and final conditions, which may partly account for why students provided with diagrams performed significantly worse than students who were not provided with diagrams. In order to explore potential reasons for this finding, we conducted interviews with students and found that some students provided with diagrams may have spent less time on the conceptual analysis and planning stage of the problem solving process. In particular, those provided with the diagram were more likely to jump into the implementation stage of problem solving early without fully analyzing and understanding the problem, which can increase the likelihood of mistakes in solutions.

14. Case of two electrostatics problems: Can providing a diagram adversely impact introductory physics students' problem solving performance?

Science.gov (United States)

Maries, Alexandru; Singh, Chandralekha

2018-06-01

Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective problem solving is to help them understand that drawing diagrams can facilitate problem solution. We conducted an investigation in which two different interventions were implemented during recitation quizzes in a large enrollment algebra-based introductory physics course. Students were either (i) asked to solve problems in which the diagrams were drawn for them or (ii) explicitly told to draw a diagram. A comparison group was not given any instruction regarding diagrams. We developed rubrics to score the problem solving performance of students in different intervention groups and investigated ten problems. We found that students who were provided diagrams never performed better and actually performed worse than the other students on three problems, one involving standing sound waves in a tube (discussed elsewhere) and two problems in electricity which we focus on here. These two problems were the only problems in electricity that involved considerations of initial and final conditions, which may partly account for why students provided with diagrams performed significantly worse than students who were not provided with diagrams. In order to explore potential reasons for this finding, we conducted interviews with students and found that some students provided with diagrams may have spent less time on the conceptual analysis and planning stage of the problem solving process. In particular, those provided with the diagram were more likely to jump into the implementation stage of problem solving early without fully analyzing and understanding the problem, which can increase the likelihood of mistakes in solutions.

15. Novel Problem Solving - The NASA Solution Mechanism Guide

Science.gov (United States)

Keeton, Kathryn E.; Richard, Elizabeth E.; Davis, Jeffrey R.

2014-01-01

Over the past five years, the Human Health and Performance (HH&P) Directorate at the NASA Johnson Space Center (JSC) has conducted a number of pilot and ongoing projects in collaboration and open innovation. These projects involved the use of novel open innovation competitions that sought solutions from "the crowd", non-traditional problem solvers. The projects expanded to include virtual collaboration centers such as the NASA Human Health and Performance Center (NHHPC) and more recently a collaborative research project between NASA and the National Science Foundation (NSF). These novel problem-solving tools produced effective results and the HH&P wanted to capture the knowledge from these new tools, to teach the results to the directorate, and to implement new project management tools and coursework. The need to capture and teach the results of these novel problem solving tools, the HH&P decided to create a web-based tool to capture best practices and case studies, to teach novice users how to use new problem solving tools and to change project management training/. This web-based tool was developed with a small, multi-disciplinary group and named the Solution Mechanism Guide (SMG). An alpha version was developed that was tested against several sessions of user groups to get feedback on the SMG and determine a future course for development. The feedback was very positive and the HH&P decided to move to the beta-phase of development. To develop the web-based tool, the HH&P utilized the NASA Tournament Lab (NTL) to develop the software with TopCoder under an existing contract. In this way, the HH&P is using one new tool (the NTL and TopCoder) to develop the next generation tool, the SMG. The beta-phase of the SMG is planed for release in the spring of 2014 and results of the beta-phase testing will be available for the IAC meeting in September. The SMG is intended to disrupt the way problem solvers and project managers approach problem solving and to increase the

16. Problem solving strategies used by RN-to-BSN students in an online problem-based learning course.

Science.gov (United States)

Oldenburg, Nancy L; Hung, Wei-Chen

2010-04-01

It is essential that nursing students develop the problem solving and critical thinking skills required in the current health care environment. Problem-based learning has been promoted as a way to help students acquire those skills; however, gaps exist in the knowledge base of the strategies used by learners. The purpose of this case study was to gain insight into the problem solving experience of a group of six RN-to-BSN students in an online problem-based learning course. Data, including discussion transcripts, reflective papers, and interview transcripts, were analyzed using a qualitative approach. Students expanded their use of resources and resolved the cases, identifying relevant facts and clinical applications. They had difficulty communicating their findings, establishing the credibility of sources, and offering challenging feedback. Increased support and direction are needed to facilitate the development of problem solving abilities of students in the problem-based learning environment.

17. Students’ Algebraic Reasonsing In Solving Mathematical Problems With Adversity Quotient

Science.gov (United States)

Aryani, F.; Amin, S. M.; Sulaiman, R.

2018-01-01

Algebraic reasoning is a process in which students generalize mathematical ideas from a set of particular instances and express them in increasingly formal and age-appropriate ways. Using problem solving approach to develop algebraic reasoning of mathematics may enhace the long-term learning trajectory of the majority students. The purpose of this research was to describe the algebraic reasoning of quitter, camper, and climber junior high school students in solving mathematical problems. This research used qualitative descriptive method. Subjects were determined by purposive sampling. The technique of collecting data was done by task-based interviews.The results showed that the algebraic reasoning of three students in the process of pattern seeking by identifying the things that are known and asked in a similar way. But three students found the elements of pattern recognition in different ways or method. So, they are generalize the problem of pattern formation with different ways. The study of algebraic reasoning and problem solving can be a learning paradigm in the improve students’ knowledge and skills in algebra work. The goal is to help students’ improve academic competence, develop algebraic reasoning in problem solving.

18. Impact of ageing on problem size and proactive interference in arithmetic facts solving.

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Archambeau, Kim; De Visscher, Alice; Noël, Marie-Pascale; Gevers, Wim

2018-02-01

Arithmetic facts (AFs) are required when solving problems such as "3 × 4" and refer to calculations for which the correct answer is retrieved from memory. Currently, two important effects that modulate the performance in AFs have been highlighted: the problem size effect and the proactive interference effect. The aim of this study is to investigate possible age-related changes of the problem size effect and the proactive interference effect in AF solving. To this end, the performance of young and older adults was compared in a multiplication production task. Furthermore, an independent measure of proactive interference was assessed to further define the architecture underlying this effect in multiplication solving. The results indicate that both young and older adults were sensitive to the effects of interference and of the problem size. That is, both interference and problem size affected performance negatively: the time needed to solve a multiplication problem increases as the level of interference and the size of the problem increase. Regarding the effect of ageing, the problem size effect remains constant with age, indicating a preserved AF network in older adults. Interestingly, sensitivity to proactive interference in multiplication solving was less pronounced in older than in younger adults suggesting that part of the proactive interference has been overcome with age.

19. PROBLEM SOLVING IN SCHOOL MATHEMATICS BASED ON HEURISTIC STRATEGIES

Directory of Open Access Journals (Sweden)

NOVOTNÁ, Jarmila

2014-03-01

Full Text Available The paper describes one of the ways of developing pupils’ creative approach to problem solving. The described experiment is a part of a longitudinal research focusing on improvement of culture of problem solving by pupils. It deals with solving of problems using the following heuristic strategies: Analogy, Guess – check – revise, Systematic experimentation, Problem reformulation, Solution drawing, Way back and Use of graphs of functions. Most attention is paid to the question whether short-term work, in this case only over the period of three months, can result in improvement of pupils’ abilities to solve problems whose solving algorithms are easily accessible. It also answers the question which strategies pupils will prefer and with what results. The experiment shows that even short-term work can bear positive results as far as pupils’ approach to problem solving is concerned.

20. Conceptual Problem Solving in High School Physics

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Docktor, Jennifer L.; Strand, Natalie E.; Mestre, José P.; Ross, Brian H.

2015-01-01

Problem solving is a critical element of learning physics. However, traditional instruction often emphasizes the quantitative aspects of problem solving such as equations and mathematical procedures rather than qualitative analysis for selecting appropriate concepts and principles. This study describes the development and evaluation of an…

1. Interactive Problem-Solving Interventions

African Journals Online (AJOL)

Frew Demeke Alemu

concerted efforts of unofficial actors to establish unofficial communication ... Frew Demeke Alemu (LLB, LLM in International Human Rights Law from Lund ..... 24 Tamra Pearson d'Estrée (2009), “Problem-Solving Approaches”, (in The SAGE ...

2. Problem solving using soft systems methodology.

Science.gov (United States)

Land, L

This article outlines a method of problem solving which considers holistic solutions to complex problems. Soft systems methodology allows people involved in the problem situation to have control over the decision-making process.

3. Problem solving therapy - use and effectiveness in general practice.

Science.gov (United States)

Pierce, David

2012-09-01

Problem solving therapy (PST) is one of the focused psychological strategies supported by Medicare for use by appropriately trained general practitioners. This article reviews the evidence base for PST and its use in the general practice setting. Problem solving therapy involves patients learning or reactivating problem solving skills. These skills can then be applied to specific life problems associated with psychological and somatic symptoms. Problem solving therapy is suitable for use in general practice for patients experiencing common mental health conditions and has been shown to be as effective in the treatment of depression as antidepressants. Problem solving therapy involves a series of sequential stages. The clinician assists the patient to develop new empowering skills, and then supports them to work through the stages of therapy to determine and implement the solution selected by the patient. Many experienced GPs will identify their own existing problem solving skills. Learning about PST may involve refining and focusing these skills.

4. Improving of Junior High School Visual Thinking Representation Ability in Mathematical Problem Solving by CTL

Directory of Open Access Journals (Sweden)

Edy Surya

2013-01-01

Full Text Available The students’  difficulty which was found is in the problem of understanding, drawing diagrams, reading the charts correctly, conceptual formal  mathematical understanding, and  mathematical problem solving. The appropriate problem representation is the basic way in order to understand the problem itself and make a plan to solve it. This research was the experimental classroom design with a pretest-posttest control in order to increase the representation of visual thinking ability on mathematical problem solving approach  with  contextual learning. The research instrument was a test, observation and interviews. Contextual approach increases of mathematical representations ability increases in students with high initial category, medium, and low compared to conventional approaches. Keywords: Visual Thinking Representation, Mathematical  Problem Solving, Contextual Teaching Learning Approach DOI: http://dx.doi.org/10.22342/jme.4.1.568.113-126

5. THE PHYSICAL LABORATORY ACTIVITIES WITH PROBLEM SOLVING APPROACH TO INCREASE CRITICAL THINKING SKILL AND UNDERSTANDING STUDENT CONCEPT

Directory of Open Access Journals (Sweden)

Eli Trisnowati

2017-10-01

Full Text Available This study aims to investigate the description of the improvement of students’ critical thinking skills and the concept understanding by implementing the problem-solving approach. This study was in laboratory activities. This study was done in four times meeting. The try out subjects was 31 students of grades X of MAN Yogyakarta III. This research is using the quasi experimental method with the pretest-posttest design. The data were collected by using multiple choices tests with assessment rubric and observation sheets. The data are analyzed by using multivariate analysis. Based on the result, the gain standard value of students’ conceptual understanding and students’ critical thinking skills for grade X who learned through student’s worksheet with a problem-solving approach, called treatment class, are higher than students who learned without student’s worksheet with a problem-solving approach, called control class.

6. [Methods for teaching problem-solving in medical schools].

Science.gov (United States)

Shumway, J M; Vargas, M E; Heller, L E

1984-01-01

The need to include in the medical curriculum instructional activities to promote the development of problem-solving abilities has been asserted at the national and international levels. In research on the mental process involved in the solution of problems in medicine, problem-solving has been defined as a hypothetical-deductive activity engaged in by experienced physicians, in which the early generation of hypotheses influences the subsequent gathering of information. This article comments briefly on research on the mental process by which medical problems are solved. It describes the methods that research has shown to be most applicable in instruction to develop problem-solving abilities, and presents some educational principles that justify their application. The "trail-following" approach is the method that has been most commonly used to study the physician's problem-solving behavior. The salient conclusions from this research are that in the problem-solving process the diagnostic hypothesis is generated very early on and with limited data; the number of hypotheses is small; the problem-solving approach is specific to the type of medical problem and case in hand; and the accumulation of medical knowledge and experience forms the basis of clinical competence. Four methods for teaching the solution of problems are described: case presentation, the rain of ideas, the nominal groups technique and decision-making consensus, the census and analysis of forces in the field, and the analysis of clinical decisions. These methods are carried out in small groups. The advantages of the small groups are that the students are active participants in the learning process, they receive formative evaluation of their performance in a setting conductive to learning, and are able to interact with their instructor if he makes proper use of the right questioning techniques. While no single problem-solving method can be useful to all students or in all the problems they encounter

7. The Solving of Problems in Chemistry: the more open-ended problems

Science.gov (United States)

Reid, Norman; Yang, Mei-Jung

2002-01-01

Most problem solving in chemistry tends to be algorithmic in nature, while problems in life tend to be very open ended. This paper offers a simple classification of problems and seeks to explore the many factors which may be important in the successful solving of problems. It considers the place of procedures and algorithms. It analyses the role of long-term memory, not only in terms of what is known, but how that knowledge was acquired. It notes the great importance of the limitations of working memory space and the importance of confidence which comes from experience. Finally, various psychological factors are discussed. This paper argues that solving open-ended problems is extremely important in education and that offering learners experience of this in a group work context is a helpful way forward.

8. A Multivariate Model of Physics Problem Solving

Science.gov (United States)

Taasoobshirazi, Gita; Farley, John

2013-01-01

A model of expertise in physics problem solving was tested on undergraduate science, physics, and engineering majors enrolled in an introductory-level physics course. Structural equation modeling was used to test hypothesized relationships among variables linked to expertise in physics problem solving including motivation, metacognitive planning,…

9. The Unified Problem-Solving Method Development Language UPML

OpenAIRE

Fensel, Dieter; Motta, Enrico; van Harmelen, Frank; Benjamins, V. Richard; Crubezy, Monica; Decker, Stefan; Gaspari, Mauro; Groenboom, Rix; Grosso, William; Musen, Mark; Plaza, Enric; Schreiber, Guus; Studer, Rudi; Wielinga, Bob

2003-01-01

Problem-solving methods provide reusable architectures and components for implementing the reasoning part of knowledge-based systems. The UNIFIED PROBLEM-SOLVING METHOD DESCRIPTION LANGUAGE (UPML) has been developed to describe and implement such architectures and components to facilitate their semi-automatic reuse and adaptation. In a nutshell, UPML is a framework for developing knowledge-intensive reasoning systems based on libraries ofg eneric problem-solving components. The paper describe...

10. Strategies, Not Solutions: Involving Students in Problem Solving.

Science.gov (United States)

Von Kuster, Lee N.

1984-01-01

Defines problem solving, discusses the use of problems developed by students that are relevant to their own lives, presents examples of practical mathematics problems that deal with local situations, discusses fringe benefits of this type of problem solving, and addresses teachers' concern that this method consumes too much time. (MBR)

11. Innovation and problem solving: a review of common mechanisms.

Science.gov (United States)

Griffin, Andrea S; Guez, David

2014-11-01

12. Learning problem-solving skills in a distance education physics course

Science.gov (United States)

Rampho, G. J.; Ramorola, M. Z.

2017-10-01

In this paper we present the results of a study on the effectiveness of combinations of delivery modes of distance education in learning problem-solving skills in a distance education introductory physics course. A problem-solving instruction with the explicit teaching of a problem-solving strategy and worked-out examples were implemented in the course. The study used the ex post facto research design with stratified sampling to investigate the effect of the learning of a problem-solving strategy on the problem-solving performance. The number of problems attempted and the mean frequency of using a strategy in solving problems in the three course presentation modes were compared. The finding of the study indicated that combining the different course presentation modes had no statistically significant effect in the learning of problem-solving skills in the distance education course.

13. Quantitative Reasoning in Problem Solving

Science.gov (United States)

Ramful, Ajay; Ho, Siew Yin

2015-01-01

In this article, Ajay Ramful and Siew Yin Ho explain the meaning of quantitative reasoning, describing how it is used in the to solve mathematical problems. They also describe a diagrammatic approach to represent relationships among quantities and provide examples of problems and their solutions.

14. Measuring Problem Solving Skills in "Portal 2"

Science.gov (United States)

Shute, Valerie J.; Wang, Lubin

2013-01-01

This paper examines possible improvement to problem solving skills as a function of playing the video game "Portal 2." Stealth assessment is used in the game to evaluate students' problem solving abilities--specifically basic and flexible rule application. The stealth assessment measures will be validated against commonly accepted…

15. Teaching Creative Problem Solving.

Science.gov (United States)

Christensen, Kip W.; Martin, Loren

1992-01-01

Interpersonal and cognitive skills, adaptability, and critical thinking can be developed through problem solving and cooperative learning in technology education. These skills have been identified as significant needs of the workplace as well as for functioning in society. (SK)

16. A Problem Solving Intervention for hospice caregivers: a pilot study.

Science.gov (United States)

Demiris, George; Oliver, Debra Parker; Washington, Karla; Fruehling, Lynne Thomas; Haggarty-Robbins, Donna; Doorenbos, Ardith; Wechkin, Hope; Berry, Donna

2010-08-01

The Problem Solving Intervention (PSI) is a structured, cognitive-behavioral intervention that provides people with problem-solving coping skills to help them face major negative life events and daily challenges. PSI has been applied to numerous settings but remains largely unexplored in the hospice setting. The aim of this pilot study was to demonstrate the feasibility of PSI targeting informal caregivers of hospice patients. We enrolled hospice caregivers who were receiving outpatient services from two hospice agencies. The intervention included three visits by a research team member. The agenda for each visit was informed by the problem-solving theoretical framework and was customized based on the most pressing problems identified by the caregivers. We enrolled 29 caregivers. Patient's pain was the most frequently identified problem. On average, caregivers reported a higher quality of life and lower level of anxiety postintervention than at baseline. An examination of the caregiver reaction assessment showed an increase of positive esteem average and a decrease of the average value of lack of family support, impact on finances, impact on schedules, and on health. After completing the intervention, caregivers reported lower levels of anxiety, improved problem solving skills, and a reduced negative impact of caregiving. Furthermore, caregivers reported high levels of satisfaction with the intervention, perceiving it as a platform to articulate their challenges and develop a plan to address them. Findings demonstrate the value of problem solving as a psycho-educational intervention in the hospice setting and call for further research in this area.

17. On Teaching Problem Solving in School Mathematics

Directory of Open Access Journals (Sweden)

Erkki Pehkonen

2013-12-01

Full Text Available The article begins with a brief overview of the situation throughout the world regarding problem solving. The activities of the ProMath group are then described, as the purpose of this international research group is to improve mathematics teaching in school. One mathematics teaching method that seems to be functioning in school is the use of open problems (i.e., problem fields. Next we discuss the objectives of the Finnish curriculum that are connected with problem solving. Some examples and research results are taken from a Finnish–Chilean research project that monitors the development of problem-solving skills in third grade pupils. Finally, some ideas on “teacher change” are put forward. It is not possible to change teachers, but only to provide hints for possible change routes: the teachers themselves should work out the ideas and their implementation.

18. A Cognitive Analysis of Students’ Mathematical Problem Solving Ability on Geometry

Science.gov (United States)

Rusyda, N. A.; Kusnandi, K.; Suhendra, S.

2017-09-01

The purpose of this research is to analyze of mathematical problem solving ability of students in one of secondary school on geometry. This research was conducted by using quantitative approach with descriptive method. Population in this research was all students of that school and the sample was twenty five students that was chosen by purposive sampling technique. Data of mathematical problem solving were collected through essay test. The results showed the percentage of achievement of mathematical problem solving indicators of students were: 1) solve closed mathematical problems with context in math was 50%; 2) solve the closed mathematical problems with the context beyond mathematics was 24%; 3) solving open mathematical problems with contexts in mathematics was 35%; And 4) solving open mathematical problems with contexts outside mathematics was 44%. Based on the percentage, it can be concluded that the level of achievement of mathematical problem solving ability in geometry still low. This is because students are not used to solving problems that measure mathematical problem solving ability, weaknesses remember previous knowledge, and lack of problem solving framework. So the students’ ability of mathematical problems solving need to be improved with implement appropriate learning strategy.

Science.gov (United States)

Nelson, Tenneisha; Squires, Vicki

2017-01-01

Organizations are faced with solving increasingly complex problems. Addressing these issues requires effective leadership that can facilitate a collaborative problem solving approach where multiple perspectives are leveraged. In this conceptual paper, we critique the effectiveness of earlier leadership models in tackling complex organizational…

20. Teacher Practices with Toddlers during Social Problem Solving Opportunities

Science.gov (United States)

Gloeckler, Lissy; Cassell, Jennifer

2012-01-01

This article explores how teachers can foster an environment that facilitates social problem solving when toddlers experience conflict, emotional dysregulation, and aggression. This article examines differences in child development and self-regulation outcomes when teachers engage in problem solving "for" toddlers and problem solving "with"…

1. The Effects of Polya's Heuristic and Diary Writing on Children's Problem Solving

Science.gov (United States)

Hensberry, Karina K. R.; Jacobbe, Tim

2012-01-01

This paper presents the results of a study that aimed at increasing students' problem-solving skills. Polya's (1985) heuristic for problem solving was used and students were required to articulate their thought processes through the use of a structured diary. The diary prompted students to answer questions designed to engage them in the phases of…

2. Teaching Problem Solving Skills to Elementary Age Students with Autism

Science.gov (United States)

Cote, Debra L.; Jones, Vita L.; Barnett, Crystal; Pavelek, Karin; Nguyen, Hoang; Sparks, Shannon L.

2014-01-01

Students with disabilities need problem-solving skills to promote their success in solving the problems of daily life. The research into problem-solving instruction has been limited for students with autism. Using a problem-solving intervention and the Self Determined Learning Model of Instruction, three elementary age students with autism were…

3. The effects of monitoring environment on problem-solving performance.

Science.gov (United States)

Laird, Brian K; Bailey, Charles D; Hester, Kim

2018-01-01

While effective and efficient solving of everyday problems is important in business domains, little is known about the effects of workplace monitoring on problem-solving performance. In a laboratory experiment, we explored the monitoring environment's effects on an individual's propensity to (1) establish pattern solutions to problems, (2) recognize when pattern solutions are no longer efficient, and (3) solve complex problems. Under three work monitoring regimes-no monitoring, human monitoring, and electronic monitoring-114 participants solved puzzles for monetary rewards. Based on research related to worker autonomy and theory of social facilitation, we hypothesized that monitored (versus non-monitored) participants would (1) have more difficulty finding a pattern solution, (2) more often fail to recognize when the pattern solution is no longer efficient, and (3) solve fewer complex problems. Our results support the first two hypotheses, but in complex problem solving, an interaction was found between self-assessed ability and the monitoring environment.

4. The semantic system is involved in mathematical problem solving.

Science.gov (United States)

Zhou, Xinlin; Li, Mengyi; Li, Leinian; Zhang, Yiyun; Cui, Jiaxin; Liu, Jie; Chen, Chuansheng

2018-02-01

Numerous studies have shown that the brain regions around bilateral intraparietal cortex are critical for number processing and arithmetical computation. However, the neural circuits for more advanced mathematics such as mathematical problem solving (with little routine arithmetical computation) remain unclear. Using functional magnetic resonance imaging (fMRI), this study (N = 24 undergraduate students) compared neural bases of mathematical problem solving (i.e., number series completion, mathematical word problem solving, and geometric problem solving) and arithmetical computation. Direct subject- and item-wise comparisons revealed that mathematical problem solving typically had greater activation than arithmetical computation in all 7 regions of the semantic system (which was based on a meta-analysis of 120 functional neuroimaging studies on semantic processing). Arithmetical computation typically had greater activation in the supplementary motor area and left precentral gyrus. The results suggest that the semantic system in the brain supports mathematical problem solving. Copyright © 2017 Elsevier Inc. All rights reserved.

5. Examining problem solving in physics-intensive Ph.D. research

Directory of Open Access Journals (Sweden)

Anne E. Leak

2017-07-01

6. Examining problem solving in physics-intensive Ph.D. research

Science.gov (United States)

Leak, Anne E.; Rothwell, Susan L.; Olivera, Javier; Zwickl, Benjamin; Vosburg, Jarrett; Martin, Kelly Norris

2017-12-01

7. Use of the Semantic Web to solve some basic problems in Education: Increase flexible, distributed lifelong learning, decrease teacher's workload

NARCIS (Netherlands)

Koper, Rob

2003-01-01

Please refer to: Koper, R. (2004). Use of the Semantic Web to Solve Some Basic Problems in Education: Increase Flexible, Distributed Lifelong Learning, Decrease Teacher's Workload. Journal of Interactive Media in Education, 2004 (6). Special Issue on the Educational Semantic Web. ISSN:1365-893X [

8. Methods of solving sequence and series problems

CERN Document Server

Grigorieva, Ellina

2016-01-01

This book aims to dispel the mystery and fear experienced by students surrounding sequences, series, convergence, and their applications. The author, an accomplished female mathematician, achieves this by taking a problem solving approach, starting with fascinating problems and solving them step by step with clear explanations and illuminating diagrams. The reader will find the problems interesting, unusual, and fun, yet solved with the rigor expected in a competition. Some problems are taken directly from mathematics competitions, with the name and year of the exam provided for reference. Proof techniques are emphasized, with a variety of methods presented. The text aims to expand the mind of the reader by often presenting multiple ways to attack the same problem, as well as drawing connections with different fields of mathematics. Intuitive and visual arguments are presented alongside technical proofs to provide a well-rounded methodology. With nearly 300 problems including hints, answers, and solutions,Met...

9. Solving global optimization problems on GPU cluster

Energy Technology Data Exchange (ETDEWEB)

Barkalov, Konstantin; Gergel, Victor; Lebedev, Ilya [Lobachevsky State University of Nizhni Novgorod, Gagarin Avenue 23, 603950 Nizhni Novgorod (Russian Federation)

2016-06-08

The paper contains the results of investigation of a parallel global optimization algorithm combined with a dimension reduction scheme. This allows solving multidimensional problems by means of reducing to data-independent subproblems with smaller dimension solved in parallel. The new element implemented in the research consists in using several graphic accelerators at different computing nodes. The paper also includes results of solving problems of well-known multiextremal test class GKLS on Lobachevsky supercomputer using tens of thousands of GPU cores.

10. The Role of Expository Writing in Mathematical Problem Solving

Science.gov (United States)

Craig, Tracy S.

2016-01-01

Mathematical problem-solving is notoriously difficult to teach in a standard university mathematics classroom. The project on which this article reports aimed to investigate the effect of the writing of explanatory strategies in the context of mathematical problem solving on problem-solving behaviour. This article serves to describe the…

11. Psychosocial dimensions of solving an indoor air problem.

Science.gov (United States)

Lahtinen, Marjaana; Huuhtanen, Pekka; Kähkönen, Erkki; Reijula, Kari

2002-03-01

This investigation focuses on the psychological and social dimensions of managing and solving indoor air problems. The data were collected in nine workplaces by interviews (n = 85) and questionnaires (n = 375). Indoor air problems in office environments have traditionally utilized industrial hygiene or technical expertise. However, indoor air problems at workplaces are often more complex issues to solve. Technical questions are inter-related with the dynamics of the work community, and the cooperation and interaction skills of the parties involved in the solving process are also put to the test. In the present study, the interviewees were very critical of the process of solving the indoor air problem. The responsibility for coordinating the problem-managing process was generally considered vague, as were the roles and functions of the various parties. Communication problems occurred and rumors about the indoor air problem circulated widely. Conflicts were common, complicating the process in several ways. The research focused on examining different ways of managing and resolving an indoor air problem. In addition, reference material on the causal factors of the indoor air problem was also acquired. The study supported the hypothesis that psychosocial factors play a significant role in indoor air problems.

12. Problem Solving Strategies among Primary School Teachers

Science.gov (United States)

Yew, Wun Thiam; Lian, Lim Hooi; Meng, Chew Cheng

2017-01-01

The purpose of this article was to examine problem solving strategies among primary school teachers. The researchers employed survey research design to examine their problem solving strategies. The participants of this study consisted of 120 primary school teachers from a public university in Peninsula Malaysia who enrolled in a 4-year Graduating…

13. Young Children's Analogical Problem Solving: Gaining Insights from Video Displays

Science.gov (United States)

Chen, Zhe; Siegler, Robert S.

2013-01-01

This study examined how toddlers gain insights from source video displays and use the insights to solve analogous problems. Two- to 2.5-year-olds viewed a source video illustrating a problem-solving strategy and then attempted to solve analogous problems. Older but not younger toddlers extracted the problem-solving strategy depicted in the video…

14. Solved problems in electrochemistry

International Nuclear Information System (INIS)

Piron, D.L.

2004-01-01

This book presents calculated solutions to problems in fundamental and applied electrochemistry. It uses industrial data to illustrate scientific concepts and scientific knowledge to solve practical problems. It is subdivided into three parts. The first uses modern basic concepts, the second studies the scientific basis for electrode and electrolyte thermodynamics (including E-pH diagrams and the minimum energy involved in transformations) and the kinetics of rate processes (including the energy lost in heat and in parasite reactions). The third part treats larger problems in electrolysis and power generation, as well as in corrosion and its prevention. Each chapter includes three sections: the presentation of useful principles; some twenty problems with their solutions; and, a set of unsolved problems

15. Problem-solving deficits in Iranian people with borderline personality disorder.

Science.gov (United States)

Akbari Dehaghi, Ashraf; Kaviani, Hossein; Tamanaeefar, Shima

2014-01-01

Interventions for people suffering from borderline personality disorder (BPD), such as dialectical behavior therapy, often include a problem-solving component. However, there is an absence of published studies examining the problem-solving abilities of this client group in Iran. The study compared inpatients and outpatients with BPD and a control group on problem-solving capabilities in an Iranian sample. It was hypothesized that patients with BPD would have more deficiencies in this area. Fifteen patients with BPD were compared to 15 healthy participants. Means-ends problem-solving task (MEPS) was used to measure problem-solving skills in both groups. BPD group reported less effective strategies in solving problems as opposed to the healthy group. Compared to the control group, participants with BPD provided empirical support for the use of problem-solving interventions with people suffering from BPD. The findings supported the idea that a problem-solving intervention can be efficiently applied either as a stand-alone therapy or in conjunction with other available psychotherapies to treat people with BPD.

16. Guidance for modeling causes and effects in environmental problem solving

Science.gov (United States)

Armour, Carl L.; Williamson, Samuel C.

1988-01-01

Environmental problems are difficult to solve because their causes and effects are not easily understood. When attempts are made to analyze causes and effects, the principal challenge is organization of information into a framework that is logical, technically defensible, and easy to understand and communicate. When decisionmakers attempt to solve complex problems before an adequate cause and effect analysis is performed there are serious risks. These risks include: greater reliance on subjective reasoning, lessened chance for scoping an effective problem solving approach, impaired recognition of the need for supplemental information to attain understanding, increased chance for making unsound decisions, and lessened chance for gaining approval and financial support for a program/ Cause and effect relationships can be modeled. This type of modeling has been applied to various environmental problems, including cumulative impact assessment (Dames and Moore 1981; Meehan and Weber 1985; Williamson et al. 1987; Raley et al. 1988) and evaluation of effects of quarrying (Sheate 1986). This guidance for field users was written because of the current interest in documenting cause-effect logic as a part of ecological problem solving. Principal literature sources relating to the modeling approach are: Riggs and Inouye (1975a, b), Erickson (1981), and United States Office of Personnel Management (1986).

17. Problem Solving Instruction for Overcoming Students' Difficulties in Stoichiometric Problems

Science.gov (United States)

2017-01-01

The study sought to find out difficulties encountered by high school chemistry students when solving stoichiometric problems and how these could be overcome by using a problem-solving approach. The study adopted a quasi-experimental design. 485 participants drawn from 8 highs schools in a local education district in Zimbabwe participated in the…

18. The effectiveness of problem-based learning on students’ problem solving ability in vector analysis course

Science.gov (United States)

Mushlihuddin, R.; Nurafifah; Irvan

2018-01-01

The student’s low ability in mathematics problem solving proved to the less effective of a learning process in the classroom. Effective learning was a learning that affects student’s math skills, one of which is problem-solving abilities. Problem-solving capability consisted of several stages: understanding the problem, planning the settlement, solving the problem as planned, re-examining the procedure and the outcome. The purpose of this research was to know: (1) was there any influence of PBL model in improving ability Problem solving of student math in a subject of vector analysis?; (2) was the PBL model effective in improving students’ mathematical problem-solving skills in vector analysis courses? This research was a quasi-experiment research. The data analysis techniques performed from the test stages of data description, a prerequisite test is the normality test, and hypothesis test using the ANCOVA test and Gain test. The results showed that: (1) there was an influence of PBL model in improving students’ math problem-solving abilities in vector analysis courses; (2) the PBL model was effective in improving students’ problem-solving skills in vector analysis courses with a medium category.

19. Using reflection techniques for flexible problem solving (with examples from diagnosis)

NARCIS (Netherlands)

Teije, A. ten; Harmelen, van F.A.H.

1996-01-01

Flexible problem solving consists of the dynamic selection and configuration of problem solving methods for a particular problem type, depending on the particular problem and the goal of problem solving. In this paper, we propose an architecture that supports such flexible problem solving

20. Beyond Gamification:From Problem-solving to Problem-making

OpenAIRE

Ruffino, Paolo

2014-01-01

The problem I would like to highlight in this contribution is that gamification has been thought about too much as a tool for problem solving, and not enough as a tool for problem making. The idea of gamification as a tool for problem making could be more useful – although maybe paradoxically. As long as a technique is presented as a method for the solution of problems it can too easily become an authoritative proposal, which takes one solution and vision as necessarily better than the others...

1. Culture-Based Contextual Learning to Increase Problem-Solving Ability of First Year University Student

Science.gov (United States)

Samo, Damianus Dao; Darhim; Kartasasmita, Bana G.

2018-01-01

The purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning and conventional learning. This research is a quantitative research using quasi-experimental research design. Samples were the First-year students of mathematics education department;…

2. Relative Effects of Problem-Solving and Concept Mapping ...

African Journals Online (AJOL)

Relative Effects of Problem-Solving and Concept Mapping Instructional ... mapping strategies are also discussed and their significance and importance to students. ... development of problem solving skills before the end of SSCE Programmebr ...

3. Using Digital Mapping Tool in Ill-Structured Problem Solving

Science.gov (United States)

Bai, Hua

2013-01-01

Scaffolding students' problem solving and helping them to improve problem solving skills are critical in instructional design courses. This study investigated the effects of students' uses of a digital mapping tool on their problem solving performance in a design case study. It was found that the students who used the digital mapping tool…

4. Age differences in everyday problem-solving effectiveness: older adults select more effective strategies for interpersonal problems.

Science.gov (United States)

Blanchard-Fields, Fredda; Mienaltowski, Andrew; Seay, Renee Baldi

2007-01-01

Using the Everyday Problem Solving Inventory of Cornelius and Caspi, we examined differences in problem-solving strategy endorsement and effectiveness in two domains of everyday functioning (instrumental or interpersonal, and a mixture of the two domains) and for four strategies (avoidance-denial, passive dependence, planful problem solving, and cognitive analysis). Consistent with past research, our research showed that older adults were more problem focused than young adults in their approach to solving instrumental problems, whereas older adults selected more avoidant-denial strategies than young adults when solving interpersonal problems. Overall, older adults were also more effective than young adults when solving everyday problems, in particular for interpersonal problems.

5. Graphic Organizer in Action: Solving Secondary Mathematics Word Problems

Directory of Open Access Journals (Sweden)

Khoo Jia Sian

2016-09-01

Full Text Available Mathematics word problems are one of the most challenging topics to learn and teach in secondary schools. This is especially the case in countries where English is not the first language for the majority of the people, such as in Brunei Darussalam. Researchers proclaimed that limited language proficiency and limited Mathematics strategies are the possible causes to this problem. However, whatever the reason is behind difficulties students face in solving Mathematical word problems, it is perhaps the teaching and learning of the Mathematics that need to be modified. For example, the use of four-square-and-a-diamond graphic organizer that infuses model drawing skill; and Polya’s problem solving principles, to solve Mathematical word problems may be some of the strategies that can help in improving students’ word problem solving skills. This study, through quantitative analysis found that the use of graphic organizer improved students’ performance in terms of Mathematical knowledge, Mathematical strategy and Mathematical explanation in solving word problems. Further qualitative analysis revealed that the use of graphic organizer boosted students’ confidence level and positive attitudes towards solving word problems.Keywords: Word Problems, Graphic Organizer, Algebra, Action Research, Secondary School Mathematics DOI: http://dx.doi.org/10.22342/jme.7.2.3546.83-90

6. Collaborative problem solving with a total quality model.

Science.gov (United States)

Volden, C M; Monnig, R

1993-01-01

A collaborative problem-solving system committed to the interests of those involved complies with the teachings of the total quality management movement in health care. Deming espoused that any quality system must become an integral part of routine activities. A process that is used consistently in dealing with problems, issues, or conflicts provides a mechanism for accomplishing total quality improvement. The collaborative problem-solving process described here results in quality decision-making. This model incorporates Ishikawa's cause-and-effect (fishbone) diagram, Moore's key causes of conflict, and the steps of the University of North Dakota Conflict Resolution Center's collaborative problem solving model.

7. Students’ conceptions and problem-solving ability on topic chemical thermodynamics

Energy Technology Data Exchange (ETDEWEB)

Diawati, Chansyanah, E-mail: chansyanahd@yahoo.com [Program Studi Pendidikan Kimia Jurusan PMIPA FKIP, Universitas Lampung, Jl. Prof. Dr. Soemantri Brodjonegoro No. 1 Gedung Meneng, Bandar Lampung35145 (Indonesia)

2016-02-08

The enthalpy concept and its change were introduced to describe the forms of internal energy transfer in chemical reactions. Likewise, the concepts of exothermic and endothermic reactions introduced as a consequence of heat transfer form. In the heat measurement process at constant pressure, work is often ignored. The exothermic or endothermic reactions, usually only based on the increase or decrease of the reaction temperature, without associated with the internal energy. Depictions of enthalpy and its change assumed closely related to students’ problem-solving ability. Therefore, the study to describe pre-service chemistry teacher student’s conceptions and problem-solving ability on topic chemical thermodynamics has been done. This research was a case study of chemical education course in Provinsi Lampung. The subjects of this study were 42 students who attend the chemical thermodynamics course. Questions about exothermic and endothermic reactions, enthalpy and its change, as well as internal energy and its change were given in the form of an essay exam questions. Answers related to conception qualitatively categorized, while problem solving answers were scored and assessed. The results showed that, in general, students were having problems in enthalpy and describe the changes in the form of heat and work. The highest value of problem solving ability obtained 26.67 from the maximum value of 100. The lowest value was 0, and the average value was 14.73. These results show that the problem-solving ability of pre-service chemistry teacher students was low. The results provide insight to researchers, and educators to develop learning or lab work on this concept.

8. Students’ conceptions and problem-solving ability on topic chemical thermodynamics

International Nuclear Information System (INIS)

Diawati, Chansyanah

2016-01-01

The enthalpy concept and its change were introduced to describe the forms of internal energy transfer in chemical reactions. Likewise, the concepts of exothermic and endothermic reactions introduced as a consequence of heat transfer form. In the heat measurement process at constant pressure, work is often ignored. The exothermic or endothermic reactions, usually only based on the increase or decrease of the reaction temperature, without associated with the internal energy. Depictions of enthalpy and its change assumed closely related to students’ problem-solving ability. Therefore, the study to describe pre-service chemistry teacher student’s conceptions and problem-solving ability on topic chemical thermodynamics has been done. This research was a case study of chemical education course in Provinsi Lampung. The subjects of this study were 42 students who attend the chemical thermodynamics course. Questions about exothermic and endothermic reactions, enthalpy and its change, as well as internal energy and its change were given in the form of an essay exam questions. Answers related to conception qualitatively categorized, while problem solving answers were scored and assessed. The results showed that, in general, students were having problems in enthalpy and describe the changes in the form of heat and work. The highest value of problem solving ability obtained 26.67 from the maximum value of 100. The lowest value was 0, and the average value was 14.73. These results show that the problem-solving ability of pre-service chemistry teacher students was low. The results provide insight to researchers, and educators to develop learning or lab work on this concept

9. Students' Competence in some Problem Solving Skills throughout ...

African Journals Online (AJOL)

Students' Competence in some Problem Solving Skills throughout their B.Sc. Course. ... there is a need for explicitly identifying important cognitive skills and strategies and ... Keywords: Cognitive skills, thinking skills, problem solving, students' ...

10. Solving-Problems and Hypermedia Systems

Directory of Open Access Journals (Sweden)

Ricardo LÓPEZ FERNÁNDEZ

2009-06-01

Full Text Available The solving problems like the transfer constitute two nuclei, related, essential in the cognitive investigation and in the mathematical education. No is in and of itself casual that, from the first moment, in the investigations on the application gives the computer science to the teaching the mathematics, cybernetic models were developed that simulated processes problem solving and transfer cotexts (GPS, 1969 and IDEA (Interactive Decision Envisioning Aid, Pea, BrunerCohen, Webster & Mellen, 1987. The present articulates it analyzes, that can contribute to the development in this respect the new technologies hypermedias, give applications that are good to implement processes of learning the heuristic thought and give the capacity of «transfer». From our perspective and from the experience that we have developed in this field, to carry out a function gives analysis and the theories on the problem solving, it requires that we exercise a previous of interpretation the central aspsects over the theories gives the solving problem and transfer starting from the classic theories on the prosecution of the information. In this sense, so much the theory gives the dual memory as the most recent, J. Anderson (1993 based on the mechanisms activation nodes information they allow to establish an interpretation suggester over the mental mechanism that you/they operate in the heuristic processes. On this analysis, the present articulates it develops a theoritical interpretation over the function gives the supports based on technology hypermedia advancing in the definition of a necessary theoretical body, having in it counts that on the other hand the practical experimentation is permanent concluding in the efficiency and effectiveness gives the support hypermedia like mechanism of comunication in the processes heuristic learning.

11. Knowledge Management and Problem Solving in Real Time: The Role of Swarm Intelligence

Directory of Open Access Journals (Sweden)

Chris W Callaghan

2016-06-01

Full Text Available Knowledge management research applied to the development of real-time research capability, or capability to solve societal problems in hours and days instead of years and decades, is perhaps increasingly important, given persistent global problems such as the Zika virus and rapidly developing antibiotic resistance. Drawing on swarm intelligence theory, this paper presents an approach to real-time research problem-solving in the form of a framework for understanding the complexity of real-time research and the challenges associated with maximizing collaboration. The objective of this research is to make explicit certain theoretical, methodological, and practical implications deriving from new literature on emerging technologies and new forms of problem solving and to offer a model of real-time problem solving based on a synthesis of the literature. Drawing from ant colony, bee colony, and particle swarm optimization, as well as other population-based metaheuristics, swarm intelligence principles are derived in support of improved effectiveness and efficiency for multidisciplinary human swarm problem-solving. This synthesis seeks to offer useful insights into the research process, by offering a perspective of what maximized collaboration, as a system, implies for real-time problem solving.

12. Teaching effective problem solving skills to radiation protection students

International Nuclear Information System (INIS)

Waller, Edward

2008-01-01

Full text: Problem solving skills are essential for all radiation protection personnel. Although some students have more natural problem solving skills than others, all students require practice to become comfortable using these skills. At the University of Ontario Institute of Technology (UOIT), a unique one-semester course was developed as part of the core curriculum to teach students problem solving skills and elements of modelling and simulation. The underlying emphasis of the course was to allow students to develop their own problem solving strategies, both individually and in groups. Direction was provided on how to examine problems from different perspectives, and how to determine the proper root problem statement. A five-point problem solving strategy was presented as: 1) Problem definition; 2) Solution generation; 3) Decision; 4) Implementation; 5) Evaluation. Within the strategy, problem solving techniques were integrated from diverse areas such as: De Bono 's six thinking hats, Kepner-Tregoe decision analysis, Covey's seven habits of highly effective people, Reason's swiss cheese theory of complex failure, and Howlett's common failure modes. As part of the evaluation step, students critically explore areas such as ethics and environmental responsibility. In addition to exploring problem solving methods, students learn the usefulness of simulation methods, and how to model and simulate complex phenomena of relevance to radiation protection. Computational aspects of problem solving are explored using the commercially available MATLAB computer code. A number of case studies are presented as both examples and problems to the students. Emphasis was placed on solutions to problems of interest to radiation protection, health physics and nuclear engineering. A group project, pertaining to an accident or event related to the nuclear industry is a course requirement. Students learn to utilize common time and project management tools such as flowcharting, Pareto

13. Effects of Concept Mapping and Problem Solving Instructional ...

African Journals Online (AJOL)

(iii). lack of organizational skill in solving quantitative problems. (Onwu, 1982, Onwu ... improved in terms of conceptual thinking, intuitive knowledge and insightful ... Problem Solving: This is a cognitive learning strategy which has to do with ...

14. Working memory dysfunctions predict social problem solving skills in schizophrenia.

Science.gov (United States)

Huang, Jia; Tan, Shu-ping; Walsh, Sarah C; Spriggens, Lauren K; Neumann, David L; Shum, David H K; Chan, Raymond C K

2014-12-15

The current study aimed to examine the contribution of neurocognition and social cognition to components of social problem solving. Sixty-seven inpatients with schizophrenia and 31 healthy controls were administrated batteries of neurocognitive tests, emotion perception tests, and the Chinese Assessment of Interpersonal Problem Solving Skills (CAIPSS). MANOVAs were conducted to investigate the domains in which patients with schizophrenia showed impairments. Correlations were used to determine which impaired domains were associated with social problem solving, and multiple regression analyses were conducted to compare the relative contribution of neurocognitive and social cognitive functioning to components of social problem solving. Compared with healthy controls, patients with schizophrenia performed significantly worse in sustained attention, working memory, negative emotion, intention identification and all components of the CAIPSS. Specifically, sustained attention, working memory and negative emotion identification were found to correlate with social problem solving and 1-back accuracy significantly predicted the poor performance in social problem solving. Among the dysfunctions in schizophrenia, working memory contributed most to deficits in social problem solving in patients with schizophrenia. This finding provides support for targeting working memory in the development of future social problem solving rehabilitation interventions. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

15. Pre-service mathematics teachers’ ability in solving well-structured problem

Science.gov (United States)

2018-01-01

This study aimed to describe the mathematical problem-solving ability of undergraduate students of mathematics education in solving the well-structured problem. The type of this study was qualitative descriptive. The subjects in this study were 100 undergraduate students of Mathematics Education at one of the private universities in Palembang city. The data in this study was collected through two test items with essay form. The results of this study showed that, from the first problem, only 8% students can solve it, but do not check back again to validate the process. Based on a scoring rubric that follows Polya strategy, their answer satisfied 2 4 2 0 patterns. But, from the second problem, 45% students satisfied it. This is because the second problem imitated from the example that was given in learning process. The average score of undergraduate students mathematical problem-solving ability in solving well-structured problems showed 56.00 with standard deviation was 13.22. It means that, from 0 - 100 scale, undergraduate students mathematical problem-solving ability can be categorized low. From this result, the conclusion was undergraduate students of mathematics education in Palembang still have a problem in solving mathematics well-structured problem.

16. Perbedaan Keterampilan Pemecahan Masalah pada Pembelajaran Fisika Menggunakan Metode Problem Posing dan Problem Solving

OpenAIRE

Rahman, Adetya; Hartini, Sri; An'nur, Syubhan

2015-01-01

Teachers should be able to choose the method of learning that can help students in learning physics, namely the method of problem posing and problem solving method. The purposes of this study are : (1) describe the learning physics skills by using problem posing method, (2) describe the learning physics skills by using problem solving method, and (3) know difference between learning physics skills by using problem posing method and problem solving method in class XI of Science SMAN 6 Banjarma...

17. Three-M in Word Problem Solving

Science.gov (United States)

Hajra, Sayonita Ghosh; Kofman, Victoria

2018-01-01

We describe three activities that help undergraduates (pre-service teachers) to develop scientific vocabulary on measurable attributes and units of measurement. Measurable attributes are important features in understanding a word problem and solving the problem. These activities help students comprehend word problems better by identifying…

18. The effects of presenting multidigit mathematics problems in a realistic context on sixth graders' problem solving

NARCIS (Netherlands)

Hickendorff, M.

2013-01-01

Mathematics education and assessments increasingly involve arithmetic problems presented in context: a realistic situation that requires mathematical modeling. This study assessed the effects of such typical school mathematics contexts on two aspects of problem solving: performance and strategy use.

19. Analysis of problem solving in terms of cognitive style

Science.gov (United States)

Anthycamurty, Rr C. C.; Mardiyana; Saputro, D. R. S.

2018-03-01

The purpose of this study was to analyze the problem solving based on the type of cognitive style. Subjects used in this study are students of class X SMK located in Purworejo. The method used in this research is qualitative descriptive. Data collection techniques used in this research is a problem-solving test to determine student problem solving and GEFT to determine the type of cognitive style possessed by students. The result of this research is to determine the mastery of each type in cognitive style, that is Field Independent type and Field Dependent type on problem solving indicator. The impact of this research is the teacher can know the mastery of student problem solving on each type of cognitive style so that teacher can determine the proper way of delivering to student at next meeting.

20. Assessing Student Written Problem Solutions: A Problem-Solving Rubric with Application to Introductory Physics

Science.gov (United States)

Docktor, Jennifer L.; Dornfeld, Jay; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Jackson, Koblar Alan; Mason, Andrew; Ryan, Qing X.; Yang, Jie

2016-01-01

Problem solving is a complex process valuable in everyday life and crucial for learning in the STEM fields. To support the development of problem-solving skills it is important for researchers and curriculum developers to have practical tools that can measure the difference between novice and expert problem-solving performance in authentic…

1. The effects of Polya's heuristic and diary writing on children's problem solving

Science.gov (United States)

Hensberry, Karina K. R.; Jacobbe, Tim

2012-03-01

This paper presents the results of a study that aimed at increasing students' problem-solving skills. Polya's (1985) heuristic for problem solving was used and students were required to articulate their thought processes through the use of a structured diary. The diary prompted students to answer questions designed to engage them in the phases of Polya's (1985) heuristic. While it appeared as though most students did not internalise the diary questions, further analysis of students' responses indicated that most students showed improvement in their solution strategies. These results indicate that having students write about their thinking may be beneficial for developing their problem-solving skills.

2. Teaching problem solving: Don't forget the problem solver(s)

Science.gov (United States)

2013-05-01

The importance of intrapersonal and interpersonal intelligences has long been known but educators have debated whether to and how to incorporate those topics in an already crowded engineering curriculum. In 2010, the authors used the classroom as a laboratory to observe the usefulness of including selected case studies and exercises from the fields of neurology, artificial intelligence, cognitive sciences and social psychology in a new problem-solving course. To further validate their initial findings, in 2012, the authors conducted an online survey of engineering students and engineers. The main conclusion is that engineering students will benefit from learning more about the impact of emotions, culture, diversity and cognitive biases when solving problems. Specifically, the work shows that an augmented problem-solving curriculum needs to include lessons on labelling emotions and cognitive biases, 'evidence-based' data on the importance of culture and diversity and additional practice on estimating conditional probability.

3. Students' Problem Solving and Justification

Science.gov (United States)

Glass, Barbara; Maher, Carolyn A.

2004-01-01

This paper reports on methods of students' justifications of their solution to a problem in the area of combinatorics. From the analysis of the problem solving of 150 students in a variety of settings from high-school to graduate study, four major forms of reasoning evolved: (1) Justification by Cases, (2) Inductive Argument, (3) Elimination…

4. The Effect of Problem Solving and Problem Posing Models and Innate Ability to Students Achievement

Directory of Open Access Journals (Sweden)

Ratna Kartika Irawati

2015-04-01

Full Text Available Pengaruh Model Problem Solving dan Problem Posing serta Kemampuan Awal terhadap Hasil Belajar Siswa   Abstract: Chemistry concepts understanding features abstract quality and requires higher order thinking skills. Yet, the learning on chemistry has not boost the higher order thinking skills of the students. The use of the learning model of Problem Solving and Problem Posing in observing the innate ability of the student is expected to resolve the issue. This study aims to determine the learning model which is effective to improve the study of the student with different level of innate ability. This study used the quasi-experimental design. The research data used in this research is the quiz/test of the class which consist of 14 multiple choice questions and 5 essay questions. The data analysis used is ANOVA Two Ways. The results showed that Problem Posing is more effective to improve the student compared to Problem Solving, students with high level of innate ability have better outcomes in learning rather than the students with low level of innate ability after being applied with the Problem solving and Problem posing model, further, Problem Solving and Problem Posing is more suitable to be applied to the students with high level of innate ability. Key Words: problem solving, problem posing, higher order thinking skills, innate ability, learning outcomes   Abstrak: Pemahaman konsep-konsep kimia yang bersifat abstrak membutuhkan keterampilan berpikir tingkat tinggi. Pembelajaran kimia belum mendorong siswa melakukan keterampilan berpikir tingkat tinggi. Penggunaan model pembelajaran Problem Solving dan Problem Posing dengan memperhatikan kemampuan awal siswa diduga dapat mengatasi masalah tersebut. Penelitian ini bertujuan untuk mengetahui model pembelajaran yang efektif dalam meningkatkan hasil belajar dengan kemampuan awal siswa yang berbeda. Penelitian ini menggunakan rancangan eksperimen semu. Data penelitian menggunakan tes hasil belajar

5. Cognitive Backgrounds of Problem Solving: A Comparison of Open-Ended vs. Closed Mathematics Problems

Science.gov (United States)

2015-01-01

Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of elementary…

6. Does Solving Insight-Based Problems Differ from Solving Learning-Based Problems? Some Evidence from an ERP Study

Science.gov (United States)

Leikin, Roza; Waisman, Ilana; Leikin, Mark

2016-01-01

We asked: "What are the similarities and differences in mathematical processing associated with solving learning-based and insight-based problems?" To answer this question, the ERP research procedure was employed with 69 male adolescent subjects who solved specially designed insight-based and learning-based tests. Solutions of…

7. Problem-Solving Training: Effects on the Problem-Solving Skills and Self-Efficacy of Nursing Students

Science.gov (United States)

Ancel, Gulsum

2016-01-01

Problem Statement: Problem-Solving (PS) skills have been determined to be an internationally useful strategy for better nursing. That is why PS skills underlie all nursing practice, teamwork, and health care management, and are a main topic in undergraduate nursing education. Thus, there is a need to develop effective methods to teach…

8. The Implementation of Physics Problem Solving Strategy Combined with Concept Map in General Physics Course

Science.gov (United States)

Hidayati, H.; Ramli, R.

2018-04-01

This paper aims to provide a description of the implementation of Physic Problem Solving strategy combined with concept maps in General Physics learning at Department of Physics, Universitas Negeri Padang. Action research has been conducted in two cycles where each end of the cycle is reflected and improved for the next cycle. Implementation of Physics Problem Solving strategy combined with concept map can increase student activity in solving general physics problem with an average increase of 15% and can improve student learning outcomes from 42,7 in the cycle I become 62,7 in cycle II in general physics at the Universitas Negeri Padang. In the future, the implementation of Physic Problem Solving strategy combined with concept maps will need to be considered in Physics courses.

9. Interference thinking in constructing students’ knowledge to solve mathematical problems

Science.gov (United States)

Jayanti, W. E.; Usodo, B.; Subanti, S.

2018-04-01

This research aims to describe interference thinking in constructing students’ knowledge to solve mathematical problems. Interference thinking in solving problems occurs when students have two concepts that interfere with each other’s concept. Construction of problem-solving can be traced using Piaget’s assimilation and accommodation framework, helping to know the students’ thinking structures in solving the problems. The method of this research was a qualitative method with case research strategy. The data in this research involving problem-solving result and transcripts of interviews about students’ errors in solving the problem. The results of this research focus only on the student who experience proactive interference, where student in solving a problem using old information to interfere with the ability to recall new information. The student who experience interference thinking in constructing their knowledge occurs when the students’ thinking structures in the assimilation and accommodation process are incomplete. However, after being given reflection to the student, then the students’ thinking process has reached equilibrium condition even though the result obtained remains wrong.

10. Effectiveness of discovery learning model on mathematical problem solving

Science.gov (United States)

Herdiana, Yunita; Wahyudin, Sispiyati, Ririn

2017-08-01

This research is aimed to describe the effectiveness of discovery learning model on mathematical problem solving. This research investigate the students' problem solving competency before and after learned by using discovery learning model. The population used in this research was student in grade VII in one of junior high school in West Bandung Regency. From nine classes, class VII B were randomly selected as the sample of experiment class, and class VII C as control class, which consist of 35 students every class. The method in this research was quasi experiment. The instrument in this research is pre-test, worksheet and post-test about problem solving of mathematics. Based on the research, it can be conclude that the qualification of problem solving competency of students who gets discovery learning model on level 80%, including in medium category and it show that discovery learning model effective to improve mathematical problem solving.

11. Solved problems in classical electromagnetism

CERN Document Server

Franklin, Jerrold

2018-01-01

This original Dover publication is the companion to a new edition of the author's Classical Electromagnetism: Second Edition. The latter volume will feature only basic answers; this book will contain some problems from the reissue as well as many other new ones. All feature complete, worked-out solutions and form a valuable source of problem-solving material for students.

12. Cognitive functioning and social problem-solving skills in schizophrenia.

Science.gov (United States)

Hatashita-Wong, Michi; Smith, Thomas E; Silverstein, Steven M; Hull, James W; Willson, Deborah F

2002-05-01

This study examined the relationships between symptoms, cognitive functioning, and social skill deficits in schizophrenia. Few studies have incorporated measures of cognitive functioning and symptoms in predictive models for social problem solving. For our study, 44 participants were recruited from consecutive outpatient admissions. Neuropsychological tests were given to assess cognitive function, and social problem solving was assessed using structured vignettes designed to evoke the participant's ability to generate, evaluate, and apply solutions to social problems. A sequential model-fitting method of analysis was used to incorporate social problem solving, symptom presentation, and cognitive impairment into linear regression models. Predictor variables were drawn from demographic, cognitive, and symptom domains. Because this method of analysis was exploratory and not intended as hierarchical modelling, no a priori hypotheses were proposed. Participants with higher scores on tests of cognitive flexibility were better able to generate accurate, appropriate, and relevant responses to the social problem-solving vignettes. The results suggest that cognitive flexibility is a potentially important mediating factor in social problem-solving competence. While other factors are related to social problem-solving skill, this study supports the importance of cognition and understanding how it relates to the complex and multifaceted nature of social functioning.

13. Fostering information problem solving skills through completion problems and prompts

NARCIS (Netherlands)

Frerejean, Jimmy; Brand-Gruwel, Saskia; Kirschner, Paul A.

2012-01-01

Frerejean, J., Brand-Gruwel, S., & Kirschner, P. A. (2012, November). Fostering information problem solving skills through completion problems and prompts. Poster presented at the ICO Fall School 2012, Girona, Spain.

14. Self-Regulation and Problem Solving Ability in 7E-Learning Cycle Based Goal Orientation

Science.gov (United States)

Mulyono; Noor, N. L.

2017-04-01

Goal orientation differences between mastery goals and performance goals can be a cause of high and low self-regulation and problem-solving abilities. To overcome these problems applied 7E-learning cycle in which students learn and develop ways to optimise the power of reason through the learning phase elicit, engage, explore, explain, elaborate, evaluate, and extend. This study aimed to test the effectiveness of learning by 7E-learning cycle and describe self-regulation and mathematics problem solving based on goal-orientation after the implementation 7E-learning cycle. This study used mix method design with research subject is graders XII sciences MA NU Nurul Ulum Jekulo Kudus which divided into goal orientation is mastery goal and performance goal. The independent variable of this research is learning model, while the dependent variable is problem solving and self-regulation. Then, collecting data using scale, interviews and tests. The data processed with the proportion of test, t-test, paired samples t-test, and Normality-gain. The results show problem-solving abilities of students through 7E-learning cycle the average of mathematical problem-solving capability class, self-regulation at 7E-learning cycle is better than the traditional model study. The problem-solving skills at 7E-learning cycle are better than the traditional model study, there is an increase in self-regulation through 7E-learning cycle of 0.4 (medium), and there is an increased problem-solving ability through 7E-learning cycle by 0.79 (high). Based on the qualitative analysis, self-regulation and problem-solving ability after the implementation of 7E-learning cycle students of a mastery goal group are better than the performance goal team. It is suggested to implement 7E-learning cycle to improve self-regulation and problem-solving ability as well as directing and fostering mastery goal on the student in the learning process.

15. Problem-formulation and problem-solving in self-organized communities

DEFF Research Database (Denmark)

Foss, Nicolai J.; Frederiksen, Lars; Rullani, Francesco

2016-01-01

Building on the problem-solving perspective, we study behaviors related to projects and the communication-based antecedents of such behaviors in the free open-source software (FOSS) community. We examine two kinds of problem/project-behaviors: Individuals can set up projects around the formulation...

16. Student Obstacles in Solving Algebraic Thinking Problems

Science.gov (United States)

2017-09-01

The aim of this research is to analize the student obstacles on solving algebraic thinking problems in low grades elementary school. This research is a preliminary qualitative research, and involved 66 students of grade 3 elementary school. From the analysis student test results, most of student experience difficulty in solving algebraic thinking problems. The main obstacle is the student’s difficulty in understanding the problem of generalizing the pattern because the students are not accustomed to see the rules that exist in generalize the pattern.

17. A randomized trial of teen online problem solving: efficacy in improving caregiver outcomes after brain injury.

Science.gov (United States)

Wade, Shari L; Walz, Nicolay C; Carey, JoAnne; McMullen, Kendra M; Cass, Jennifer; Mark, Erin; Yeates, Keith Owen

2012-11-01

To examine the results of a randomized clinical trial (RCT) of Teen Online Problem Solving (TOPS), an online problem solving therapy model, in increasing problem-solving skills and decreasing depressive symptoms and global distress for caregivers of adolescents with traumatic brain injury (TBI). Families of adolescents aged 11-18 who sustained a moderate to severe TBI between 3 and 19 months earlier were recruited from hospital trauma registries. Participants were assigned to receive a web-based, problem-solving intervention (TOPS, n = 20), or access to online resources pertaining to TBI (Internet Resource Comparison; IRC; n = 21). Parent report of problem solving skills, depressive symptoms, global distress, utilization, and satisfaction were assessed pre- and posttreatment. Groups were compared on follow-up scores after controlling for pretreatment levels. Family income was examined as a potential moderator of treatment efficacy. Improvement in problem solving was examined as a mediator of reductions in depression and distress. Forty-one participants provided consent and completed baseline assessments, with follow-up assessments completed on 35 participants (16 TOPS and 19 IRC). Parents in both groups reported a high level of satisfaction with both interventions. Improvements in problem solving skills and depression were moderated by family income, with caregivers of lower income in TOPS reporting greater improvements. Increases in problem solving partially mediated reductions in global distress. Findings suggest that TOPS may be effective in improving problem solving skills and reducing depressive symptoms for certain subsets of caregivers in families of adolescents with TBI.

18. Problem solving in foundation engineering using foundationPro

CERN Document Server

2016-01-01

This book is at once a supplement to traditional foundation engineering textbooks and an independent problem-solving learning tool. The book is written primarily for university students majoring in civil or construction engineering taking foundation analysis and design courses to encourage them to solve design problems. Its main aim is to stimulate problem solving capability and foster self-directed learning. It also explains the use of the foundationPro software, available at no cost, and includes a set of foundation engineering applications. Taking a unique approach, Dr. Yamin summarizes the general step-by-step procedure to solve various foundation engineering problems, illustrates traditional applications of these steps with longhand solutions, and presents the foundationPro solutions. The special structure of the book allows it to be used in undergraduate and graduate foundation design and analysis courses in civil and construction engineering. The book stands as valuable resource for students, faculty, ...

19. The Place of Problem Solving in Contemporary Mathematics Curriculum Documents

Science.gov (United States)

Stacey, Kaye

2005-01-01

This paper reviews the presentation of problem solving and process aspects of mathematics in curriculum documents from Australia, UK, USA and Singapore. The place of problem solving in the documents is reviewed and contrasted, and illustrative problems from teachers' support materials are used to demonstrate how problem solving is now more often…

20. Dimensional analysis and qualitative methods in problem solving: II

International Nuclear Information System (INIS)

Pescetti, D

2009-01-01

We show that the underlying mathematical structure of dimensional analysis (DA), in the qualitative methods in problem-solving context, is the algebra of the affine spaces. In particular, we show that the qualitative problem-solving procedure based on the parallel decomposition of a problem into simple special cases yields the new original mathematical concepts of special points and special representations of affine spaces. A qualitative problem-solving algorithm piloted by the mathematics of DA is illustrated by a set of examples.

1. DEVELOPMENT OF LARSON’S PROBLEMS SOLVING PATTERNS WITH "IDEAL" STRATEGIES

Directory of Open Access Journals (Sweden)

. Junarti

2018-01-01

Full Text Available Abstract: Mathematical Problem-solving is taught to improve students' high-order thinking skills. A heuristic problem-solving strategy is used to find different Problem-solving. This research is to: 1 describe the student's Problem-solving ability profile in finding the pattern of algebra solving through the "IDEAL" (Identify Define Explore Act Look back strategy by developing Larson’s Problem-solving pattern, 2 measuring the extent of the pattern can be formed by using " IDEAL". Finding patterns is part of the first heuristic strategy. The research method used a qualitative approach with descriptive analysis. Problems conveyed to students are done in pairs of two people, with the consideration that more discussion opportunities with friends make it possible to get more than five troubleshooting as Larson puts it. The results showed that: 1 profile Problem-solving ability found pattern with "IDEAL" strategy from student got result that from problem given to 20 student group can help solve algebra Problem-solving; 2 there are four kinds of Problem-solving patterns consisting of 3 Larson model Problem-solving patterns and one Problem-solving pattern using geometry sequence pattern. Keyword: Problem-solving Pattern, Heuristic, “IDEAL” Strategy Abstrak: Pemecahan masalah matematika diajarkan untuk meningkatkan kemampuan pemikiran tingkat tinggi mahasiswa.  Strategi pemecahan masalah heuristic digunakan untuk menemukan pemecahan masalah yang berbeda. Penelitian ini untuk: 1 menggambarkan profil kemampuan pemecahan masalah mahasiswa dalam menemukan pola pemecahan aljabar melalui strategi “IDEAL” (Identify Define Explore Act Look back dengan mengembangkan pola pemecahan masalah Larson, 2 mengukur sejauhmana pola yang dapat dibentuk mahasiswa dengan menggunakan strategi “IDEAL”. Menemukan Pola merupakan bagian dari strategi heuristik yang pertama. Metode penelitiannya menggunakan pendekatan kualitatif dengan  analisis deskriptif. Masalah

2. AI tools in computer based problem solving

Science.gov (United States)

Beane, Arthur J.

1988-01-01

The use of computers to solve value oriented, deterministic, algorithmic problems, has evolved a structured life cycle model of the software process. The symbolic processing techniques used, primarily in research, for solving nondeterministic problems, and those for which an algorithmic solution is unknown, have evolved a different model, much less structured. Traditionally, the two approaches have been used completely independently. With the advent of low cost, high performance 32 bit workstations executing identical software with large minicomputers and mainframes, it became possible to begin to merge both models into a single extended model of computer problem solving. The implementation of such an extended model on a VAX family of micro/mini/mainframe systems is described. Examples in both development and deployment of applications involving a blending of AI and traditional techniques are given.

3. Problem Solving with General Semantics.

Science.gov (United States)

Hewson, David

1996-01-01

Discusses how to use general semantics formulations to improve problem solving at home or at work--methods come from the areas of artificial intelligence/computer science, engineering, operations research, and psychology. (PA)

4. "I'm Not Very Good at Solving Problems": An Exploration of Students' Problem Solving Behaviours

Science.gov (United States)

Muir, Tracey; Beswick, Kim; Williamson, John

2008-01-01

This paper reports one aspect of a larger study which looked at the strategies used by a selection of grade 6 students to solve six non-routine mathematical problems. The data revealed that the students exhibited many of the behaviours identified in the literature as being associated with novice and expert problem solvers. However, the categories…

5. Neural bases for basic processes in heuristic problem solving: Take solving Sudoku puzzles as an example.

Science.gov (United States)

Qin, Yulin; Xiang, Jie; Wang, Rifeng; Zhou, Haiyan; Li, Kuncheng; Zhong, Ning

2012-12-01

Newell and Simon postulated that the basic steps in human problem-solving involve iteratively applying operators to transform the state of the problem to eventually achieve a goal. To check the neural basis of this framework, the present study focused on the basic processes in human heuristic problem-solving that the participants identified the current problem state and then recalled and applied the corresponding heuristic rules to change the problem state. A new paradigm, solving simplified Sudoku puzzles, was developed for an event-related functional magnetic resonance imaging (fMRI) study in problem solving. Regions of interest (ROIs), including the left prefrontal cortex, the bilateral posterior parietal cortex, the anterior cingulated cortex, the bilateral caudate nuclei, the bilateral fusiform, as well as the bilateral frontal eye fields, were found to be involved in the task. To obtain convergent evidence, in addition to traditional statistical analysis, we used the multivariate voxel classification method to check the accuracy of the predictions for the condition of the task from the blood oxygen level dependent (BOLD) response of the ROIs, using a new classifier developed in this study for fMRI data. To reveal the roles that the ROIs play in problem solving, we developed an ACT-R computational model of the information-processing processes in human problem solving, and tried to predict the BOLD response of the ROIs from the task. Advances in human problem-solving research after Newell and Simon are then briefly discussed. © 2012 The Institute of Psychology, Chinese Academy of Sciences and Blackwell Publishing Asia Pty Ltd.

6. Behavioral flexibility and problem solving in an invasive bird.

Science.gov (United States)

Logan, Corina J

2016-01-01

Behavioral flexibility is considered an important trait for adapting to environmental change, but it is unclear what it is, how it works, and whether it is a problem solving ability. I investigated behavioral flexibility and problem solving experimentally in great-tailed grackles, an invasive bird species and thus a likely candidate for possessing behavioral flexibility. Grackles demonstrated behavioral flexibility in two contexts, the Aesop's Fable paradigm and a color association test. Contrary to predictions, behavioral flexibility did not correlate across contexts. Four out of 6 grackles exhibited efficient problem solving abilities, but problem solving efficiency did not appear to be directly linked with behavioral flexibility. Problem solving speed also did not significantly correlate with reversal learning scores, indicating that faster learners were not the most flexible. These results reveal how little we know about behavioral flexibility, and provide an immense opportunity for future research to explore how individuals and species can use behavior to react to changing environments.

7. Solving Multiple Timetabling Problems at Danish High Schools

DEFF Research Database (Denmark)

Kristiansen, Simon

name; Elective Course Student Sectioning. The problem is solved using ALNS and solutions are proven to be close to optimum. The algorithm has been implemented and made available for the majority of the high schools in Denmark. The second Student Sectioning problem presented is the sectioning of each...... high schools. Two types of consultations are presented; the Parental Consultation Timetabling Problem (PCTP) and the Supervisor Consultation Timetabling Problem (SCTP). One mathematical model containing both consultation types has been created and solved using an ALNS approach. The received solutions...... problems as mathematical models and solve them using operational research techniques. Two of the models and the suggested solution methods have resulted in implementations in an actual decision support software, and are hence available for the majority of the high schools in Denmark. These implementations...

8. Insightful problem solving in an Asian elephant.

Directory of Open Access Journals (Sweden)

Preston Foerder

Full Text Available The "aha" moment or the sudden arrival of the solution to a problem is a common human experience. Spontaneous problem solving without evident trial and error behavior in humans and other animals has been referred to as insight. Surprisingly, elephants, thought to be highly intelligent, have failed to exhibit insightful problem solving in previous cognitive studies. We tested whether three Asian elephants (Elephas maximus would use sticks or other objects to obtain food items placed out-of-reach and overhead. Without prior trial and error behavior, a 7-year-old male Asian elephant showed spontaneous problem solving by moving a large plastic cube, on which he then stood, to acquire the food. In further testing he showed behavioral flexibility, using this technique to reach other items and retrieving the cube from various locations to use as a tool to acquire food. In the cube's absence, he generalized this tool utilization technique to other objects and, when given smaller objects, stacked them in an attempt to reach the food. The elephant's overall behavior was consistent with the definition of insightful problem solving. Previous failures to demonstrate this ability in elephants may have resulted not from a lack of cognitive ability but from the presentation of tasks requiring trunk-held sticks as potential tools, thereby interfering with the trunk's use as a sensory organ to locate the targeted food.

9. Insightful problem solving in an Asian elephant.

Science.gov (United States)

Foerder, Preston; Galloway, Marie; Barthel, Tony; Moore, Donald E; Reiss, Diana

2011-01-01

The "aha" moment or the sudden arrival of the solution to a problem is a common human experience. Spontaneous problem solving without evident trial and error behavior in humans and other animals has been referred to as insight. Surprisingly, elephants, thought to be highly intelligent, have failed to exhibit insightful problem solving in previous cognitive studies. We tested whether three Asian elephants (Elephas maximus) would use sticks or other objects to obtain food items placed out-of-reach and overhead. Without prior trial and error behavior, a 7-year-old male Asian elephant showed spontaneous problem solving by moving a large plastic cube, on which he then stood, to acquire the food. In further testing he showed behavioral flexibility, using this technique to reach other items and retrieving the cube from various locations to use as a tool to acquire food. In the cube's absence, he generalized this tool utilization technique to other objects and, when given smaller objects, stacked them in an attempt to reach the food. The elephant's overall behavior was consistent with the definition of insightful problem solving. Previous failures to demonstrate this ability in elephants may have resulted not from a lack of cognitive ability but from the presentation of tasks requiring trunk-held sticks as potential tools, thereby interfering with the trunk's use as a sensory organ to locate the targeted food.

10. Social problem solving ability predicts mental health among undergraduate students.

Science.gov (United States)

Ranjbar, Mansour; Bayani, Ali Asghar; Bayani, Ali

2013-11-01

The main objective of this study was predicting student's mental health using social problem solving- ability. In this correlational. descriptive study, 369 (208 female and 161 male) from, Mazandaran University of Medical Science were selected through stratified random sampling method. In order to collect the data, the social problem solving inventory-revised and general health questionnaire were used. Data were analyzed through SPSS-19, Pearson's correlation, t test, and stepwise regression analysis. Data analysis showed significant relationship between social problem solving ability and mental health (P Social problem solving ability was significantly associated with the somatic symptoms, anxiety and insomnia, social dysfunction and severe depression (P social problem solving ability and mental health.

11. New method for solving multidimensional scattering problem

International Nuclear Information System (INIS)

Melezhik, V.S.

1991-01-01

A new method is developed for solving the quantum mechanical problem of scattering of a particle with internal structure. The multichannel scattering problem is formulated as a system of nonlinear functional equations for the wave function and reaction matrix. The method is successfully tested for the scattering from a nonspherical potential well and a long-range nonspherical scatterer. The method is also applicable to solving the multidimensional Schroedinger equation with a discrete spectrum. As an example the known problem of a hydrogen atom in a homogeneous magnetic field is analyzed

12. Indoor Air Quality Problem Solving Tool

Science.gov (United States)

Use the IAQ Problem Solving Tool to learn about the connection between health complaints and common solutions in schools. This resource provides an easy, step-by-step process to start identifying and resolving IAQ problems found at your school.

13. Problem-Solving Skills and Suicidal Ideation Among Malaysian College Students: the Mediating Role of Hopelessness.

Science.gov (United States)

Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2016-04-01

Recent evidence suggests that suicidal ideation has increased among Malaysian college students over the past two decades; therefore, it is essential to increase our knowledge concerning the etiology of suicidal ideation among Malaysian college students. This study was conducted to examine the relationships between problem-solving skills, hopelessness, and suicidal ideation among Malaysian college students. The participants included 500 undergraduate students from two Malaysian public universities who completed the self-report questionnaires. Structural equation modeling estimated that college students with poor problem-solving confidence, external personal control of emotion, and avoiding style were more likely to report suicidal ideation. Hopelessness partially mediated the relationship between problem-solving skills and suicidal ideation. These findings reinforce the importance of poor problem-solving skills and hopelessness as risk factors for suicidal ideation among college students.

14. Problem solving through recreational mathematics

CERN Document Server

Averbach, Bonnie

1999-01-01

Historically, many of the most important mathematical concepts arose from problems that were recreational in origin. This book takes advantage of that fact, using recreational mathematics - problems, puzzles and games - to teach students how to think critically. Encouraging active participation rather than just observation, the book focuses less on mathematical results than on how these results can be applied to thinking about problems and solving them. Each chapter contains a diverse array of problems in such areas as logic, number and graph theory, two-player games of strategy, solitaire ga

15. Counterfactual Problem Solving and Situated Cognition

Directory of Open Access Journals (Sweden)

Glebkin V.V.,

2017-08-01

Full Text Available The paper describes and interprets data of a study on counterfactual problem solving in representatives of modern industrial culture. The study was inspired by similar experiments carried out by A.R. Luria during his expedition to Central Asia. The hypothesis of our study was that representatives of modern industrial culture would solve counterfactual puzzles at a slower rate and with higher numbers of mistakes than similar non-counterfactual tasks. The experiments we conducted supported this hypothesis as well as provided us with some insights as to how to further develop it. For instance, we found no significant differences in time lag in solving counterfactual and ‘realistic’ tasks between the subjects with mathematical and the ones with liberal arts education. As an interpretation of the obtained data, we suggest a two-stage model of counterfactual problem solving: on the first stage, where situated cognition dominates, the realistic situation is transferred into the system of symbols unrelated to this very situation; on the second stage, operations are carried out within the framework of this new system of symbols.

16. Relationship between Problem-Solving Ability and Career Maturity ...

African Journals Online (AJOL)

This study investigated the relationship between problem-solving ability and career maturity of secondary school students in Ibadan, Oyo State, Nigeria. 230 final year secondary school students completed self-report measures of problem solving and career maturity. Multiple regression analysis was used to analyse the data ...

17. A problem solving model for regulatory policy making

NARCIS (Netherlands)

Boer, A.; van Engers, T.; Sileno, G.; Wyner, A.; Benn, N.

2011-01-01

In this paper we discuss how the interests and field theory promoted by public administration as a stakeholder in policy argumentation, directly arise from its problem solving activities, using the framework for public administration problem solving we proposed in [1,2]. We propose that calls for

18. Rumination decreases parental problem-solving effectiveness in dysphoric postnatal mothers.

Science.gov (United States)

O'Mahen, Heather A; Boyd, Alex; Gashe, Caroline

2015-06-01

19. Patterns of problem-solving in children's literacy and arithmetic.

Science.gov (United States)

Farrington-Flint, Lee; Vanuxem-Cotterill, Sophie; Stiller, James

2009-11-01

20. Introspection in Problem Solving

Science.gov (United States)

Jäkel, Frank; Schreiber, Cornell

2013-01-01

Problem solving research has encountered an impasse. Since the seminal work of Newell und Simon (1972) researchers do not seem to have made much theoretical progress (Batchelder and Alexander, 2012; Ohlsson, 2012). In this paper we argue that one factor that is holding back the field is the widespread rejection of introspection among cognitive…

1. Understanding adults’ strong problem-solving skills based on PIAAC

OpenAIRE

Hämäläinen, Raija; De Wever, Bram; Nissinen, Kari; Cincinnato, Sebastiano

2017-01-01

Purpose Research has shown that the problem-solving skills of adults with a vocational education and training (VET) background in technology-rich environments (TREs) are often inadequate. However, some adults with a VET background do have sound problem-solving skills. The present study aims to provide insight into the socio-demographic, work-related and everyday life factors that are associated with a strong problem-solving performance. Design/methodology/approach The study builds...

2. An Integrated Architecture for Engineering Problem Solving

National Research Council Canada - National Science Library

Pisan, Yusuf

1998-01-01

.... This thesis describes the Integrated Problem Solving Architecture (IPSA) that combines qualitative, quantitative and diagrammatic reasoning skills to produce annotated solutions to engineering problems...

3. Solving Complex Problems: A Convergent Approach to Cognitive Load Measurement

Science.gov (United States)

Zheng, Robert; Cook, Anne

2012-01-01

The study challenged the current practices in cognitive load measurement involving complex problem solving by manipulating the presence of pictures in multiple rule-based problem-solving situations and examining the cognitive load resulting from both off-line and online measures associated with complex problem solving. Forty-eight participants…

4. Development and validation of a physics problem-solving assessment rubric

Science.gov (United States)

Docktor, Jennifer Lynn

Problem solving is a complex process that is important for everyday life and crucial for learning physics. Although there is a great deal of effort to improve student problem solving throughout the educational system, there is no standard way to evaluate written problem solving that is valid, reliable, and easy to use. Most tests of problem solving performance given in the classroom focus on the correctness of the end result or partial results rather than the quality of the procedures and reasoning leading to the result, which gives an inadequate description of a student's skills. A more detailed and meaningful measure is necessary if different curricular materials or pedagogies are to be compared. This measurement tool could also allow instructors to diagnose student difficulties and focus their coaching. It is important that the instrument be applicable to any problem solving format used by a student and to a range of problem types and topics typically used by instructors. Typically complex processes such as problem solving are assessed by using a rubric, which divides a skill into multiple quasi-independent categories and defines criteria to attain a score in each. This dissertation describes the development of a problem solving rubric for the purpose of assessing written solutions to physics problems and presents evidence for the validity, reliability, and utility of score interpretations on the instrument.

5. Investigating Pre-Service Chemistry Teachers' Problem Solving Strategies: Towards Developing a Framework in Teaching Stoichiometry

Science.gov (United States)

Espinosa, Allen A.; Nueva España, Rebecca C.; Marasigan, Arlyne C.

2016-01-01

The present study investigated pre-service chemistry teachers' problem solving strategies and alternative conceptions in solving stoichiometric problems and later on formulate a teaching framework based from the result of the study. The pre-service chemistry teachers were given four stoichiometric problems with increasing complexity and they need…

6. Knowledge based method for solving complexity in design problems

NARCIS (Netherlands)

Vermeulen, B.

2007-01-01

The process of design aircraft systems is becoming more and more complex, due to an increasing amount of requirements. Moreover, the knowledge on how to solve these complex design problems becomes less readily available, because of a decrease in availability of intellectual resources and reduced

7. A reflexive perspective in problem solving

OpenAIRE

Chio, José Angel; Álvarez, Aida; López, Margarita

2013-01-01

The objective of this paper is to favour the methodological process of reflexive analysis in problem solving in the general teaching methods that concentrates in strengthening the dimensional analysis, to gain a greater preparation of the students for the solution of mathematical problems.

8. The Impact of Childhood Emotional Abuse and Experiential Avoidance on Maladaptive Problem Solving and Intimate Partner Violence

Science.gov (United States)

Bell, Kathryn M.; Higgins, Lorrin

2015-01-01

The purpose of the current study was to examine the joint influences of experiential avoidance and social problem solving on the link between childhood emotional abuse (CEA) and intimate partner violence (IPV). Experiential avoidance following CEA may interfere with a person’s ability to effectively problem solve in social situations, increasing risk for conflict and interpersonal violence. As part of a larger study, 232 women recruited from the community completed measures assessing childhood emotional, physical, and sexual abuse, experiential avoidance, maladaptive social problem solving, and IPV perpetration and victimization. Final trimmed models indicated that CEA was indirectly associated with IPV victimization and perpetration via experiential avoidance and Negative Problem Orientation (NPO) and Impulsivity/Carelessness Style (ICS) social problem solving strategies. Though CEA was related to an Avoidance Style (AS) social problem solving strategy, this strategy was not significantly associated with IPV victimization or perpetration. Experiential avoidance had both a direct and indirect effect, via NPO and ICS social problem solving, on IPV victimization and perpetration. Findings suggest that CEA may lead some women to avoid unwanted internal experiences, which may adversely impact their ability to effectively problem solve in social situations and increase IPV risk. PMID:25893570

9. The impact of childhood emotional abuse and experiential avoidance on maladaptive problem solving and intimate partner violence.

Science.gov (United States)

Bell, Kathryn M; Higgins, Lorrin

2015-04-16

The purpose of the current study was to examine the joint influences of experiential avoidance and social problem solving on the link between childhood emotional abuse (CEA) and intimate partner violence (IPV). Experiential avoidance following CEA may interfere with a person's ability to effectively problem solve in social situations, increasing risk for conflict and interpersonal violence. As part of a larger study, 232 women recruited from the community completed measures assessing childhood emotional, physical, and sexual abuse, experiential avoidance, maladaptive social problem solving, and IPV perpetration and victimization. Final trimmed models indicated that CEA was indirectly associated with IPV victimization and perpetration via experiential avoidance and Negative Problem Orientation (NPO) and Impulsivity/Carelessness Style (ICS) social problem solving strategies. Though CEA was related to an Avoidance Style (AS) social problem solving strategy, this strategy was not significantly associated with IPV victimization or perpetration. Experiential avoidance had both a direct and indirect effect, via NPO and ICS social problem solving, on IPV victimization and perpetration. Findings suggest that CEA may lead some women to avoid unwanted internal experiences, which may adversely impact their ability to effectively problem solve in social situations and increase IPV risk.

10. What is physics problem solving competency?

DEFF Research Database (Denmark)

Niss, Martin

2018-01-01

on the nature of physics problem- solving competency. The first, Sommerfeld’s, is a “theory first, phenomenon second” approach. Here the relevant problems originate in one of the theories of physics and the job goal of the problem- solver is to make a mathematical analysis of the suitable equation......A central goal of physics education is to teach problem-solving competency, but the nature of this competency is not well-described in the literature. The present paperarticle uses recent historical scholarship on Arnold Sommerfeld and Enrico Fermi to identify and characterize two positions......(s) and then give a qualitative analysis of the phenomenon that arise from these mathematical results. Fermi’s position is a “phenomenon first, theory second” approach, where the starting point is a physical phenomenon that is analyzed and then brought into the realm of a physics theory. The two positions...

11. Hybrid subgroup decomposition method for solving fine-group eigenvalue transport problems

International Nuclear Information System (INIS)

2014-01-01

Highlights: • An acceleration technique for solving fine-group eigenvalue transport problems. • Coarse-group quasi transport theory to solve coarse-group eigenvalue transport problems. • Consistent and inconsistent formulations for coarse-group quasi transport theory. • Computational efficiency amplified by a factor of 2 using hybrid SGD for 1D BWR problem. - Abstract: In this paper, a new hybrid method for solving fine-group eigenvalue transport problems is developed. This method extends the subgroup decomposition method to efficiently couple a new coarse-group quasi transport theory with a set of fixed-source transport decomposition sweeps to obtain the fine-group transport solution. The advantages of the quasi transport theory are its high accuracy, straight-forward implementation and numerical stability. The hybrid method is analyzed for a 1D benchmark problem characteristic of boiling water reactors (BWR). It is shown that the method reproduces the fine-group transport solution with high accuracy while increasing the computational efficiency up to 12 times compared to direct fine-group transport calculations

12. Interpersonal Problem-Solving Deficits in Self-Poisoning Patients.

Science.gov (United States)

McLeavey, Breda C.; And Others

1987-01-01

Compared self-poisoning patients with psychiatric patients and nonpatient controls on problem-solving skills and locus of control. The psychiatric and self-poisoning groups showed deficits on interpersonal problem solving compared with nonpatient controls. The self-poisoning group performed below or at the level of the psychiatric group. Locus of…

13. An approach for solving linear fractional programming problems ...

African Journals Online (AJOL)

The paper presents a new approach for solving a fractional linear programming problem in which the objective function is a linear fractional function, while the constraint functions are in the form of linear inequalities. The approach adopted is based mainly upon solving the problem algebraically using the concept of duality ...

14. Problem Solving in Technology Education: A Taoist Perspective.

Science.gov (United States)

Flowers, Jim

1998-01-01

Offers a new approach to teaching problem solving in technology education that encourages students to apply problem-solving skills to improving the human condition. Suggests that technology teachers incorporate elements of a Taoist approach in teaching by viewing technology as a tool with a goal of living a harmonious life. (JOW)

15. Problem Solving in Practice

Science.gov (United States)

Greene, Kim; Heyck-Williams, Jeff; Timpson Gray, Elicia

2017-01-01

Problem solving spans all grade levels and content areas, as evidenced by this compilation of projects from schools across the United States. In one project, high school girls built a solar-powered tent to serve their city's homeless population. In another project, 4th graders explored historic Jamestown to learn about the voices lost to history.…

16. Solving a novel confinement problem by spartaeine salticids that are predisposed to solve problems in the context of predation.

Science.gov (United States)

Cross, Fiona R; Jackson, Robert R

2015-03-01

Intricate predatory strategies are widespread in the salticid subfamily Spartaeinae. The hypothesis we consider here is that the spartaeine species that are proficient at solving prey-capture problems are also proficient at solving novel problems. We used nine species from this subfamily in our experiments. Eight of these species (two Brettus, one Cocalus, three Cyrba, two Portia) are known for specialized invasion of other spiders' webs and for actively choosing other spiders as preferred prey ('araneophagy'). Except for Cocalus, these species also use trial and error to derive web-based signals with which they gain dynamic fine control of the resident spider's behaviour ('aggressive mimicry').The ninth species, Paracyrba wanlessi, is not araneophagic and instead specializes at preying on mosquitoes. We presented these nine species with a novel confinement problem that could be solved by trial and error. The test spider began each trial on an island in a tray of water, with an atoll surrounding the island. From the island, the spider could choose between two potential escape tactics (leap or swim), but we decided at random before the trial which tactic would fail and which tactic would achieve partial success. Our findings show that the seven aggressive-mimic species are proficient at solving the confinement problem by repeating 'correct' choices and by switching to the alternative tactic after making an 'incorrect' choice. However, as predicted, there was no evidence of C. gibbosus or P. wanlessi, the two non-aggressive-mimic species, solving the confinement problem. We discuss these findings in the context of an often-made distinction between domain-specific and domain-general cognition.

17. Bricolage Programming and Problem Solving Ability in Young Children : an Exploratory Study

OpenAIRE

Rose, Simon

2016-01-01

Visual programming environments, such as Scratch, are increasingly being used by schools to teach problem solving and computational thinking skills. However, academic research is divided on the effect that visual programming has on problem solving in a computational context. This paper focuses on the role of bricolage programming in this debate; a bottom-up programming approach that arises when using block-style programming interfaces. Bricolage programming was a term originally used to descr...

18. Effects of the SOLVE Strategy on the Mathematical Problem Solving Skills of Secondary Students with Learning Disabilities

Science.gov (United States)

Freeman-Green, Shaqwana M.; O'Brien, Chris; Wood, Charles L.; Hitt, Sara Beth

2015-01-01

This study examined the effects of explicit instruction in the SOLVE Strategy on the mathematical problem solving skills of six Grade 8 students with specific learning disabilities. The SOLVE Strategy is an explicit instruction, mnemonic-based learning strategy designed to help students in solving mathematical word problems. Using a multiple probe…

19. Assessing student written problem solutions: A problem-solving rubric with application to introductory physics

Science.gov (United States)

Docktor, Jennifer L.; Dornfeld, Jay; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Jackson, Koblar Alan; Mason, Andrew; Ryan, Qing X.; Yang, Jie

2016-06-01

Problem solving is a complex process valuable in everyday life and crucial for learning in the STEM fields. To support the development of problem-solving skills it is important for researchers and curriculum developers to have practical tools that can measure the difference between novice and expert problem-solving performance in authentic classroom work. It is also useful if such tools can be employed by instructors to guide their pedagogy. We describe the design, development, and testing of a simple rubric to assess written solutions to problems given in undergraduate introductory physics courses. In particular, we present evidence for the validity, reliability, and utility of the instrument. The rubric identifies five general problem-solving processes and defines the criteria to attain a score in each: organizing problem information into a Useful Description, selecting appropriate principles (Physics Approach), applying those principles to the specific conditions in the problem (Specific Application of Physics), using Mathematical Procedures appropriately, and displaying evidence of an organized reasoning pattern (Logical Progression).

20. Teaching problem-solving skills to nuclear engineering students

Science.gov (United States)

Waller, E.; Kaye, M. H.

2012-08-01

Problem solving is an essential skill for nuclear engineering graduates entering the workforce. Training in qualitative and quantitative aspects of problem solving allows students to conceptualise and execute solutions to complex problems. Solutions to problems in high consequence fields of study such as nuclear engineering require rapid and accurate analysis of the problems, design of solutions (focusing on public safety, environmental stewardship and ethics), solution execution and monitoring results. A three-month course in problem solving, modelling and simulation was designed and a collaborative approach was undertaken with instructors from both industry and academia. Training was optimised for the laptop-based pedagogy, which provided unique advantages for a course that includes modelling and simulation components. The concepts and tools learned as part of the training were observed to be utilised throughout the duration of student university studies and interviews with students who have entered the workforce indicate that the approaches learned and practised are retained long term.

1. The effects of cumulative practice on mathematics problem solving.

Science.gov (United States)

Mayfield, Kristin H; Chase, Philip N

2002-01-01

2. Problem-Solving Phase Transitions During Team Collaboration.

Science.gov (United States)

Wiltshire, Travis J; Butner, Jonathan E; Fiore, Stephen M

2018-01-01

Multiple theories of problem-solving hypothesize that there are distinct qualitative phases exhibited during effective problem-solving. However, limited research has attempted to identify when transitions between phases occur. We integrate theory on collaborative problem-solving (CPS) with dynamical systems theory suggesting that when a system is undergoing a phase transition it should exhibit a peak in entropy and that entropy levels should also relate to team performance. Communications from 40 teams that collaborated on a complex problem were coded for occurrence of problem-solving processes. We applied a sliding window entropy technique to each team's communications and specified criteria for (a) identifying data points that qualify as peaks and (b) determining which peaks were robust. We used multilevel modeling, and provide a qualitative example, to evaluate whether phases exhibit distinct distributions of communication processes. We also tested whether there was a relationship between entropy values at transition points and CPS performance. We found that a proportion of entropy peaks was robust and that the relative occurrence of communication codes varied significantly across phases. Peaks in entropy thus corresponded to qualitative shifts in teams' CPS communications, providing empirical evidence that teams exhibit phase transitions during CPS. Also, lower average levels of entropy at the phase transition points predicted better CPS performance. We specify future directions to improve understanding of phase transitions during CPS, and collaborative cognition, more broadly. Copyright © 2017 Cognitive Science Society, Inc.

3. Fostering Information Problem Solving Skills Through Completion Problems and Prompts

NARCIS (Netherlands)

Frerejean, Jimmy; Brand-Gruwel, Saskia; Kirschner, Paul A.

2012-01-01

Frerejean, J., Brand-Gruwel, S., & Kirschner, P. A. (2012, September). Fostering Information Problem Solving Skills Through Completion Problems and Prompts. Poster presented at the EARLI SIG 6 & 7 "Instructional Design" and "Learning and Instruction with Computers", Bari, Italy.

4. Emergent Leadership in Children's Cooperative Problem Solving Groups

Science.gov (United States)

Sun, Jingjng; Anderson, Richard C.; Perry, Michelle; Lin, Tzu-Jung

2017-01-01

Social skills involved in leadership were examined in a problem-solving activity in which 252 Chinese 5th-graders worked in small groups on a spatial-reasoning puzzle. Results showed that students who engaged in peer-managed small-group discussions of stories prior to problem solving produced significantly better solutions and initiated…

5. Investigasi Kemampuan Problem Solving dan Problem Posing Matematis Mahasiswa Via Pendekatan Realistic

OpenAIRE

Afriansyah, Ekasatya Aldila

2016-01-01

Mathematical problem solving and problem posing skill are the mathematical skills that need to be owned by students. By having this skill, students can be more creative in expressing ideas by connecting the knowledge that they held previously. But in reality, there are some students who are lack of problem solving skill; therefore it is really important to improve learning through appropriate approach. Realistic approach had been chosen as the learning theory to be applied in the class. This ...

6. Improving mathematical problem solving : A computerized approach

NARCIS (Netherlands)

Harskamp, EG; Suhre, CJM

Mathematics teachers often experience difficulties in teaching students to become skilled problem solvers. This paper evaluates the effectiveness of two interactive computer programs for high school mathematics problem solving. Both programs present students with problems accompanied by instruction

7. An Investigation of Secondary Teachers’ Understanding and Belief on Mathematical Problem Solving

Science.gov (United States)

Yuli Eko Siswono, Tatag; Wachidul Kohar, Ahmad; Kurniasari, Ika; Puji Astuti, Yuliani

2016-02-01

Weaknesses on problem solving of Indonesian students as reported by recent international surveys give rise to questions on how Indonesian teachers bring out idea of problem solving in mathematics lesson. An explorative study was undertaken to investigate how secondary teachers who teach mathematics at junior high school level understand and show belief toward mathematical problem solving. Participants were teachers from four cities in East Java province comprising 45 state teachers and 25 private teachers. Data was obtained through questionnaires and written test. The results of this study point out that the teachers understand pedagogical problem solving knowledge well as indicated by high score of observed teachers‘ responses showing understanding on problem solving as instruction as well as implementation of problem solving in teaching practice. However, they less understand on problem solving content knowledge such as problem solving strategies and meaning of problem itself. Regarding teacher's difficulties, teachers admitted to most frequently fail in (1) determining a precise mathematical model or strategies when carrying out problem solving steps which is supported by data of test result that revealed transformation error as the most frequently observed errors in teachers’ work and (2) choosing suitable real situation when designing context-based problem solving task. Meanwhile, analysis of teacher's beliefs on problem solving shows that teachers tend to view both mathematics and how students should learn mathematics as body static perspective, while they tend to believe to apply idea of problem solving as dynamic approach when teaching mathematics.

8. Problem solving and Program design using the TI-92

NARCIS (Netherlands)

Ir.ing. Ton Marée; ir Martijn van Dongen

2000-01-01

This textbook is intended for a basic course in problem solving and program design needed by scientists and engineers using the TI-92. The TI-92 is an extremely powerful problem solving tool that can help you manage complicated problems quickly. We assume no prior knowledge of computers or

9. Analogy as a strategy for supporting complex problem solving under uncertainty.

Science.gov (United States)

Chan, Joel; Paletz, Susannah B F; Schunn, Christian D

2012-11-01

Complex problem solving in naturalistic environments is fraught with uncertainty, which has significant impacts on problem-solving behavior. Thus, theories of human problem solving should include accounts of the cognitive strategies people bring to bear to deal with uncertainty during problem solving. In this article, we present evidence that analogy is one such strategy. Using statistical analyses of the temporal dynamics between analogy and expressed uncertainty in the naturalistic problem-solving conversations among scientists on the Mars Rover Mission, we show that spikes in expressed uncertainty reliably predict analogy use (Study 1) and that expressed uncertainty reduces to baseline levels following analogy use (Study 2). In addition, in Study 3, we show with qualitative analyses that this relationship between uncertainty and analogy is not due to miscommunication-related uncertainty but, rather, is primarily concentrated on substantive problem-solving issues. Finally, we discuss a hypothesis about how analogy might serve as an uncertainty reduction strategy in naturalistic complex problem solving.

10. The Influence of Cognitive Abilities on Mathematical Problem Solving Performance

Science.gov (United States)

2013-01-01

Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of students. The…

11. Threshold Concepts in the Development of Problem-solving Skills

Directory of Open Access Journals (Sweden)

Shelly Wismath

2015-03-01

Full Text Available Problem-solving skills are often identified as a key component of 21st century education. This study collected data from students enrolled in a university-level Liberal Education science course called Problems and Puzzles, which introduced students to the theory and practice of problem solving via puzzles. Based on classroom observation and other qualitative data collected over three semesters, we have identified three significant changes in student behaviour at specific points in the course. These changes can be posited to reveal three underlying threshold concepts in the evolution and establishment of students’ problem-solving skills.

12. An Approach for Solving Linear Fractional Programming Problems

OpenAIRE

Andrew Oyakhobo Odior

2012-01-01

Linear fractional programming problems are useful tools in production planning, financial and corporate planning, health care and hospital planning and as such have attracted considerable research interest. The paper presents a new approach for solving a fractional linear programming problem in which the objective function is a linear fractional function, while the constraint functions are in the form of linear inequalities. The approach adopted is based mainly upon solving the problem algebr...

13. Problem Solving Frameworks for Mathematics and Software Development

Science.gov (United States)

McMaster, Kirby; Sambasivam, Samuel; Blake, Ashley

2012-01-01

In this research, we examine how problem solving frameworks differ between Mathematics and Software Development. Our methodology is based on the assumption that the words used frequently in a book indicate the mental framework of the author. We compared word frequencies in a sample of 139 books that discuss problem solving. The books were grouped…

14. Solving Problems with the Percentage Bar

Science.gov (United States)

van Galen, Frans; van Eerde, Dolly

2013-01-01

At the end of primary school all children more of less know what a percentage is, but yet they often struggle with percentage problems. This article describes a study in which students of 13 and 14 years old were given a written test with percentage problems and a week later were interviewed about the way they solved some of these problems. In a…

15. Rational approximatons for solving cauchy problems

Directory of Open Access Journals (Sweden)

Veyis Turut

2016-08-01

Full Text Available In this letter, numerical solutions of Cauchy problems are considered by multivariate Padé approximations (MPA. Multivariate Padé approximations (MPA were applied to power series solutions of Cauchy problems that solved by using He’s variational iteration method (VIM. Then, numerical results obtained by using multivariate Padé approximations were compared with the exact solutions of Cauchy problems.

16. Threshold Concepts in the Development of Problem-Solving Skills

Science.gov (United States)

Wismath, Shelly; Orr, Doug; MacKay, Bruce

2015-01-01

Problem-solving skills are often identified as a key component of 21st century education. This study collected data from students enrolled in a university-level Liberal Education science course called "Problems and Puzzles," which introduced students to the theory and practice of problem solving via puzzles. Based on classroom…

17. A Rubric for Assessing Students' Experimental Problem-Solving Ability

Science.gov (United States)

Shadle, Susan E.; Brown, Eric C.; Towns, Marcy H.; Warner, Don L.

2012-01-01

The ability to couple problem solving both to the understanding of chemical concepts and to laboratory practices is an essential skill for undergraduate chemistry programs to foster in our students. Therefore, chemistry programs must offer opportunities to answer real problems that require use of problem-solving processes used by practicing…

18. Assessing student written problem solutions: A problem-solving rubric with application to introductory physics

OpenAIRE

Jennifer L. Docktor; Jay Dornfeld; Evan Frodermann; Kenneth Heller; Leonardo Hsu; Koblar Alan Jackson; Andrew Mason; Qing X. Ryan; Jie Yang

2016-01-01

Problem solving is a complex process valuable in everyday life and crucial for learning in the STEM fields. To support the development of problem-solving skills it is important for researchers and curriculum developers to have practical tools that can measure the difference between novice and expert problem-solving performance in authentic classroom work. It is also useful if such tools can be employed by instructors to guide their pedagogy. We describe the design, development, and testing of...

19. Behaviors of Problem-Solving Groups

National Research Council Canada - National Science Library

Bennis, Warren G

1958-01-01

The results of two studies are contained in this report in summary form. They represent the first parts of a program of research designed to study the effects of change and history on the on the behaviors of problem-solving Groups...

20. Ways of problem solving as predictors of relapse in alcohol dependent male inpatients.

Science.gov (United States)

Demirbas, Hatice; Ilhan, Inci Ozgur; Dogan, Yildirim Beyatli

2012-01-01

The purpose of this study was to identify how remitters and relapsers view their everyday problem solving strategies. A total of 128 male alcohol dependent male inpatients who were hospitalized at the Ankara University Psychiatry Clinic, Alcohol and Substance Abuse Treatment Unit were recruited for the study. Subjects demographic status and alcohol use histories were assessed by a self-report questionnaire. Also, patients were evaluated with The Coopersmith Self-esteem Inventory (CSI), The Spielberger State-Trait Anxiety Scale (STAI-I-II), and The Problem Solving Inventory (PSI). Patients were followed for six months with monthly intervals after hospital discharge. Drinking status was assessed in terms of abstinence and relapse. Data were assessed with Student t-test, and univariate and multivariate analyses. In the logistic regression analysis, age, marital status, employment status and PSI subscores were taken as the independent variables and drinking state at the end of six months as the dependent variable. There were significant differences in reflective and avoidant styles, and monitoring style of problem solving between abstainers and relapses. It was found that subjects who perceived their problem solving style as less avoidant and less reflective were at greater risk to relapse. The findings demonstrated that active engagement in problem solving like utilizing avoidant and reflective styles of problem solving enhances abstinence. In treatment, expanding the behavior repertoire and increasing the variety of ways of problem solving ways that can be utilized in daily life should be one of the major goals of the treatment program. Copyright © 2011 Elsevier Ltd. All rights reserved.

1. Solving optimization problems by the public goods game

Science.gov (United States)

Javarone, Marco Alberto

2017-09-01

We introduce a method based on the Public Goods Game for solving optimization tasks. In particular, we focus on the Traveling Salesman Problem, i.e. a NP-hard problem whose search space exponentially grows increasing the number of cities. The proposed method considers a population whose agents are provided with a random solution to the given problem. In doing so, agents interact by playing the Public Goods Game using the fitness of their solution as currency of the game. Notably, agents with better solutions provide higher contributions, while those with lower ones tend to imitate the solution of richer agents for increasing their fitness. Numerical simulations show that the proposed method allows to compute exact solutions, and suboptimal ones, in the considered search spaces. As result, beyond to propose a new heuristic for combinatorial optimization problems, our work aims to highlight the potentiality of evolutionary game theory beyond its current horizons.

2. Solving Large Clustering Problems with Meta-Heuristic Search

DEFF Research Database (Denmark)

Turkensteen, Marcel; Andersen, Kim Allan; Bang-Jensen, Jørgen

In Clustering Problems, groups of similar subjects are to be retrieved from data sets. In this paper, Clustering Problems with the frequently used Minimum Sum-of-Squares Criterion are solved using meta-heuristic search. Tabu search has proved to be a successful methodology for solving optimization...... problems, but applications to large clustering problems are rare. The simulated annealing heuristic has mainly been applied to relatively small instances. In this paper, we implement tabu search and simulated annealing approaches and compare them to the commonly used k-means approach. We find that the meta-heuristic...

3. Solving L-L Extraction Problems with Excel Spreadsheet

Science.gov (United States)

Teppaitoon, Wittaya

2016-01-01

This work aims to demonstrate the use of Excel spreadsheets for solving L-L extraction problems. The key to solving the problems successfully is to be able to determine a tie line on the ternary diagram where the calculation must be carried out. This enables the reader to analyze the extraction process starting with a simple operation, the…

4. Instructional Design-Based Research on Problem Solving Strategies

Science.gov (United States)

Emre-Akdogan, Elçin; Argün, Ziya

2016-01-01

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view,…

5. Logo Programming, Problem Solving, and Knowledge-Based Instruction.

Science.gov (United States)

Swan, Karen; Black, John B.

The research reported in this paper was designed to investigate the hypothesis that computer programming may support the teaching and learning of problem solving, but that to do so, problem solving must be explicitly taught. Three studies involved students in several grades: 4th, 6th, 8th, 11th, and 12th. Findings collectively show that five…

6. School Leaders' Problem Framing: A Sense-Making Approach to Problem-Solving Processes of Beginning School Leaders

Science.gov (United States)

Sleegers, Peter; Wassink, Hartger; van Veen, Klaas; Imants, Jeroen

2009-01-01

In addition to cognitive research on school leaders' problem solving, this study focuses on the situated and personal nature of problem framing by combining insights from cognitive research on problem solving and sense-making theory. The study reports the results of a case study of two school leaders solving problems in their daily context by…

7. Glogs as Non-Routine Problem Solving Tools in Mathematics

Science.gov (United States)

Devine, Matthew T.

2013-01-01

In mathematical problem solving, American students are falling behind their global peers because of a lack of foundational and reasoning skills. A specific area of difficulty with problem solving is working non-routine, heuristic-based problems. Many students are not provided with effective instruction and often grow frustrated and dislike math.…

8. The art and science of problem solving

DEFF Research Database (Denmark)

Vidal, Rene Victor Valqui

2005-01-01

In this paper we will document that real-life problem solving in complex situations demands both rational (scientific) and intuitive (artistic) thinking. First, the concepts of art and science will be discussed; differences and similarities will be enhanced. Thereafter the concept of group problem...... solving facilitation both as science and art will be presented. A case study related to examination's planning will be discussed to illustrate the main concepts in practice. In addition, other cases studies will also be shortly presented....

9. Solving multiconstraint assignment problems using learning automata.

Science.gov (United States)

Horn, Geir; Oommen, B John

2010-02-01

This paper considers the NP-hard problem of object assignment with respect to multiple constraints: assigning a set of elements (or objects) into mutually exclusive classes (or groups), where the elements which are "similar" to each other are hopefully located in the same class. The literature reports solutions in which the similarity constraint consists of a single index that is inappropriate for the type of multiconstraint problems considered here and where the constraints could simultaneously be contradictory. This feature, where we permit possibly contradictory constraints, distinguishes this paper from the state of the art. Indeed, we are aware of no learning automata (or other heuristic) solutions which solve this problem in its most general setting. Such a scenario is illustrated with the static mapping problem, which consists of distributing the processes of a parallel application onto a set of computing nodes. This is a classical and yet very important problem within the areas of parallel computing, grid computing, and cloud computing. We have developed four learning-automata (LA)-based algorithms to solve this problem: First, a fixed-structure stochastic automata algorithm is presented, where the processes try to form pairs to go onto the same node. This algorithm solves the problem, although it requires some centralized coordination. As it is desirable to avoid centralized control, we subsequently present three different variable-structure stochastic automata (VSSA) algorithms, which have superior partitioning properties in certain settings, although they forfeit some of the scalability features of the fixed-structure algorithm. All three VSSA algorithms model the processes as automata having first the hosting nodes as possible actions; second, the processes as possible actions; and, third, attempting to estimate the process communication digraph prior to probabilistically mapping the processes. This paper, which, we believe, comprehensively reports the

10. Regularization method for solving the inverse scattering problem

International Nuclear Information System (INIS)

Denisov, A.M.; Krylov, A.S.

1985-01-01

The inverse scattering problem for the Schroedinger radial equation consisting in determining the potential according to the scattering phase is considered. The problem of potential restoration according to the phase specified with fixed error in a finite range is solved by the regularization method based on minimization of the Tikhonov's smoothing functional. The regularization method is used for solving the problem of neutron-proton potential restoration according to the scattering phases. The determined potentials are given in the table

11. Calculus Problem Solving Behavior of Mathematic Education Students

Science.gov (United States)

Rizal, M.; Mansyur, J.

2017-04-01

The purpose of this study is to obtain a description of the problem-solving behaviour of mathematics education students. The attainment of the purpose consisted of several stages: (1) to gain the subject from the mathematic education of first semester students, each of them who has a high, medium, and low competence of mathematic case. (2) To give two mathematical problems with different characteristics. The first problem (M1), the statement does not lead to a resolution. The second problem (M2), a statement leads to problem-solving. (3) To explore the behaviour of problem-solving based on the step of Polya (Rizal, 2011) by way of thinking aloud and in-depth interviews. The obtained data are analysed as suggested by Miles and Huberman (1994) but at first, time triangulation is done or data’s credibility by providing equivalent problem contexts and at different times. The results show that the behavioral problem solvers (mathematic education students) who are capable of high mathematic competency (ST). In understanding M1, ST is more likely to pay attention to an image first, read the texts piecemeal and repeatedly, then as a whole and more focus to the sentences that contain equations, numbers or symbols. As a result, not all information can be received well. When understanding the M2, ST can link the information from a problem that is stored in the working memory to the information on the long-term memory. ST makes planning to the solution of M1 and M2 by using a formula based on similar experiences which have been ever received before. Another case when implementing the troubleshooting plans, ST complete the M1 according to the plan, but not all can be resolved correctly. In contrast to the implementation of the solving plan of M2, ST can solve the problem according to plan quickly and correctly. According to the solving result of M1 and M2, ST conducts by reading the job based on an algorithm and reasonability. Furthermore, when SS and SR understand the

12. Domain decomposition methods for solving an image problem

Energy Technology Data Exchange (ETDEWEB)

Tsui, W.K.; Tong, C.S. [Hong Kong Baptist College (Hong Kong)

1994-12-31

The domain decomposition method is a technique to break up a problem so that ensuing sub-problems can be solved on a parallel computer. In order to improve the convergence rate of the capacitance systems, pre-conditioned conjugate gradient methods are commonly used. In the last decade, most of the efficient preconditioners are based on elliptic partial differential equations which are particularly useful for solving elliptic partial differential equations. In this paper, the authors apply the so called covering preconditioner, which is based on the information of the operator under investigation. Therefore, it is good for various kinds of applications, specifically, they shall apply the preconditioned domain decomposition method for solving an image restoration problem. The image restoration problem is to extract an original image which has been degraded by a known convolution process and additive Gaussian noise.

13. The effects of imagery on problem-solving ability and autobiographical memory.

Science.gov (United States)

Dennis, Ashley A; Astell, Arlene; Dritschel, Barbara

2012-12-01

14. Assessing student written problem solutions: A problem-solving rubric with application to introductory physics

Directory of Open Access Journals (Sweden)

Jennifer L. Docktor

2016-05-01

Full Text Available Problem solving is a complex process valuable in everyday life and crucial for learning in the STEM fields. To support the development of problem-solving skills it is important for researchers and curriculum developers to have practical tools that can measure the difference between novice and expert problem-solving performance in authentic classroom work. It is also useful if such tools can be employed by instructors to guide their pedagogy. We describe the design, development, and testing of a simple rubric to assess written solutions to problems given in undergraduate introductory physics courses. In particular, we present evidence for the validity, reliability, and utility of the instrument. The rubric identifies five general problem-solving processes and defines the criteria to attain a score in each: organizing problem information into a Useful Description, selecting appropriate principles (Physics Approach, applying those principles to the specific conditions in the problem (Specific Application of Physics, using Mathematical Procedures appropriately, and displaying evidence of an organized reasoning pattern (Logical Progression.

15. Secondary Teachers’ Mathematics-related Beliefs and Knowledge about Mathematical Problem-solving

Science.gov (United States)

E Siswono, T. Y.; Kohar, A. W.; Hartono, S.

2017-02-01

This study investigates secondary teachers’ belief about the three mathematics-related beliefs, i.e. nature of mathematics, teaching mathematics, learning mathematics, and knowledge about mathematical problem solving. Data were gathered through a set of task-based semi-structured interviews of three selected teachers with different philosophical views of teaching mathematics, i.e. instrumental, platonist, and problem solving. Those teachers were selected from an interview using a belief-related task from purposively selected teachers in Surabaya and Sidoarjo. While the interviews about knowledge examine teachers’ problem solving content and pedagogical knowledge, the interviews about beliefs examine their views on several cases extracted from each of such mathematics-related beliefs. Analysis included the categorization and comparison on each of beliefs and knowledge as well as their interaction. Results indicate that all the teachers did not show a high consistency in responding views of their mathematics-related beliefs, while they showed weaknesses primarily on problem solving content knowledge. Findings also point out that teachers’ beliefs have a strong relationship with teachers’ knowledge about problem solving. In particular, the instrumental teacher’s beliefs were consistent with his insufficient knowledge about problem-solving, while both platonist and problem-solving teacher’s beliefs were consistent with their sufficient knowledge of either content or pedagogical problem solving.

16. The Association of DRD2 with Insight Problem Solving.

Science.gov (United States)

Zhang, Shun; Zhang, Jinghuan

2016-01-01

Although the insight phenomenon has attracted great attention from psychologists, it is still largely unknown whether its variation in well-functioning human adults has a genetic basis. Several lines of evidence suggest that genes involved in dopamine (DA) transmission might be potential candidates. The present study explored for the first time the association of dopamine D2 receptor gene ( DRD2 ) with insight problem solving. Fifteen single-nucleotide polymorphisms (SNPs) covering DRD2 were genotyped in 425 unrelated healthy Chinese undergraduates, and were further tested for association with insight problem solving. Both single SNP and haplotype analysis revealed several associations of DRD2 SNPs and haplotypes with insight problem solving. In conclusion, the present study provides the first evidence for the involvement of DRD2 in insight problem solving, future studies are necessary to validate these findings.

17. The Strengthening Families Program 10-14: influence on parent and youth problem-solving skill.

Science.gov (United States)

Semeniuk, Y; Brown, R L; Riesch, S K; Zywicki, M; Hopper, J; Henriques, J B

2010-06-01

The aim of this paper is to report the results of a preliminary examination of the efficacy of the Strengthening Families Program (SFP) 10-14 in improving parent and youth problem-solving skill. The Hypotheses in this paper include: (1) youth and parents who participated in SFP would have lower mean scores immediately (T2) and 6 months (T3) post intervention on indicators of hostile and negative problem-solving strategies; (2) higher mean scores on positive problem-solving strategies; and (3) youth who participated in SFP would have higher mean scores at T2 and at T3 on indicators of individual problem solving and problem-solving efficacy than youth in the comparison group. The dyads were recruited from elementary schools that had been stratified for race and assigned randomly to intervention or comparison conditions. Mean age of youth was 11 years (SD = 1.04). Fifty-seven dyads (34-intervention&23-control) were videotaped discussing a frequently occurring problem. The videotapes were analysed using the Iowa Family Interaction Rating Scale (IFIRS) and data were analysed using Dyadic Assessment Intervention Model. Most mean scores on the IFIRS did not change. One score changed as predicted: youth hostility decreased at T3. Two scores changed contrary to prediction: parent hostility increased T3 and parent positive problem solving decreased at T2. SFP demonstrated questionable efficacy for problem-solving skill in this study.

18. The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems

Directory of Open Access Journals (Sweden)

Martine Baars

2017-08-01

Full Text Available Self-regulated learning (SRL skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale, motivation (i.e., autonomous and controlled motivation, mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels. In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way.

19. The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems.

Science.gov (United States)

Baars, Martine; Wijnia, Lisette; Paas, Fred

2017-01-01

Self-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale), motivation (i.e., autonomous and controlled motivation), mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels). In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way.

20. An interactive problem-solving approach to teach traumatology for medical students.

Science.gov (United States)

Abu-Zidan, Fikri M; Elzubeir, Margaret A

2010-08-13

We aimed to evaluate an interactive problem-solving approach for teaching traumatology from perspectives of students and consider its implications on Faculty development. A two hour problem-solving, interactive tutorial on traumatology was structured to cover main topics in trauma management. The tutorial was based on real cases covering specific topics and objectives. Seven tutorials (5-9 students in each) were given by the same tutor with the same format for fourth and fifth year medical students in Auckland and UAE Universities (n = 50). A 16 item questionnaire, on a 7 point Likert-type scale, focusing on educational tools, tutor-based skills, and student-centered skills were answered by the students followed by open ended comments. The tutorials were highly ranked by the students. The mean values of educational tools was the highest followed by tutor-centered skills and finally student-centered skills. There was a significant increase of the rating of studied attributes over time (F = 3.9, p = 0.004, ANOVA). Students' open ended comments were highly supportive of the interactive problem-solving approach for teaching traumatology. The interactive problem-solving approach for tutorials can be an effective enjoyable alternative or supplement to traditional instruction for teaching traumatology to medical students. Training for this approach should be encouraged for Faculty development.

1. RUPS: Research Utilizing Problem Solving. Administrators Version. Participant Materials.

Science.gov (United States)

Jung, Charles; And Others

These materials are the handouts for school administrators participating in RUPS (Research Utilizing Problem Solving) workshops. The purposes of the workshops are to develop skills for improving schools and to increase teamwork skills. The handouts correspond to the 16 subsets that make up the five-day workshop: (1) orientation; (2) identifying…

2. Sleep Does Not Promote Solving Classical Insight Problems and Magic Tricks

Science.gov (United States)

Schönauer, Monika; Brodt, Svenja; Pöhlchen, Dorothee; Breßmer, Anja; Danek, Amory H.; Gais, Steffen

2018-01-01

During creative problem solving, initial solution attempts often fail because of self-imposed constraints that prevent us from thinking out of the box. In order to solve a problem successfully, the problem representation has to be restructured by combining elements of available knowledge in novel and creative ways. It has been suggested that sleep supports the reorganization of memory representations, ultimately aiding problem solving. In this study, we systematically tested the effect of sleep and time on problem solving, using classical insight tasks and magic tricks. Solving these tasks explicitly requires a restructuring of the problem representation and may be accompanied by a subjective feeling of insight. In two sessions, 77 participants had to solve classical insight problems and magic tricks. The two sessions either occurred consecutively or were spaced 3 h apart, with the time in between spent either sleeping or awake. We found that sleep affected neither general solution rates nor the number of solutions accompanied by sudden subjective insight. Our study thus adds to accumulating evidence that sleep does not provide an environment that facilitates the qualitative restructuring of memory representations and enables problem solving. PMID:29535620

3. Characteristics of students in comparative problem solving

Science.gov (United States)

Irfan, M.; Sudirman; Rahardi, R.

2018-01-01

Often teachers provided examples and exercised to students with regard to comparative problems consisting of one quantity. In this study, the researchers gave the problem of comparison with the two quantities mixed. It was necessary to have a good understanding to solve this problem. This study aimed to determine whether students understand the comparison in depth and be able to solve the problem of non-routine comparison. This study used qualitative explorative methods, with researchers conducting in-depth interviews on subjects to explore the thinking process when solving comparative problems. The subject of this study was three students selected by purposive sampling of 120 students. From this research, researchers found there were three subjects with different characteristics, namely: subject 1, he did the first and second questions with methods of elimination and substitution (non-comparison); subject 2, he did the first question with the concept of comparison although the answer was wrong, and did the second question with the method of elimination and substitution (non-comparison); and subject 3, he did both questions with the concept of comparison. In the first question, he did wrong because he was unable to understand the problem, while on the second he did correctly. From the characteristics of the answers, the researchers divided into 3 groups based on thinking process, namely: blind-proportion, partial-proportion, and proportion thinking.

4. EISPACK-J: subprogram package for solving eigenvalue problems

International Nuclear Information System (INIS)

Fujimura, Toichiro; Tsutsui, Tsuneo

1979-05-01

EISPACK-J, a subprogram package for solving eigenvalue problems, has been developed and subprograms with a variety of functions have been prepared. These subprograms can solve standard problems of complex matrices, general problems of real matrices and special problems in which only the required eigenvalues and eigenvectors are calculated. They are compared to existing subprograms, showing their features through benchmark tests. Many test problems, including realistic scale problems, are provided for the benchmark tests. Discussions are made on computer core storage and computing time required for each subprogram, and accuracy of the solution. The results show that the subprograms of EISPACK-J, based on Householder, QR and inverse iteration methods, are the best in computing time and accuracy. (author)

5. Analytical derivation: An epistemic game for solving mathematically based physics problems

Science.gov (United States)

Bajracharya, Rabindra R.; Thompson, John R.

2016-06-01

Problem solving, which often involves multiple steps, is an integral part of physics learning and teaching. Using the perspective of the epistemic game, we documented a specific game that is commonly pursued by students while solving mathematically based physics problems: the analytical derivation game. This game involves deriving an equation through symbolic manipulations and routine mathematical operations, usually without any physical interpretation of the processes. This game often creates cognitive obstacles in students, preventing them from using alternative resources or better approaches during problem solving. We conducted hour-long, semi-structured, individual interviews with fourteen introductory physics students. Students were asked to solve four "pseudophysics" problems containing algebraic and graphical representations. The problems required the application of the fundamental theorem of calculus (FTC), which is one of the most frequently used mathematical concepts in physics problem solving. We show that the analytical derivation game is necessary, but not sufficient, to solve mathematically based physics problems, specifically those involving graphical representations.

6. Solving Math Problems Approximately: A Developmental Perspective.

Directory of Open Access Journals (Sweden)

Dana Ganor-Stern

7. Assessment of vertical transfer in problem solving: Mapping the problem design space

Science.gov (United States)

Von Korff, Joshua; Hu, Dehui; Rebello, N. Sanjay

2012-02-01

In schema-based theories of cognition, vertical transfer occurs when a learner constructs a new schema to solve a transfer task or chooses between several possible schemas. Vertical transfer is interesting to study, but difficult to measure. Did the student solve the problem using the desired schema or by an alternative method? Perhaps the problem cued the student to use certain resources without knowing why? In this paper, we consider some of the threats to validity in problem design. We provide a theoretical framework to explain the challenges faced in designing vertical transfer problems, and we contrast these challenges with horizontal transfer problem design. We have developed this framework from a set of problems that we tested on introductory mechanics students, and we illustrate the framework using one of the problems.

8. Pose and Solve Varignon Converse Problems

Science.gov (United States)

Contreras, José N.

2014-01-01

The activity of posing and solving problems can enrich learners' mathematical experiences because it fosters a spirit of inquisitiveness, cultivates their mathematical curiosity, and deepens their views of what it means to do mathematics. To achieve these goals, a mathematical problem needs to be at the appropriate level of difficulty,…

9. Problem-Solving: Scaling the "Brick Wall"

Science.gov (United States)

Benson, Dave

2011-01-01

Across the primary and secondary phases, pupils are encouraged to use and apply their knowledge, skills, and understanding of mathematics to solve problems in a variety of forms, ranging from single-stage word problems to the challenge of extended rich tasks. Amongst many others, Cockcroft (1982) emphasised the importance and relevance of…

10. The role of problem solving method on the improvement of mathematical learning

Directory of Open Access Journals (Sweden)

2012-10-01

Full Text Available In history of education, problem solving is one of the important educational goals and teachers or parents have intended that their students have capacity of problem solving. In present research, it is tried that study the problem solving method for mathematical learning. This research is implemented via quasi-experimental method on 49 boy students at high school. The results of Leven test and T-test indicated that problem solving method has more effective on the improvement of mathematical learning than traditional instruction method. Therefore it seems that teachers of mathematics must apply the problem solving method in educational systems till students became self-efficiency in mathematical problem solving.

11. Writing and mathematical problem solving in Grade 3

Directory of Open Access Journals (Sweden)

Belinda Petersen

2017-06-01

Full Text Available This article looks at writing tasks as a methodology to support learners’ mathematical problemsolving strategies in the South African Foundation Phase context. It is a qualitative case study and explores the relation between the use of writing in mathematics and development of learners’ problem-solving strategies and conceptual understanding. The research was conducted in a suburban Foundation Phase school in Cape Town with a class of Grade 3 learners involved in a writing and mathematics intervention. Writing tasks were modelled to learners and implemented by them while they were engaged in mathematical problem solving. Data were gathered from a sample of eight learners of different abilities and included written work, interviews, field notes and audio recordings of ability group discussions. The results revealed an improvement in the strategies and explanations learners used when solving mathematical problems compared to before the writing tasks were implemented. Learners were able to reflect critically on their thinking through their written strategies and explanations. The writing tasks appeared to support learners in providing opportunities to construct and apply mathematical knowledge and skills in their development of problem-solving strategies.

12. Concept Learning versus Problem Solving: Is There a Difference?

Science.gov (United States)

Nurrenbern, Susan C.; Pickering, Miles

1987-01-01

Reports on a study into the relationship between a student's ability to solve problems in chemistry and his/her understanding of molecular concepts. Argues that teaching students to solve problems about chemistry is not equivalent to teaching about the nature of matter. (TW)

13. Problem-Solving After Traumatic Brain Injury in Adolescence: Associations With Functional Outcomes.

Science.gov (United States)

Wade, Shari L; Cassedy, Amy E; Fulks, Lauren E; Taylor, H Gerry; Stancin, Terry; Kirkwood, Michael W; Yeates, Keith O; Kurowski, Brad G

2017-08-01

14. The Effect of Using an Explicit General Problem Solving Teaching Approach on Elementary Pre-Service Teachers' Ability to Solve Heat Transfer Problems

Science.gov (United States)

Mataka, Lloyd M.; Cobern, William W.; Grunert, Megan L.; Mutambuki, Jacinta; Akom, George

2014-01-01

This study investigate the effectiveness of adding an "explicit general problem solving teaching strategy" (EGPS) to guided inquiry (GI) on pre-service elementary school teachers' ability to solve heat transfer problems. The pre-service elementary teachers in this study were enrolled in two sections of a chemistry course for pre-service…

15. Factors affecting the social problem-solving ability of baccalaureate nursing students.

Science.gov (United States)

Lau, Ying

2014-01-01

The hospital environment is characterized by time pressure, uncertain information, conflicting goals, high stakes, stress, and dynamic conditions. These demands mean there is a need for nurses with social problem-solving skills. This study set out to (1) investigate the social problem-solving ability of Chinese baccalaureate nursing students in Macao and (2) identify the association between communication skill, clinical interaction, interpersonal dysfunction, and social problem-solving ability. All nursing students were recruited in one public institute through the census method. The research design was exploratory, cross-sectional, and quantitative. The study used the Chinese version of the Social Problem Solving Inventory short form (C-SPSI-R), Communication Ability Scale (CAS), Clinical Interactive Scale (CIS), and Interpersonal Dysfunction Checklist (IDC). Macao nursing students were more likely to use the two constructive or adaptive dimensions rather than the three dysfunctional dimensions of the C-SPSI-R to solve their problems. Multiple linear regression analysis revealed that communication ability (ß=.305, pproblem-solving after controlling for covariates. Macao has had no problem-solving training in its educational curriculum; an effective problem-solving training should be implemented as part of the curriculum. With so many changes in healthcare today, nurses must be good social problem-solvers in order to deliver holistic care. Copyright © 2012 Elsevier Ltd. All rights reserved.

16. Social problem-solving in high-functioning schizophrenia: specific deficits in sending skills.

Science.gov (United States)

Vaskinn, Anja; Sundet, Kjetil; Hultman, Christina M; Friis, Svein; Andreassen, Ole A

2009-02-28

This study examined social problem-solving performance in high-functioning schizophrenia (n=26) and its relation to neurocognition. Ten healthy controls were used as a comparison group. Social problem-solving was assessed with the Assessment of Interpersonal Problem Solving Skills (AIPSS) method. The schizophrenia group was outperformed by healthy controls on all AIPSS measures, reaching statistical significance for sending skills. Exploration of the internal relationship between different aspects of social problem-solving showed that identification of an interpersonal problem (a receiving skill) was not correlated with formulating solutions to the problem (processing skills) or successfully role-playing solutions (interpersonal sending skills). Non-verbal performance in the role-play (an interpersonal sending skill) was not significantly correlated with identification of an interpersonal problem or the generation of solutions. This suggests a dissociation of social problem-solving processes. Social problem-solving was significantly associated with psychomotor speed, verbal learning, semantic fluency and cognitive flexibility. Clinical implications are that remediation of social problem-solving skills should focus on role-playing (nonverbal) interpersonal behaviors, rather than on verbally analyzing an interpersonal problem and clarifying alternative solutions.

17. Problem-solving performance and reproductive success of great tits in urban and forest habitats.

Science.gov (United States)

Preiszner, Bálint; Papp, Sándor; Pipoly, Ivett; Seress, Gábor; Vincze, Ernő; Liker, András; Bókony, Veronika

2017-01-01

Success in problem solving, a form of innovativeness, can help animals exploit their environments, and recent research suggests that it may correlate with reproductive success. Innovativeness has been proposed to be especially beneficial in urbanized habitats, as suggested by superior problem-solving performance of urban individuals in some species. If there is stronger selection for innovativeness in cities than in natural habitats, we expect problem-solving performance to have a greater positive effect on fitness in more urbanized habitats. We tested this idea in great tits (Parus major) breeding at two urban sites and two forests by measuring their problem-solving performance in an obstacle-removal task and a food-acquisition task. Urban pairs were significantly faster problem-solvers in both tasks. Solving speed in the obstacle-removal task was positively correlated with hatching success and the number of fledglings, whereas performance in the food-acquisition task did not correlate with reproductive success. These relationships did not differ between urban and forest habitats. Neophobia, sensitivity to human disturbance, and risk taking in the presence of a predator did not explain the relationships of problem-solving performance either with habitat type or with reproductive success. Our results suggest that the benefit of innovativeness in terms of reproductive success is similar in urban and natural habitats, implying that problem-solving skills may be enhanced in urban populations by some other benefits (e.g. increased survival) or reduced costs (e.g. more opportunities to gain practice with challenging tasks).

18. Personality and problem-solving in common mynas (Acridotheres tristis).

Science.gov (United States)

Lermite, Françoise; Peneaux, Chloé; Griffin, Andrea S

2017-01-01

Animals show consistent individual differences in behaviour across time and/or contexts. Recently, it has been suggested that proactive personality types might also exhibit fast cognitive styles. The speed with which individuals sample environmental cues is one way in which correlations between personality and cognition might arise. Here, we measured a collection of behavioural traits (competitiveness, neophobia, neophilia, task-directed motivation and exploration) in common mynas (Acridotheres tristis) and measured their relationship with problem solving. We predicted that fast solving mynas would interact with (i.e. sample) the problem solving task at higher rates, but also be more competitive, less neophobic, more neophilic, and more exploratory. Mynas that were faster to solve a novel foraging problem were no more competitive around food and no more inclined to take risks. Unexpectedly, these fast-solving mynas had higher rates of interactions with the task, but also displayed lower levels of exploration. It is possible that a negative relation between problem solving and spatial exploration arose as a consequence of how inter-individual variation in exploration was quantified. We discuss the need for greater consensus on how to measure exploratory behaviour before we can advance our understanding of relationships between cognition and personality more effectively. Copyright © 2016 Elsevier B.V. All rights reserved.

19. Step by Step: Biology Undergraduates’ Problem-Solving Procedures during Multiple-Choice Assessment

Science.gov (United States)

Prevost, Luanna B.; Lemons, Paula P.

2016-01-01

This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this allowed us to systematically investigate their problem-solving procedures. We identified a range of procedures and organized them as domain general, domain specific, or hybrid. We also identified domain-general and domain-specific errors made by students during problem solving. We found that students use domain-general and hybrid procedures more frequently when solving lower-order problems than higher-order problems, while they use domain-specific procedures more frequently when solving higher-order problems. Additionally, the more domain-specific procedures students used, the higher the likelihood that they would answer the problem correctly, up to five procedures. However, if students used just one domain-general procedure, they were as likely to answer the problem correctly as if they had used two to five domain-general procedures. Our findings provide a categorization scheme and framework for additional research on biology problem solving and suggest several important implications for researchers and instructors. PMID:27909021

20. Solving SAT Problem Based on Hybrid Differential Evolution Algorithm

Science.gov (United States)

Liu, Kunqi; Zhang, Jingmin; Liu, Gang; Kang, Lishan

Satisfiability (SAT) problem is an NP-complete problem. Based on the analysis about it, SAT problem is translated equally into an optimization problem on the minimum of objective function. A hybrid differential evolution algorithm is proposed to solve the Satisfiability problem. It makes full use of strong local search capacity of hill-climbing algorithm and strong global search capability of differential evolution algorithm, which makes up their disadvantages, improves the efficiency of algorithm and avoids the stagnation phenomenon. The experiment results show that the hybrid algorithm is efficient in solving SAT problem.

1. Social problem solving ability predicts mental health among undergraduate students

Directory of Open Access Journals (Sweden)

Mansour Ranjbar

2013-01-01

Methods : In this correlational- descriptive study, 369 (208 female and 161 male from, Mazandaran University of Medical Science were selected through stratified random sampling method. In order to collect the data, the social problem solving inventory-revised and general health questionnaire were used. Data were analyzed through SPSS-19, Pearson′s correlation, t test, and stepwise regression analysis. Results : Data analysis showed significant relationship between social problem solving ability and mental health (P < 0.01. Social problem solving ability was significantly associated with the somatic symptoms, anxiety and insomnia, social dysfunction and severe depression (P < 0.01. Conclusions: The results of our study demonstrated that there is a significant correlation between social problem solving ability and mental health.

2. How Students Circumvent Problem-Solving Strategies that Require Greater Cognitive Complexity.

Science.gov (United States)

Niaz, Mansoor

1996-01-01

Analyzes the great diversity in problem-solving strategies used by students in solving a chemistry problem and discusses the relationship between these variables and different cognitive variables. Concludes that students try to circumvent certain problem-solving strategies by adapting flexible and stylistic innovations that render the cognitive…

3. Working memory components as predictors of children's mathematical word problem solving.

Science.gov (United States)

Zheng, Xinhua; Swanson, H Lee; Marcoulides, George A

2011-12-01

4. Creativity and Problem Solving

DEFF Research Database (Denmark)

Vidal, Rene Victor Valqui

2004-01-01

This paper presents some modern and interdisciplinary concepts about creativity and creative processes of special relevance for Operational Research workers. Central publications in the area Creativity-Operational Research are shortly reviewed. Some creative tools and the Creative Problem Solving...... approach are also discussed. Finally, some applications of these concepts and tools are outlined. Some central references are presented for further study of themes related to creativity or creative tools....

5. Pragmatic evaluation of the Toyota Production System (TPS analysis procedure for problem solving with entry-level nurses

Directory of Open Access Journals (Sweden)

Lukasz Maciej Mazur

2008-12-01

Full Text Available Medication errors occurring in hospitals are a growing national concern. These medication errors and their related costs (or wastes are seen as major factors leading to increased patient safety risks and increased waste in the hospital setting.  This article presents a study in which sixteen entry-level nurses utilized a Toyota Production System (TPS analysis procedure to solve medication delivery problems at one community hospital. The objective of this research was to study and evaluate the TPS analysis procedure for problem solving with entry-level nurses. Personal journals, focus group discussions, and a survey study were used to collect data about entry-level nurses’ perceptions of using the TPS problem solving approach to study medication delivery. A regression analysis was used to identify characteristics that enhance problem solving efforts. In addition, propositions for effective problem solving by entry-level nurses to aid in the reduction of medication errors in healthcare delivery settings are offered.

6. The impact of perceived self-efficacy on mental time travel and social problem solving.

Science.gov (United States)

Brown, Adam D; Dorfman, Michelle L; Marmar, Charles R; Bryant, Richard A

2012-03-01

Current models of autobiographical memory suggest that self-identity guides autobiographical memory retrieval. Further, the capacity to recall the past and imagine one's self in the future (mental time travel) can influence social problem solving. We examined whether manipulating self-identity, through an induction task in which students were led to believe they possessed high or low self-efficacy, impacted episodic specificity and content of retrieved and imagined events, as well as social problem solving. Compared to individuals in the low self efficacy group, individuals in the high self efficacy group generated past and future events with greater (a) specificity, (b) positive words, and (c) self-efficacious statements, and also performed better on social problem solving indices. A lack of episodic detail for future events predicted poorer performance on social problem solving tasks. Strategies that increase perceived self-efficacy may help individuals to selectively construct a past and future that aids in negotiating social problems. Copyright © 2011 Elsevier Inc. All rights reserved.

7. Developing Ill-Structured Problem-Solving Skills through Wilderness Education

Science.gov (United States)

Collins, Rachel H.; Sibthorp, Jim; Gookin, John

2016-01-01

In a society that is becoming more dynamic, complex, and diverse, the ability to solve ill-structured problems (ISPs) has become an increasingly critical skill. Students who enter adult roles with the cognitive skills to address ISPs will be better able to assume roles in the emerging economies. Opportunities to develop and practice these skills…

8. Problem Solving and the Development of Expertise in Management.

Science.gov (United States)

Lash, Fredrick B.

This study investigated novice and expert problem solving behavior in management to examine the role of domain specific knowledge on problem solving processes. Forty-one middle level marketing managers in a large petrochemical organization provided think aloud protocols in response to two hypothetical management scenarios. Protocol analysis…

9. Student’s thinking process in solving word problems in geometry

Science.gov (United States)

Khasanah, V. N.; Usodo, B.; Subanti, S.

2018-05-01

This research aims to find out the thinking process of seventh grade of Junior High School in solve word problem solving of geometry. This research was descriptive qualitative research. The subject of the research was selected based on sex and differences in mathematical ability. Data collection was done based on student’s work test, interview, and observation. The result of the research showed that there was no difference of thinking process between male and female with high mathematical ability, and there were differences of thinking process between male and female with moderate and low mathematical ability. Also, it was found that male with moderate mathematical ability took a long time in the step of making problem solving plans. While female with moderate mathematical ability took a long time in the step of understanding the problems. The importance of knowing the thinking process of students in solving word problem solving were that the teacher knows the difficulties faced by students and to minimize the occurrence of the same error in problem solving. Teacher could prepare the right learning strategies which more appropriate with student’s thinking process.

10. Parents' and Teachers' Opinions of Preschool Children's Social Problem-Solving and Behavioural Problems

Science.gov (United States)

Kasik, László; Gál, Zita

2016-01-01

The aim of our study was to shed light on (1) what Hungarian mothers, fathers and teachers of 4-6-year-olds think of these children's social problem-solving (SPS) and their difficulties in terms of problem-solving, adaptability and prosocial behaviour; (2) studying any correlation between the examined aspects and (3) the connection between one's…

11. Transformational and transactional leadership and problem solving in restaurant industry

OpenAIRE

Huhtala, Nina

2013-01-01

The study tries to give information on the leadership behavior of restaurant managers in their problem solving. The results of the study were collected by evaluating three restaurant managers by interviewing them. The restaurant managers’ answers were compared to transformational and transactional leadership model and the aspects of it. Their problem solving skills were evaluated by the help of a rational and creative problem solving model. The study showed that restaurant managers have both ...

12. Self-Assessment of Problem Solving Disposition in Medical Students

Directory of Open Access Journals (Sweden)

Silvia Lizett Olivares-Olivares

2014-01-01

Full Text Available Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 experts in medical education and applied to 135 registered students on the sixth year of the M.D. Physician Surgeon program at a private medical school. Cronbach’s alpha indicated an internal consistency of 0.751. The findings suggest that selected items have both homogeneity and validity. The factor analysis resulted in components that were associated with three problem-solving subcategories. The students’ perceptions are higher in the pattern recognition and application of general strategies for problem solving subcategories of the Problem solving disposition model.

13. Error Patterns in Problem Solving.

Science.gov (United States)

Babbitt, Beatrice C.

Although many common problem-solving errors within the realm of school mathematics have been previously identified, a compilation of such errors is not readily available within learning disabilities textbooks, mathematics education texts, or teacher's manuals for school mathematics texts. Using data on error frequencies drawn from both the Fourth…

14. [Profile of social problem solving and coping profile in anxious and depressed Chileans].

Science.gov (United States)

Kramp, Uwe

2012-11-01

According to the Pan American Health Organization and the World Health Organization, in 2020, depression will become the second cause of disability worldwide. In Chile, anxiety and depressive disorders account for almost 28% of the total years of healthy life lost due to illness. This research seeks to explore a profile of social problem solving and coping present in people who suffer from anxious and depressive symptoms. The sample consisted of 1179 analogous Chilean participants (55.9% women), with a mean of 22.23 years (range between 18-48 years). The results suggest statistically significant differences for all social problem solving and coping strategies evaluated. Thus, if anxious or depressive symptoms increase, social problem solving or coping strategies become less adaptive.

15. Students’ difficulties in solving linear equation problems

Science.gov (United States)

Wati, S.; Fitriana, L.; Mardiyana

2018-03-01

A linear equation is an algebra material that exists in junior high school to university. It is a very important material for students in order to learn more advanced mathematics topics. Therefore, linear equation material is essential to be mastered. However, the result of 2016 national examination in Indonesia showed that students’ achievement in solving linear equation problem was low. This fact became a background to investigate students’ difficulties in solving linear equation problems. This study used qualitative descriptive method. An individual written test on linear equation tasks was administered, followed by interviews. Twenty-one sample students of grade VIII of SMPIT Insan Kamil Karanganyar did the written test, and 6 of them were interviewed afterward. The result showed that students with high mathematics achievement donot have difficulties, students with medium mathematics achievement have factual difficulties, and students with low mathematics achievement have factual, conceptual, operational, and principle difficulties. Based on the result there is a need of meaningfulness teaching strategy to help students to overcome difficulties in solving linear equation problems.

16. How to solve applied mathematics problems

CERN Document Server

Moiseiwitsch, B L

2011-01-01

This workbook bridges the gap between lectures and practical applications, offering students of mathematics, engineering, and physics the chance to practice solving problems from a wide variety of fields. 2011 edition.

17. The role of qualitative discussion in problem solving

International Nuclear Information System (INIS)

Cerny, V.

1998-01-01

The paper contributes to the methodology of problem solving in physics. We argue that the task of solving a problem does not end by obtaining the result. We claim that a question like 'Why the result came out as it did?' can be meaningfully posed and that deeper understanding of the subject comes out as a result of a discussion on possible answers to such a question (Author)

18. Parent–child problem solving in families of children with or without intellectual disability

Science.gov (United States)

Wieland, N.; Green, S.; Ellingsen, R.; Baker, B. L.

2016-01-01

Objective To examine differences in child social competence and parent–child interactions involving children with intellectual disability (ID) or typical development (TD) during a Parent–Child Problem-Solving Task. Design Mothers and their 9-year-old children (n = 122) participated in a problem-solving task in which they discussed and tried to resolve an issue they disagreed about. The interactions were coded on child and mother problem solving and affect behaviours, as well as the dyad’s problem resolution. Results Children with ID (n = 35) were rated lower on expression/negotiation skills and higher on resistance to the task than children with TD (n = 87). Mothers in the ID group (vs. TD group) were more likely to direct the conversation. However, there were no group differences on maternal feeling acknowledgement, engagement, warmth or antagonism. The ID dyads were less likely to come to a resolution and to compromise in doing so than the TD dyads. These group differences were not attributable to differences in children’s behaviour problems. Conclusions Children with ID and their mothers had more difficulty resolving problems, and this increased difficulty was not explained by greater behaviour problems. Additionally, with the exception of directiveness, mothers of children with ID displayed similar behaviours and affect towards their children during problem solving as mothers of children with TD. Results suggest that the Parent–Child Problem-Solving Task is a useful way to assess social skills and associated parental behaviours in middle childhood beyond self-report. Implications for future research and intervention are discussed. PMID:23336566

19. Scientific Approach to Improve Mathematical Problem Solving Skills Students of Grade V

Science.gov (United States)

Roheni; Herman, T.; Jupri, A.

2017-09-01

This study investigates the skills of elementary school students’ in problem solving through the Scientific Approach. The purpose of this study is to determine mathematical problem solving skills of students by using Scientific Approach is better than mathematical problem solving skills of students by using Direct Instruction. This study is using quasi-experimental method. Subject of this study is students in grade V in one of state elementary school in Cirebon Regency. Instrument that used in this study is mathematical problem solving skills. The result of this study showed that mathematical problem solving skills of students who learn by using Scientific Approach is more significant than using Direct Instruction. Base on result and analysis, the conclusion is that Scientific Approach can improve students’ mathematical problem solving skills.

20. The Effect of Reading Comprehension and Problem Solving Strategies on Classifying Elementary 4th Grade Students with High and Low Problem Solving Success

Science.gov (United States)

Ulu, Mustafa

2017-01-01

In this study, the effect of fluent reading (speed, reading accuracy percentage, prosodic reading), comprehension (literal comprehension, inferential comprehension) and problem solving strategies on classifying students with high and low problem solving success was researched. The sampling of the research is composed of 279 students at elementary…

1. Scaffolding for solving problem in static fluid: A case study

Science.gov (United States)

Koes-H, Supriyono; Muhardjito, Wijaya, Charisma P.

2018-01-01

Problem solving is one of the basic abilities that should be developed from learning physics. However, students still face difficulties in the process of non-routine problem-solving. Efforts are necessary to be taken in order to identify such difficulties and the solutions to solve them. An effort in the form of a diagnosis of students' performance in problem solving can be taken to identify their difficulties, and various instructional scaffolding supports can be utilized to eliminate the difficulties. This case study aimed to describe the students' difficulties in solving static fluid problems and the effort to overcome such difficulties through different scaffolding supports. The research subjects consisted of four 10-grade students of (Public Senior High School) SMAN 4 Malang selected by purposive sampling technique. The data of students' difficulties were collected via think-aloud protocol implemented on students' performance in solving non-routine static fluid problems. Subsequently, combined scaffolding supports were given to the students based on their particular difficulties. The research findings pointed out that there were several conceptual difficulties discovered from the students when solving static fluid problems, i.e. the use of buoyancy force formula, determination of all forces acting on a plane in a fluid, the resultant force on a plane in a fluid, and determination of a plane depth in a fluid. An effort that can be taken to overcome such conceptual difficulties is providing a combination of some appropriate scaffolding supports, namely question prompts with specific domains, simulation, and parallel modeling. The combination can solve students' lack of knowledge and improve their conceptual understanding, as well as help them to find solutions by linking the problems with their prior knowledge. According to the findings, teachers are suggested to diagnose the students' difficulties so that they can provide an appropriate combination of

2. Solving potential field problems in composite media with complicated geometries

International Nuclear Information System (INIS)

Yeh, H.

1977-01-01

Recently, Yeh developed a method of solving potential field problems for complicated geometries and theorems of piecewise continuous eigenfunctions which can be used to solve boundary-value problems in composite media by the separation of variables. This paper shows that by a proper arrangement of matching conditions and boundary conditions, this method and these theorems can be applied simultaneously so that the problems in composite media with complicated geometries can be solved. To illustrate this, a heat-conduction problem in a composite cylinder with an abrupt change in cross-section area is solved. Also presented in this paper are the method of handling the nonhomogeneous boundary conditions for composite media and the extension of one of the above-mentioned theorems to include imperfect contact on material boundaries

3. Human Problem Solving in 2012

Science.gov (United States)

Funke, Joachim

2013-01-01

This paper presents a bibliography of 263 references related to human problem solving, arranged by subject matter. The references were taken from PsycInfo and Academic Premier data-base. Journal papers, book chapters, and dissertations are included. The topics include human development, education, neuroscience, and research in applied settings. It…

4. Solving the SAT problem using Genetic Algorithm

Directory of Open Access Journals (Sweden)

Arunava Bhattacharjee

2017-08-01

Full Text Available In this paper we propose our genetic algorithm for solving the SAT problem. We introduce various crossover and mutation techniques and then make a comparative analysis between them in order to find out which techniques are the best suited for solving a SAT instance. Before the genetic algorithm is applied to an instance it is better to seek for unit and pure literals in the given formula and then try to eradicate them. This can considerably reduce the search space, and to demonstrate this we tested our algorithm on some random SAT instances. However, to analyse the various crossover and mutation techniques and also to evaluate the optimality of our algorithm we performed extensive experiments on benchmark instances of the SAT problem. We also estimated the ideal crossover length that would maximise the chances to solve a given SAT instance.

5. Creativity and problem Solving

Directory of Open Access Journals (Sweden)

René Victor Valqui Vidal

2004-12-01

Full Text Available This paper presents some modern and interdisciplinary concepts about creativity and creative processes of special relevance for Operational Research workers. Central publications in the area Creativity-Operational Research are shortly reviewed. Some creative tools and the Creative Problem Solving approach are also discussed. Finally, some applications of these concepts and tools are outlined. Some central references are presented for further study of themes related to creativity or creative tools.

6. Physical activity problem-solving inventory for adolescents: Development and initial validation

Science.gov (United States)

Youth encounter physical activity barriers, often called problems. The purpose of problem-solving is to generate solutions to overcome the barriers. Enhancing problem-solving ability may enable youth to be more physically active. Therefore, a method for reliably assessing physical activity problem-s...

7. Students' Epistemological Framing in Quantum Mechanics Problem Solving

Science.gov (United States)

Modir, Bahar; Thompson, John D.; Sayre, Eleanor C.

2017-01-01

Students' difficulties in quantum mechanics may be the result of unproductive framing and not a fundamental inability to solve the problems or misconceptions about physics content. We observed groups of students solving quantum mechanics problems in an upper-division physics course. Using the lens of epistemological framing, we investigated four…

8. Measuring Problem Solving Skills in Plants vs. Zombies 2

Science.gov (United States)

Shute, Valerie J.; Moore, Gregory R.; Wang, Lubin

2015-01-01

We are using stealth assessment, embedded in "Plants vs. Zombies 2," to measure middle-school students' problem solving skills. This project started by developing a problem solving competency model based on a thorough review of the literature. Next, we identified relevant in-game indicators that would provide evidence about students'…

9. Determining Students' Attitude towards Physics through Problem-Solving Strategy

Science.gov (United States)

Erdemir, Naki

2009-01-01

In this study, the effects of teacher-directed and self-directed problem-solving strategies on students' attitudes toward physics were explored. Problem-solving strategies were used with the experimental group, while the control group was instructed using traditional teaching methods. The study was conducted with 270 students at various high…

10. Students’ Representation in Mathematical Word Problem-Solving: Exploring Students’ Self-efficacy

Science.gov (United States)

Sahendra, A.; Budiarto, M. T.; Fuad, Y.

2018-01-01

This descriptive qualitative research aims at investigating student represented in mathematical word problem solving based on self-efficacy. The research subjects are two eighth graders at a school in Surabaya with equal mathematical ability consisting of two female students with high and low self-efficacy. The subjects were chosen based on the results of test of mathematical ability, documentation of the result of middle test in even semester of 2016/2017 academic year, and results of questionnaire of mathematics word problem in terms of self-efficacy scale. The selected students were asked to do mathematical word problem solving and be interviewed. The result of this study shows that students with high self-efficacy tend to use multiple representations of sketches and mathematical models, whereas students with low self-efficacy tend to use single representation of sketches or mathematical models only in mathematical word problem-solving. This study emphasizes that teachers should pay attention of student’s representation as a consideration of designing innovative learning in order to increase the self-efficacy of each student to achieve maximum mathematical achievement although it still requires adjustment to the school situation and condition.

11. An episodic specificity induction enhances means-end problem solving in young and older adults.

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Madore, Kevin P; Schacter, Daniel L

2014-12-01

12. Assessing the Internal Dynamics of Mathematical Problem Solving in Small Groups.

Science.gov (United States)

Artzt, Alice F.; Armour-Thomas, Eleanor

The purpose of this exploratory study was to examine the problem-solving behaviors and perceptions of (n=27) seventh-grade students as they worked on solving a mathematical problem within a small-group setting. An assessment system was developed that allowed for this analysis. To assess problem-solving behaviors within a small group a Group…

13. Problem solving teaching practices: Observer and teacher's view

OpenAIRE

Felmer , Patricio; Perdomo-Díaz , Josefa; Giaconi , Valentina; Espinoza , Carmen ,

2015-01-01

International audience; In this article, we report on an exploratory study on teaching practices related to problem solving of a group of 29 novel secondary mathematics teachers. For this purpose, two independent instruments were designed, the first one is based on lesson observations, and the second one is a questionnaire answered by teachers about their teaching practices while working on non-routine problem solving with their students. For each instrument, we perform a statistical analysis...

14. Temperament and problem solving in a population of adolescent guide dogs.

Science.gov (United States)

Bray, Emily E; Sammel, Mary D; Seyfarth, Robert M; Serpell, James A; Cheney, Dorothy L

2017-09-01

It is often assumed that measures of temperament within individuals are more correlated to one another than to measures of problem solving. However, the exact relationship between temperament and problem-solving tasks remains unclear because large-scale studies have typically focused on each independently. To explore this relationship, we tested 119 prospective adolescent guide dogs on a battery of 11 temperament and problem-solving tasks. We then summarized the data using both confirmatory factor analysis and exploratory principal components analysis. Results of confirmatory analysis revealed that a priori separation of tests as measuring either temperament or problem solving led to weak results, poor model fit, some construct validity, and no predictive validity. In contrast, results of exploratory analysis were best summarized by principal components that mixed temperament and problem-solving traits. These components had both construct and predictive validity (i.e., association with success in the guide dog training program). We conclude that there is complex interplay between tasks of "temperament" and "problem solving" and that the study of both together will be more informative than approaches that consider either in isolation.

15. Is Trait Rumination Associated with the Ability to Generate Effective Problem Solving Strategies? Utilizing Two Versions of the Means-Ends Problem-Solving Test.

Science.gov (United States)

Hasegawa, Akira; Nishimura, Haruki; Mastuda, Yuko; Kunisato, Yoshihiko; Morimoto, Hiroshi; Adachi, Masaki

This study examined the relationship between trait rumination and the effectiveness of problem solving strategies as assessed by the Means-Ends Problem-Solving Test (MEPS) in a nonclinical population. The present study extended previous studies in terms of using two instructions in the MEPS: the second-person, actual strategy instructions, which has been utilized in previous studies on rumination, and the third-person, ideal-strategy instructions, which is considered more suitable for assessing the effectiveness of problem solving strategies. We also replicated the association between rumination and each dimension of the Social Problem-Solving Inventory-Revised Short Version (SPSI-R:S). Japanese undergraduate students ( N  = 223) completed the Beck Depression Inventory-Second Edition, Ruminative Responses Scale (RRS), MEPS, and SPSI-R:S. One half of the sample completed the MEPS with the second-person, actual strategy instructions. The other participants completed the MEPS with the third-person, ideal-strategy instructions. The results showed that neither total RRS score, nor its subscale scores were significantly correlated with MEPS scores under either of the two instructions. These findings taken together with previous findings indicate that in nonclinical populations, trait rumination is not related to the effectiveness of problem solving strategies, but that state rumination while responding to the MEPS deteriorates the quality of strategies. The correlations between RRS and SPSI-R:S scores indicated that trait rumination in general, and its brooding subcomponent in particular are parts of cognitive and behavioral responses that attempt to avoid negative environmental and negative private events. Results also showed that reflection is a part of active problem solving.

16. Pre-Service Physics Teachers’ Problem-solving Skills in Projectile Motion Concept

Science.gov (United States)

Sutarno, S.; Setiawan, A.; Kaniawati, I.; Suhandi, A.

2017-09-01

This study is a preliminary research aiming at exploring pre-service physics teachers’ skills in applying the stage of problem-solving strategies. A total of 76 students of physics education study program at a college in Bengkulu Indonesia participated in the study. The skills on solving physics problems are being explored through exercises that demand the use of problem-solving strategies with several stages such as useful description, physics approach, specific application of physics, physics equation, mathematical procedures, and logical progression. Based on the results of data analysis, it is found that the pre-service physics teachers’ skills are in the moderate category for physics approach and mathematical procedural, and low category for the others. It was concluded that the pre-service physics teachers’ problem-solving skills are categorized low. It is caused by the learning of physics that has done less to practice problem-solving skills. The problems provided are only routine and poorly trained in the implementation of problem-solving strategies.The results of the research can be used as a reference for the importance of the development of physics learning based on higher order thinking skills.

17. Aiding the search: Examining individual differences in multiply-constrained problem solving.

Science.gov (United States)

Ellis, Derek M; Brewer, Gene A

2018-07-01

Understanding and resolving complex problems is of vital importance in daily life. Problems can be defined by the limitations they place on the problem solver. Multiply-constrained problems are traditionally examined with the compound remote associates task (CRAT). Performance on the CRAT is partially dependent on an individual's working memory capacity (WMC). These findings suggest that executive processes are critical for problem solving and that there are reliable individual differences in multiply-constrained problem solving abilities. The goals of the current study are to replicate and further elucidate the relation between WMC and CRAT performance. To achieve these goals, we manipulated preexposure to CRAT solutions and measured WMC with complex-span tasks. In Experiment 1, we report evidence that preexposure to CRAT solutions improved problem solving accuracy, WMC was correlated with problem solving accuracy, and that WMC did not moderate the effect of preexposure on problem solving accuracy. In Experiment 2, we preexposed participants to correct and incorrect solutions. We replicated Experiment 1 and found that WMC moderates the effect of exposure to CRAT solutions such that high WMC participants benefit more from preexposure to correct solutions than low WMC (although low WMC participants have preexposure benefits as well). Broadly, these results are consistent with theories of working memory and problem solving that suggest a mediating role of attention control processes. Published by Elsevier Inc.

18. Discovering Steiner Triple Systems through Problem Solving

Science.gov (United States)

Sriraman, Bharath

2004-01-01

An attempt to implement problem solving as a teacher of ninth grade algebra is described. The problems selected were not general ones, they involved combinations and represented various situations and were more complex which lead to the discovery of Steiner triple systems.

Science.gov (United States)

Jung, Charles; And Others

This manual is to be used by leaders of RUPS (Research Utilizing Problem Solving) workshops for school or district administrators. The workshop's goal is for administrators to develop problem solving skills by using the RUPS simulation situations in a teamwork setting. Although workshop leaders should be familiar with the RUPS materials and…

20. Social Problem Solving and Aggression: The Role of Depression

Science.gov (United States)

Ozdemir, Yalcin; Kuzucu, Yasar; Koruklu, Nermin

2013-01-01

The purpose of the present study was to examine direct and indirect relations among social problem-solving, depression, and aggression, as well as the mediating role of depression in the link between social problem-solving and aggression among Turkish youth. Data for the present study were collected from 413 adolescents. The participants' age…

1. Using Everyday Materials To Promote Problem Solving in Toddlers.

Science.gov (United States)

Segatti, Laura; Brown-DuPaul, Judy; Keyes, Tracy L.

2003-01-01

Outlines benefits of and skills involved in problem solving. Details how an environment rich in materials that foster cause-and-effect or trial-and-error explorations promote cognitive development among toddlers. Offers examples of problem-solving experiences and lists materials for use in curriculum planning. Describes the teacher' role as one of…

2. How do they solve it? An insight into the learner’s approach to the mechanism of physics problem solving

Directory of Open Access Journals (Sweden)

Balasubrahmanya Hegde

2012-03-01

Full Text Available A perceived difficulty is associated with physics problem solving from a learner’s viewpoint, arising out of a multitude of reasons. In this paper, we have examined the microstructure of students’ thought processes during physics problem solving by combining the analysis of responses to multiple-choice questions and semistructured student interviews. Design of appropriate scaffoldings serves as pointers to the identification of student problem solving difficulties. An analysis of the results suggests the necessity of identification of the skill sets required for developing better problem solving abilities.

3. Development and validation of the diabetes adolescent problem solving questionnaire.

Science.gov (United States)

Mulvaney, Shelagh A; Jaser, Sarah S; Rothman, Russell L; Russell, William E; Pittel, Eric J; Lybarger, Cindy; Wallston, Kenneth A

2014-10-01

Problem solving is a critical diabetes self-management skill. Because of a lack of clinically feasible measures, our aim was to develop and validate a self-report self-management problem solving questionnaire for adolescents with type 1 diabetes (T1D). A multidisciplinary team of diabetes experts generated questionnaire items that addressed diabetes self-management problem solving. Iterative feedback from parents and adolescents resulted in 27 items. Adolescents from two studies (N=156) aged 13-17 were recruited through a pediatric diabetes clinic and completed measures through an online survey. Glycemic control was measured by HbA1c recorded in the medical record. Empirical elimination of items using principal components analyses resulted in a 13-item unidimensional measure, the diabetes adolescent problem solving questionnaire (DAPSQ) that explained 56% of the variance. The DAPSQ demonstrated internal consistency (Cronbach's alpha=0.92) and was correlated with diabetes self-management (r=0.53, pproblem solving in youth with T1D and is associated with better self-management behaviors and glycemic control. The DAPSQ is a clinically feasible self-report measure that can provide valuable information regarding level of self-management problem solving and guide patient education. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

4. Application of Monte Carlo method to solving boundary value problem of differential equations

International Nuclear Information System (INIS)

Zuo Yinghong; Wang Jianguo

2012-01-01

This paper introduces the foundation of the Monte Carlo method and the way how to generate the random numbers. Based on the basic thought of the Monte Carlo method and finite differential method, the stochastic model for solving the boundary value problem of differential equations is built. To investigate the application of the Monte Carlo method to solving the boundary value problem of differential equations, the model is used to solve Laplace's equations with the first boundary condition and the unsteady heat transfer equation with initial values and boundary conditions. The results show that the boundary value problem of differential equations can be effectively solved with the Monte Carlo method, and the differential equations with initial condition can also be calculated by using a stochastic probability model which is based on the time-domain finite differential equations. Both the simulation results and theoretical analyses show that the errors of numerical results are lowered as the number of simulation particles is increased. (authors)

5. Constructing squares as a mathematical problem solving process in pre-school

Directory of Open Access Journals (Sweden)

MARIA ANGELA SHIAKALLI

2014-06-01

Full Text Available Could problem solving be the object of teaching in early education? Could children’s engagement in problem solving processes lead to skills and conceptual understanding development? Could appropriate teaching interventions scaffold children’s efforts? The sample consisted of 25 children attending public pre-school in Cyprus. The children were asked to construct different sized squares. Findings show that children responded positively to the problem and were successful in solving it. During the problem solving process children demonstrated development of skills and conceptual understanding. Teacher-children and children-children interactions played an important role in the positive outcome of the activity.

6. Threshold Concepts in the Development of Problem-solving Skills

OpenAIRE

Shelly Wismath; Doug Orr; Bruce MacKay

2015-01-01

Problem-solving skills are often identified as a key component of 21st century education. This study collected data from students enrolled in a university-level Liberal Education science course called Problems and Puzzles, which introduced students to the theory and practice of problem solving via puzzles. Based on classroom observation and other qualitative data collected over three semesters, we have identified three significant changes in student behaviour at specific points in the course....

7. Improve Problem Solving Skills through Adapting Programming Tools

Science.gov (United States)

Shaykhian, Linda H.; Shaykhian, Gholam Ali

2007-01-01

There are numerous ways for engineers and students to become better problem-solvers. The use of command line and visual programming tools can help to model a problem and formulate a solution through visualization. The analysis of problem attributes and constraints provide insight into the scope and complexity of the problem. The visualization aspect of the problem-solving approach tends to make students and engineers more systematic in their thought process and help them catch errors before proceeding too far in the wrong direction. The problem-solver identifies and defines important terms, variables, rules, and procedures required for solving a problem. Every step required to construct the problem solution can be defined in program commands that produce intermediate output. This paper advocates improved problem solving skills through using a programming tool. MatLab created by MathWorks, is an interactive numerical computing environment and programming language. It is a matrix-based system that easily lends itself to matrix manipulation, and plotting of functions and data. MatLab can be used as an interactive command line or a sequence of commands that can be saved in a file as a script or named functions. Prior programming experience is not required to use MatLab commands. The GNU Octave, part of the GNU project, a free computer program for performing numerical computations, is comparable to MatLab. MatLab visual and command programming are presented here.

8. Teaching creativity and inventive problem solving in science.

Science.gov (United States)

DeHaan, Robert L

2009-01-01

Engaging learners in the excitement of science, helping them discover the value of evidence-based reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property. The creative process can be explained by reference to increasingly well-understood cognitive skills such as cognitive flexibility and inhibitory control that are widely distributed in the population. I explore the relationship between creativity and the higher-order cognitive skills, review assessment methods, and describe several instructional strategies for enhancing creative problem solving in the college classroom. Evidence suggests that instruction to support the development of creativity requires inquiry-based teaching that includes explicit strategies to promote cognitive flexibility. Students need to be repeatedly reminded and shown how to be creative, to integrate material across subject areas, to question their own assumptions, and to imagine other viewpoints and possibilities. Further research is required to determine whether college students' learning will be enhanced by these measures.

9. Worry and problem-solving skills and beliefs in primary school children

OpenAIRE

Parkinson, Monika; Creswell, Catharine

2011-01-01

Objective. To examine the association between worry and problem-solving skills and beliefs (confidence and perceived control) in primary school children.\\ud Method. Children (8–11 years) were screened using the Penn State Worry Questionnaire for Children. High (N ¼ 27) and low (N ¼ 30) scorers completed measures of anxiety, problem-solving skills (generating alternative solutions to\\ud problems, planfulness, and effectiveness of solutions) and problem-solving beliefs(confidence and perceived ...

10. Best Known Problem Solving Strategies in "High-Stakes" Assessments

Science.gov (United States)

Hong, Dae S.

2011-01-01

In its mathematics standards, National Council of Teachers of Mathematics (NCTM) states that problem solving is an integral part of all mathematics learning and exposure to problem solving strategies should be embedded across the curriculum. Furthermore, by high school, students should be able to use, decide and invent a wide range of strategies.…

11. A tabu-search heuristic for solving the multi-depot vehicle scheduling problem

Directory of Open Access Journals (Sweden)

Gilmar D'Agostini Oliveira Casalinho

2014-08-01

Full Text Available Currently the logistical problems are relying quite significantly on Operational Research in order to achieve greater efficiency in their operations. Among the problems related to the vehicles scheduling in a logistics system, the Multiple Depot Vehicle Scheduling Problem (MDVSP has been addressed in several studies. The MDVSP presupposes the existence of depots that affect the planning of sequences to which travel must be performed. Often, exact methods cannot solve large instances encountered in practice and in order to take them into account, several heuristic approaches are being developed. The aim of this study was thus to solve the MDVSP using a meta-heuristic based on tabu-search method. The main motivation for this work came from the indication that only recently the use of meta-heuristics is being applied to MDVSP context (Pepin et al. 2008 and, also, the limitations listed by Rohde (2008 in his study, which used the branch-and-bound in one of the steps of the heuristic presented to solve the problem, which has increased the time resolution. The research method for solving this problem was based on adaptations of traditional techniques of Operational Research, and provided resolutions presenting very competitive results for the MDVSP such as the cost of the objective function, number of vehicles used and computational time.

12. Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems

Science.gov (United States)

Saunders, Alicia F.; Spooner, Fred; Ley Davis, Luann

2018-01-01

Mathematical problem solving is necessary in many facets of everyday life, yet little research exists on how to teach students with more severe disabilities higher order mathematics like problem solving. Using a multiple probe across participants design, three middle school students with moderate intellectual disability (ID) were taught to solve…

13. Pedagogy and/or technology: Making difference in improving students' problem solving skills

Science.gov (United States)

Hrepic, Zdeslav; Lodder, Katherine; Shaw, Kimberly A.

2013-01-01

Pen input computers combined with interactive software may have substantial potential for promoting active instructional methodologies and for facilitating students' problem solving ability. An excellent example is a study in which introductory physics students improved retention, conceptual understanding and problem solving abilities when one of three weekly lectures was replaced with group problem solving sessions facilitated with Tablet PCs and DyKnow software [1,2]. The research goal of the present study was to isolate the effect of the methodology itself (using additional time to teach problem solving) from that of the involved technology. In Fall 2011 we compared the performance of students taking the same introductory physics lecture course while enrolled in two separate problem-solving sections. One section used pen-based computing to facilitate group problem solving while the other section used low-tech methods for one third of the semester (covering Kinematics), and then traded technologies for the middle third of the term (covering Dynamics). Analysis of quiz, exam and standardized pre-post test results indicated no significant difference in scores of the two groups. Combining this result with those of previous studies implies primacy of pedagogy (collaborative problem solving itself) over technology for student learning in problem solving recitations.

14. The Creativity of Reflective and Impulsive Selected Students in Solving Geometric Problems

Science.gov (United States)

Shoimah, R. N.; Lukito, A.; Siswono, T. Y. E.

2018-01-01

This research purposed to describe the elementary students’ creativity with reflective and impulsive cognitive style in solving geometric problems. This research used qualitative research methods. The data was collected by written tests and task-based interviews. The subjects consisted of two 5th grade students that were measured by MFFT (Matching Familiar Figures Test). The data were analyzed based on the three main components of creativity; that is fluency, flexibility, and novelty. This results showed that subject with reflective cognitive style in solving geometric problems met all components of creativity (fluency; subject generated more than three different right-ideas in solving problems, flexibility; subject generated more than two different ways to get problem solved, and novelty; subject generated new ideas and new ways that original and has never been used before). While subject with impulsive cognitive style in solving geometric problems met two components of creativity (fluency; subject generated more than three different right-ideas in solving problems, flexibility; subject generated two different ways to get problem solved). Thus, it could be concluded that reflective students are more creative in solving geometric problems. The results of this research can also be used as a guideline in the future assessment of creativity based on cognitive style.

15. Parent-child problem solving in families of children with or without intellectual disability.

Science.gov (United States)

Wieland, N; Green, S; Ellingsen, R; Baker, B L

2014-01-01

16. Effects of Worked Examples, Example-Problem Pairs, and Problem-Example Pairs Compared to Problem Solving

NARCIS (Netherlands)

Van Gog, Tamara; Kester, Liesbeth; Paas, Fred

2010-01-01

Van Gog, T., Kester, L., & Paas, F. (2010, August). Effects of worked examples, example-problem pairs, and problem-example pairs compared to problem solving. Paper presented at the Biannual EARLI SIG meeting of Instructional design and Learning and instruction with computers, Ulm, Germany.

17. Quantum speedup in solving the maximal-clique problem

Science.gov (United States)

Chang, Weng-Long; Yu, Qi; Li, Zhaokai; Chen, Jiahui; Peng, Xinhua; Feng, Mang

2018-03-01

The maximal-clique problem, to find the maximally sized clique in a given graph, is classically an NP-complete computational problem, which has potential applications ranging from electrical engineering, computational chemistry, and bioinformatics to social networks. Here we develop a quantum algorithm to solve the maximal-clique problem for any graph G with n vertices with quadratic speedup over its classical counterparts, where the time and spatial complexities are reduced to, respectively, O (√{2n}) and O (n2) . With respect to oracle-related quantum algorithms for the NP-complete problems, we identify our algorithm as optimal. To justify the feasibility of the proposed quantum algorithm, we successfully solve a typical clique problem for a graph G with two vertices and one edge by carrying out a nuclear magnetic resonance experiment involving four qubits.

18. Building problem solving environments with the arches framework

Energy Technology Data Exchange (ETDEWEB)

Debardeleben, Nathan [Los Alamos National Laboratory; Sass, Ron [U NORTH CAROLINA; Stanzione, Jr., Daniel [ASU; Ligon, Ill, Walter [CLEMSON UNIV

2009-01-01

The computational problems that scientists face are rapidly escalating in size and scope. Moreover, the computer systems used to solve these problems are becoming significantly more complex than the familiar, well-understood sequential model on their desktops. While it is possible to re-train scientists to use emerging high-performance computing (HPC) models, it is much more effective to provide them with a higher-level programming environment that has been specialized to their particular domain. By fostering interaction between HPC specialists and the domain scientists, problem-solving environments (PSEs) provide a collaborative environment. A PSE environment allows scientists to focus on expressing their computational problem while the PSE and associated tools support mapping that domain-specific problem to a high-performance computing system. This article describes Arches, an object-oriented framework for building domain-specific PSEs. The framework was designed to support a wide range of problem domains and to be extensible to support very different high-performance computing targets. To demonstrate this flexibility, two PSEs have been developed from the Arches framework to solve problem in two different domains and target very different computing platforms. The Coven PSE supports parallel applications that require large-scale parallelism found in cost-effective Beowulf clusters. In contrast, RCADE targets FPGA-based reconfigurable computing and was originally designed to aid NASA Earth scientists studying satellite instrument data.

19. Physics: Quantum problems solved through games

Science.gov (United States)

Maniscalco, Sabrina

2016-04-01

Humans are better than computers at performing certain tasks because of their intuition and superior visual processing. Video games are now being used to channel these abilities to solve problems in quantum physics. See Letter p.210

20. Problem solving: How can we help students overcome cognitive difficulties

Directory of Open Access Journals (Sweden)

Liberato Cardellini

2014-12-01

Full Text Available The traditional approach to teach problem solving usually consists in showing students the solutions of some example-problems and then in asking students to practice individually on solving a certain number of related problems. This approach does not ensure that students learn to solve problems and above all to think about the solution process in a consistent manner. Topics such as atoms, molecules, and the mole concept are fundamental in chemistry and instructors may think that, for our students, should be easy to learn these concepts and to use them in solving problems, but it is not always so. If teachers do not put emphasis on the logical process during solving problems, students are at risk to become more proficient at applying the formulas rather than to reason. This disappointing result is clear from the outcomes of questionnaires meant to measure the ability to calculate the mass of a sample from the number of atoms and vice versa. A suggestion from the cognitive load theory has proved a useful way to improve students’ skills for this type of problems: the use of worked out examples. The repetition after two weeks of the Friedel-Maloney test after the use of worked examples shows that students' skills significantly improve. Successful students in all questions jumped from 2 to 64%.

1. The Automatic Generation of Knowledge Spaces From Problem Solving Strategies

NARCIS (Netherlands)

Milovanovic, Ivica; Jeuring, Johan

2016-01-01

In this paper, we explore theoretical and practical aspects of the automatic generation of knowledge spaces from problem solving strategies. We show how the generated spaces can be used for adapting strategy-based problem solving learning environments (PSLEs).

2. Investigation of Problem-Solving and Problem-Posing Abilities of Seventh-Grade Students

Science.gov (United States)

Arikan, Elif Esra; Ünal, Hasan

2015-01-01

This study aims to examine the effect of multiple problem-solving skills on the problem-posing abilities of gifted and non-gifted students and to assess whether the possession of such skills can predict giftedness or affect problem-posing abilities. Participants' metaphorical images of problem posing were also explored. Participants were 20 gifted…

3. Problem solving with genetic algorithms and Splicer

Science.gov (United States)

Bayer, Steven E.; Wang, Lui

1991-01-01

Genetic algorithms are highly parallel, adaptive search procedures (i.e., problem-solving methods) loosely based on the processes of population genetics and Darwinian survival of the fittest. Genetic algorithms have proven useful in domains where other optimization techniques perform poorly. The main purpose of the paper is to discuss a NASA-sponsored software development project to develop a general-purpose tool for using genetic algorithms. The tool, called Splicer, can be used to solve a wide variety of optimization problems and is currently available from NASA and COSMIC. This discussion is preceded by an introduction to basic genetic algorithm concepts and a discussion of genetic algorithm applications.

4. Mathematical Profiles and Problem Solving Abilities of Mathematically Promising Students

Science.gov (United States)

Budak, Ibrahim

2012-01-01

Mathematically promising students are defined as those who have the potential to become the leaders and problem solvers of the future. The purpose of this research is to reveal what problem solving abilities mathematically promising students show in solving non-routine problems and type of profiles they present in the classroom and during problem…

5. Are there cross-cultural differences in emotional processing and social problem-solving?

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Kwaśniewska Aneta

2014-06-01

Full Text Available Emotional processing and social problem-solving are important for mental well-being. For example, impaired emotional processing is linked with depression and psychosomatic problems. However, little is known about crosscultural differences in emotional processing and social problem-solving and whether these constructs are linked. This study examines whether emotional processing and social problem-solving differs between Western (British and Eastern European (Polish cultures. Participants (N = 172 completed questionnaires assessing both constructs. Emotional processing did not differ according to culture, but Polish participants reported more effective social problem-solving abilities than British participants. Poorer emotional processing was also found to relate to poorer social problem-solving. Possible societal reasons for the findings and the implications of the findings for culture and clinical practice are discussed.

6. A Flipped Pedagogy for Expert Problem Solving

Science.gov (United States)

Pritchard, David

The internet provides free learning opportunities for declarative (Wikipedia, YouTube) and procedural (Kahn Academy, MOOCs) knowledge, challenging colleges to provide learning at a higher cognitive level. Our ``Modeling Applied to Problem Solving'' pedagogy for Newtonian Mechanics imparts strategic knowledge - how to systematically determine which concepts to apply and why. Declarative and procedural knowledge is learned online before class via an e-text, checkpoint questions, and homework on edX.org (see http://relate.mit.edu/physicscourse); it is organized into five Core Models. Instructors then coach students on simple ``touchstone problems'', novel exercises, and multi-concept problems - meanwhile exercising three of the four C's: communication, collaboration, critical thinking and problem solving. Students showed 1.2 standard deviations improvement on the MIT final exam after three weeks instruction, a significant positive shift in 7 of the 9 categories in the CLASS, and their grades improved by 0.5 standard deviation in their following physics course (Electricity and Magnetism).

7. Exploring Primary Student’s Problem-Solving Ability by Doing Tasks Like PISA's Question

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Rita Novita

2012-07-01

Full Text Available Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education. The term “problem solving” refers to mathematics tasks that have the potential to provide intellectual challenges for enhancing students’ mathematical understanding and development. In addition, the contextual problem that requires students to connect their mathematical knowledge in solving mathematical situational problem is believed to be an impact on the development students’ problem-solving ability. The tasks that have been developed by PISA meet both of these criteria. As stated by the NCTM, that problem-solving skill and ability should be developed to students when they were in primary school (K5-8, therefore, it is important to do an effort to guide students in developing problem-solving ability from primary school such as accustom students to do some mathematical solving-problem tasks. Thus, in this research we tried to investigate how to develop mathematical problem-solving tasks like PISA’s question that have potential effect toward students’ mathematical problem-solving abilities?. We used a  formative evaluation type of development research as an mean  to achieve this research goal. This type of research is conducted in two steps, namely preliminary stage and formative evaluation stage covering self evaluation, prototyping (expert reviews, one-to-one, and small group, and  field test. This research involve four primary schools in Palembang, there are SD Muhammadiyah 6 Palembang, MIN 1 & MIN 2 Palembang, and SDN 179 Palembang. The result of this research showed that the mathematical problem-solving tasks  that have been developed have potential effect in exploring mathematical problem-solving ability of the primary school students. It  is shown from their work in solving problem where all of the indicators of problem solving competency have emerged quite well category. In addition, based on interview

8. Model Integrated Problem Solving Based Learning pada Perkuliahan Dasar-dasar Kimia Analitik

OpenAIRE

Indarini Dwi Pursitasari; Anna Permanasari

2013-01-01

Abstract: Integrated Problem Solving Based Learning Model on Foundation of Analytical Chemistry. This study was conducted to know the effects of Integrated Problem Solving Based Learning (IPSBL) model on problem solving skills and cognitive ability of pre-service teachers. The subjects of the study were 41 pre- service teachers, 21 in the experimental group and 20 in the control group. The data were collected through a test on problem solving skills, a test on cognitive ability, and a questio...

9. Model Integrated Problem Solving Based Learning Pada Perkuliahan Dasar-dasar Kimia Analitik

OpenAIRE

Pursitasari, Indarini Dwi; Permanasari, Anna

2012-01-01

: Integrated Problem Solving Based Learning Model on Foundation of Analytical Chemistry. This study was conducted to know the effects of Integrated Problem Solving Based Learning (IPSBL) model on problem solving skills and cognitive ability of pre-service teachers. The subjects of the study were 41 pre- service teachers, 21 in the experimental group and 20 in the control group. The data were collected through a test on problem solving skills, a test on cognitive ability, and a questionnaire o...

10. The art and science of participative problem solving

DEFF Research Database (Denmark)

Vidal, Rene Victor Valqui

In this paper we will document that real-life problem solving in complex situations demands both rational (scientific) and intuitive (artistic) thinking. First, the concepts of art and science will be discussed; differences and similarities will be enhanced. Thereafter the concept of group problem...... solving facilitation both as science and art will be presented. A case study related to examinations planning will be discussed to illustrate the main concepts in practice. In addition, other cases studies will also be shortly presented....

11. Learning Matlab a problem solving approach

CERN Document Server

Gander, Walter

2015-01-01

This comprehensive and stimulating introduction to Matlab, a computer language now widely used for technical computing, is based on an introductory course held at Qian Weichang College, Shanghai University, in the fall of 2014.  Teaching and learning a substantial programming language aren’t always straightforward tasks. Accordingly, this textbook is not meant to cover the whole range of this high-performance technical programming environment, but to motivate first- and second-year undergraduate students in mathematics and computer science to learn Matlab by studying representative problems, developing algorithms and programming them in Matlab. While several topics are taken from the field of scientific computing, the main emphasis is on programming. A wealth of examples are completely discussed and solved, allowing students to learn Matlab by doing: by solving problems, comparing approaches and assessing the proposed solutions.

12. Impulsivity as a mediator in the relationship between problem solving and suicidal ideation.

Science.gov (United States)

Gonzalez, Vivian M; Neander, Lucía L

2018-03-15

This study examined whether three facets of impulsivity previously shown to be associated with suicidal ideation and attempts (negative urgency, lack of premeditation, and lack of perseverance) help to account for the established association between problem solving deficits and suicidal ideation. Emerging adult college student drinkers with a history of at least passive suicidal ideation (N = 387) completed measures of problem solving, impulsivity, and suicidal ideation. A path analysis was conducted to examine the mediating role of impulsivity variables in the association between problem solving (rational problem solving, positive and negative problem orientation, and avoidance style) and suicidal ideation. Direct and indirect associations through impulsivity, particularly negative urgency, were found between problem solving and severity of suicidal ideation. Interventions aimed at teaching problem solving skills, as well as self-efficacy and optimism for solving life problems, may help to reduce impulsivity and suicidal ideation. © 2018 Wiley Periodicals, Inc.

13. The effects of stating problems in bilingual students' first and second languages on solving mathematical word problems.

Science.gov (United States)

Bernardo, Allan B I; Calleja, Marissa O

2005-03-01

Researchers have suggested that among bilinguals, solving word problems in mathematics is influenced by linguistic factors (K. Durkin & B. Shire, 1991; L. Verschaffel, B. Greer, & E. De Corte, 2000). Others have suggested that students exhibit a strong tendency to exclude real-world constraints in solving mathematics word problems (L. Verschaffel, E. De Corte, & S. Lasure, 1994). In the present study, the authors explored the effects of stating word problems in either Filipino or English on how Filipino-English bilingual students solved word problems in which the solution required the application of real-world knowledge. The authors asked bilingual students to solve word problems in either their first or second language. For some of the word problems, real-life constraints prevented straightforward application of mathematical procedures. The authors analyzed the students' solutions to determine whether the language of the word problems affected the tendency to apply real-life constraints in the solution. Results showed that the bilingual students (a) rarely considered real-life constraints in their solutions, (b) were more successful in understanding and solving word problems that were stated in their first language, and (c) were more likely to experience failure in finding a solution to problems stated in their second language. The results are discussed in terms of the relationship between linguistic and mathematical problem-solving processes among bilinguals.

14. Solving the minimum flow problem with interval bounds and flows

... with crisp data. In this paper, the idea of Ghiyasvand was extended for solving the minimum ﬂow problem with interval-valued lower, upper bounds and ﬂows. This problem can be solved using two minimum ﬂow problems with crisp data. Then, this result is extended to networks with fuzzy lower, upper bounds and ﬂows.

15. Case of Two Electrostatics Problems: Can Providing a Diagram Adversely Impact Introductory Physics Students' Problem Solving Performance?

Science.gov (United States)

Maries, Alexandru; Singh, Chandralekha

2018-01-01

Drawing appropriate diagrams is a useful problem solving heuristic that can transform a problem into a representation that is easier to exploit for solving it. One major focus while helping introductory physics students learn effective problem solving is to help them understand that drawing diagrams can facilitate problem solution. We conducted an…

16. Planning and Problem Solving

Science.gov (United States)

1982-10-01

Artificial Intelig ~ence (Vol. III, edited by Paul R. Cohen and’ Edward A.. Feigenbaum)’, The chapter was written B’ Paul Cohen, with contributions... Artificial Intelligence (Vol. III, edited by Paul R. Cohen and EdWard A. Feigenbaum). The chapter was written by Paul R. Cohen, with contributions by Stephen...Wheevoats"EntermdI’ Planning and ProblemSolving by Paul R. Cohen Chaptb-rXV-of Volumec III’of the Handbook of Artificial Intelligence edited by Paul R

17. Measuring health-related problem solving among African Americans with multiple chronic conditions: application of Rasch analysis.

Science.gov (United States)

Fitzpatrick, Stephanie L; Hill-Briggs, Felicia

2015-10-01

Identification of patients with poor chronic disease self-management skills can facilitate treatment planning, determine effectiveness of interventions, and reduce disease complications. This paper describes the use of a Rasch model, the Rating Scale Model, to examine psychometric properties of the 50-item Health Problem-Solving Scale (HPSS) among 320 African American patients with high risk for cardiovascular disease. Items on the positive/effective HPSS subscales targeted patients at low, moderate, and high levels of positive/effective problem solving, whereas items on the negative/ineffective problem solving subscales mostly targeted those at moderate or high levels of ineffective problem solving. Validity was examined by correlating factor scores on the measure with clinical and behavioral measures. Items on the HPSS show promise in the ability to assess health-related problem solving among high risk patients. However, further revisions of the scale are needed to increase its usability and validity with large, diverse patient populations in the future.

18. Solving the 0/1 Knapsack Problem by a Biomolecular DNA Computer

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Hassan Taghipour

2013-01-01

Full Text Available Solving some mathematical problems such as NP-complete problems by conventional silicon-based computers is problematic and takes so long time. DNA computing is an alternative method of computing which uses DNA molecules for computing purposes. DNA computers have massive degrees of parallel processing capability. The massive parallel processing characteristic of DNA computers is of particular interest in solving NP-complete and hard combinatorial problems. NP-complete problems such as knapsack problem and other hard combinatorial problems can be easily solved by DNA computers in a very short period of time comparing to conventional silicon-based computers. Sticker-based DNA computing is one of the methods of DNA computing. In this paper, the sticker based DNA computing was used for solving the 0/1 knapsack problem. At first, a biomolecular solution space was constructed by using appropriate DNA memory complexes. Then, by the application of a sticker-based parallel algorithm using biological operations, knapsack problem was resolved in polynomial time.

19. An approach to solve replacement problems under intuitionistic fuzzy nature

Science.gov (United States)

Balaganesan, M.; Ganesan, K.

2018-04-01

Due to impreciseness to solve the day to day problems the researchers use fuzzy sets in their discussions of the replacement problems. The aim of this paper is to solve the replacement theory problems with triangular intuitionistic fuzzy numbers. An effective methodology based on fuzziness index and location index is proposed to determine the optimal solution of the replacement problem. A numerical example is illustrated to validate the proposed method.

20. Problem Solving in Physics: Undergraduates' Framing, Procedures, and Decision Making

Science.gov (United States)

Modir, Bahar

In this dissertation I will start with the broad research question of what does problem solving in upper division physics look like? My focus in this study is on students' problem solving in physics theory courses. Some mathematical formalisms are common across all physics core courses such as using the process of separation of variables, doing Taylor series, or using the orthogonality properties of mathematical functions to set terms equal to zero. However, there are slight differences in their use of these mathematical formalisms across different courses, possibly because of how students map different physical systems to these processes. Thus, my first main research question aims to answer how students perform these recurring processes across upper division physics courses. I break this broad question into three particular research questions: What knowledge pieces do students use to make connections between physics and procedural math? How do students use their knowledge pieces coherently to provide reasoning strategies in estimation problems? How do students look ahead into the problem to read the information out of the physical scenario to align their use of math in physics? Building on the previous body of the literature, I will use the theory family of Knowledge in Pieces and provide evidence to expand this theoretical foundation. I will compare my study with previous studies and provide suggestions on how to generalize these theory expansions for future use. My experimental data mostly come from video-based classroom data. Students in groups of 2-4 students solve in-class problems in quantum mechanics and electromagnetic fields 1 courses collaboratively. In addition, I will analyze clinical interviews to demonstrate how a single case study student plays an epistemic game to estimate the total energy in a hurricane. My second research question is more focused on a particular instructional context. How do students frame problem solving in quantum mechanics? I

1. Using CAS to Solve Classical Mathematics Problems

Science.gov (United States)

Burke, Maurice J.; Burroughs, Elizabeth A.

2009-01-01

Historically, calculus has displaced many algebraic methods for solving classical problems. This article illustrates an algebraic method for finding the zeros of polynomial functions that is closely related to Newton's method (devised in 1669, published in 1711), which is encountered in calculus. By exploring this problem, precalculus students…

2. Solving large-scale sparse eigenvalue problems and linear systems of equations for accelerator modeling

International Nuclear Information System (INIS)

Gene Golub; Kwok Ko

2009-01-01

The solutions of sparse eigenvalue problems and linear systems constitute one of the key computational kernels in the discretization of partial differential equations for the modeling of linear accelerators. The computational challenges faced by existing techniques for solving those sparse eigenvalue problems and linear systems call for continuing research to improve on the algorithms so that ever increasing problem size as required by the physics application can be tackled. Under the support of this award, the filter algorithm for solving large sparse eigenvalue problems was developed at Stanford to address the computational difficulties in the previous methods with the goal to enable accelerator simulations on then the world largest unclassified supercomputer at NERSC for this class of problems. Specifically, a new method, the Hemitian skew-Hemitian splitting method, was proposed and researched as an improved method for solving linear systems with non-Hermitian positive definite and semidefinite matrices.

3. How to make university students solve physics problems requiring mathematical skills: The "Adventurous Problem Solving" approach

NARCIS (Netherlands)

de Mul, F.F.M.; Martin Batlle, C.; Martin i Batlle, Cristina; de Bruijn, Imme; Rinzema, K.; Rinzema, Kees

2003-01-01

Teaching physics to first-year university students (in the USA: junior/senior level) is often hampered by their lack of skills in the underlying mathematics, and that in turn may block their understanding of the physics and their ability to solve problems. Examples are vector algebra, differential

4. Elementary School Students Perception Levels of Problem Solving Skills

Science.gov (United States)

Yavuz, Günes; Yasemin, Deringöl; Arslan, Çigdem

2017-01-01

The purpose of this study is to reveal the perception levels of problem solving skills of elementary school students. The sample of the study is formed by totally 264 elementary students attending to 5th, 6th, 7th and 8th grade in a big city in Turkey. Data were collected by means of "Perception Scale for Problem Solving Skills" which…

5. Step by Step: Biology Undergraduates' Problem-Solving Procedures during Multiple-Choice Assessment.

Science.gov (United States)

Prevost, Luanna B; Lemons, Paula P

2016-01-01

6. The Elementary School Students’ Mathematical Problem Solving Based on Reading Abilities

Science.gov (United States)

Wulandari, R. D.; Lukito, A.; Khabibah, S.

2018-01-01

The aim of this research is to describe the third grade of elementary school students’ mathematical problem in solving skills based on their reading abilities. This research is a descriptive research with qualitative approach. This research was conducted at elementary school Kebraon II Surabaya in second semester of 2016-2017 academic years. The participants of this research consist of third grade students with different reading abilities that are independent level, instructional level and frustration level. The participants of this research were selected with purposive sampling technique. The data of this study were collected using reading the narration texts, the Ekwall and Shanker Informal Reading Inventory, problem solving task and interview guidelines. The collected data were evaluated using a descriptive analysis method. Once the study had been completed, it was concluded that problem solving skills varied according to reading abilities, student with independent level and instructional level can solve the problem and students with frustration level can’t solve the problem because they can’t interpret the problem well.

7. PENGEMBANGAN BUKU PEDOMAN GURU PADA PEMBELAJARAN FISIKA SMA MENGGUNAKAN MODEL PROBLEM SOLVING LEVEL INKUIRI

Directory of Open Access Journals (Sweden)

Susi Fatikhah Setiyawati

2015-10-01

Full Text Available Penelitian ini bertujuan: (1 menghasilkan buku pedoman guru untuk pembelajaran fisika SMA menggunakan model problem solving sesuai level inkuiri yang layak digunakan; (2 mendeskripsikan keberhasilan pembelajaran fisika menggunakan model problem solving (MPS sesuai dengan level inkuiri sesuai dengan buku pedoman terhadap peningkatan aktivitas peserta didik dan kemampuan berpikir kritis peserta didik. Penelitian ini merupakan penelitian pengembangan, sesuai langkah yang dikembangkan oleh Borg & Gall. Subjek coba menggunakan delapan kelas. Pengumpulan data menggunakan angket respon peserta didik, lembar observasi keterlaksanaan proses pembelajaran, lembar observasi aktivitas belajar dan tes kemampuan berfikir kritis peserta didik. Teknik analisis data menggunakan uji multivariat (Manova. Hasil penelitian menunjukkan bahwa produk yang dikembangkan ditinjau dari aspek materi, petunjuk umum buku, RPP & LKPD, dan perangkat penilaiam pembelajaran menurut ahli materi dan ahli media berkategori baik dan terdapat perbedaan peningkatan kemampuan berfikir kritis dan aktivitas belajar peserta didik yang signifikan antara keenam level inkuiri yang diujicobakan. Kata Kunci: model problem solving, level inkuiri, kemampuan berfikir kritis, aktivitas belajar   DEVELOPING A HANDBOOK FOR TEACHER IN TEACHERS HIGH SCHOOL LEVEL PHYSICS USE THE MODEL OF PROBLEM SOLVING LEVEL OF INQUIRY Abstract This study aims to: (1 to produce a handbook for teachers high school level physics use a model of problem solving with level of inquiry fit for use; (2 to determine the successful learning of physics using a model of problem solving in accordance with the level of inquiry to increase learning activities of learners and critical thinking abilities of learners. This research is the development, which refers to measures developed by Borg & Gall. The subject try consists of eight classes. Data collection using the questionnaire responses of learners, observation sheets learning

8. The Development and Nature of Problem-Solving among First-Semester Calculus Students

Science.gov (United States)

Dawkins, Paul Christian; Epperson, James A. Mendoza

2014-01-01

This study investigates interactions between calculus learning and problem-solving in the context of two first-semester undergraduate calculus courses in the USA. We assessed students' problem-solving abilities in a common US calculus course design that included traditional lecture and assessment with problem-solving-oriented labs. We investigate…

9. Research on problem solving skills of orienteering athletes in terms of some variables

Directory of Open Access Journals (Sweden)

Eroğlu Başak

2016-01-01

Full Text Available The aim of this study is to examine the problem solving skills of orienteering athletes in terms of different variables. 157 male and 43 female orienteering athletes, making a total of 200 athletes that joined the 3rd Level of Turkey Championship in 2015 have participated in this study which is in a survey model. The data collection tools were the Problem Solving Inventory and Personal Information Form that were formed by Heppner & Peterson (1982 and adapted into Turkish by Şahin, Şahin & Heppner (1993. In the data analysis, descriptive statics, anova, t test and Tukey test have been utilized. In the line with the findings, it has been determined that the difference between the total mean values (85.55+20.45 that the orienteering athletes got from the problem solving inventory and their age, marital status, sports age, the years of practice in orienteering sports, and the status of being national player is significant (p<0.05. It has been found that male orienteering athletes perform higher evaluating approach compared to the female athletes, and that as the age levels increase, the problem solving skill is affected more positively. Furthermore, it has been determined that the perceptions of the participants that have more experience and sports age in orienteering sports and that do orienteering sports at a national level are more positive in the matter of problem solving skills.

10. Solving the pre-marshalling problem to optimality with A* and IDA*

DEFF Research Database (Denmark)

Tierney, Kevin; Pacino, Dario; Voß, Stefan

2017-01-01

We present a novel solution approach to the container pre-marshalling problem using the A* and IDA* algorithms combined with several novel branching and symmetry breaking rules that significantly increases the number of pre-marshalling instances that can be solved to optimality. A* and IDA......* are graph search algorithms that use heuristics combined with a complete graph search to find optimal solutions to problems. The container pre-marshalling problem is a key problem for container terminals seeking to reduce delays of inter-modal container transports. The goal of the container pre...

11. Deficiency of Self-Efficacy in Problem-Solving as a Contributory Factor in Family Instability: A Qualitative Study.

Science.gov (United States)

Pourmovahed, Zahra; Mazloomy Mahmoodabad, Seyed Saied; Zareei Mahmoodabadi, Hassan; Tavangar, Hossein; Yassini Ardekani, Seyed Mojtaba; Vaezi, Ali Akbar

2018-01-01

Objective: Problem-solving ability is one of the most important means of family stability that enables the families to understand their roles, functions, and performances. Self-efficacy deficiency in problem-solving runs through many families. This qualitative study was conducted to investigate and describe how couples solve problems in their families. Method: This study was conducted to detect couples' self-efficacy deficiency in problem-solving using purposive sampling method. Several deep semi-structured interviews based on McMaster model and observations were conducted by nine family therapists and psychiatrists on four couples (eight persons) living in Yazd (Iran).The interviews were performed, audio-recorded, and transcribed verbatim. The analysis was interpreted through directed content analysis methods. Results: Families in Yazd (Iran) made some attempts to solve their problems, but their efforts were not enough, and thus they suffered from self-efficacy deficiency, which included 8 categories. The main theme distilled from the data of 17 participants was self-efficacy deficiency, which included the following categories: avoidance, insolvency, interference from others, ineffective self-treatment, behavioral problems, stubbornness, superficiality, and denial. Conclusion: It is of paramount importance to identify self-efficacy deficiency in families and promote problem- solving programs to increase family stability. In the present study, the main deficiencies in problem-solving were detected.

12. Problem-Based Learning: Student Engagement, Learning and Contextualized Problem-Solving. Occasional Paper

Science.gov (United States)

Mossuto, Mark

2009-01-01

The adoption of problem-based learning as a teaching method in the advertising and public relations programs offered by the Business TAFE (Technical and Further Education) School at RMIT University is explored in this paper. The effect of problem-based learning on student engagement, student learning and contextualised problem-solving was…

13. Investigating Mathematics Teachers Candidates' Knowledge about Problem Solving Strategies through Problem Posing

Science.gov (United States)

Ünlü, Melihan

2017-01-01

The aim of the study was to determine mathematics teacher candidates' knowledge about problem solving strategies through problem posing. This qualitative research was conducted with 95 mathematics teacher candidates studying at education faculty of a public university during the first term of the 2015-2016 academic year in Turkey. Problem Posing…

14. Gender differences in algebraic thinking ability to solve mathematics problems

Science.gov (United States)

Kusumaningsih, W.; Darhim; Herman, T.; Turmudi

2018-05-01

This study aimed to conduct a gender study on students' algebraic thinking ability in solving a mathematics problem, polyhedron concept, for grade VIII. This research used a qualitative method. The data was collected using: test and interview methods. The subjects in this study were eight male and female students with different level of abilities. It was found that the algebraic thinking skills of male students reached high group of five categories. They were superior in terms of reasoning and quick understanding in solving problems. Algebraic thinking ability of high-achieving group of female students also met five categories of algebraic thinking indicators. They were more diligent, tenacious and thorough in solving problems. Algebraic thinking ability of male students in medium category only satisfied three categories of algebraic thinking indicators. They were sufficient in terms of reasoning and understanding in solving problems. Algebraic thinking ability group of female students in medium group also satisfied three categories of algebraic thinking indicators. They were fairly diligent, tenacious and meticulous on working on the problems.

15. Finer Distinctions: Variability in Satisfied Older Couples' Problem-Solving Behaviors.

Science.gov (United States)

Rauer, Amy; Williams, Leah; Jensen, Jakob

2017-06-01

This study utilized observational and self-report data from 64 maritally satisfied and stable older couples to explore if there were meaningful differences in how couples approached marital disagreements. Using a typology approach to classify couples based on their behaviors in a 15-minute problem-solving interaction, findings revealed four types of couples: (1) problem solvers (characterized by both spouses' higher problem-solving skills and warmth), (2) supporters (characterized by both spouses' notable warmth), (3) even couples (characterized by both spouses' moderate problem-solving skills and warmth), and (4) cool couples (characterized by both spouses' greater negativity and lower problem-solving skills and warmth). Despite the differences in these behaviors, all couples had relatively high marital satisfaction and functioning. However, across nearly all indices, spouses in the cool couple cluster reported poorer marital functioning, particularly when compared to the problem solvers and supporters. These findings suggest that even modest doses of negativity (e.g., eye roll) may be problematic for some satisfied couples later in life. The implications of these typologies are discussed as they pertain to practitioners' efforts to tailor their approaches to a wider swath of the population. © 2015 Family Process Institute.

16. A Microgenetic Study of Insightful Problem Solving

Science.gov (United States)

Luwel, Koen; Siegler, Robert S.; Verschaffel, Lieven

2008-01-01

An eight-session microgenetic study of acquisition of an insightful problem-solving strategy was conducted. A total of 35 second graders who did not use this insightful strategy initially were assigned to two groups that differed in the frequency of problems likely to facilitate discovery and generalization of the strategy. Children in the…

17. Using Computer Simulations in Chemistry Problem Solving

Science.gov (United States)

Avramiotis, Spyridon; Tsaparlis, Georgios

2013-01-01

This study is concerned with the effects of computer simulations of two novel chemistry problems on the problem solving ability of students. A control-experimental group, equalized by pair groups (n[subscript Exp] = n[subscript Ctrl] = 78), research design was used. The students had no previous experience of chemical practical work. Student…

18. Effects of the Problem-Posing Approach on Students' Problem Solving Skills and Metacognitive Awareness in Science Education

Science.gov (United States)

Akben, Nimet

2018-05-01

The interrelationship between mathematics and science education has frequently been emphasized, and common goals and approaches have often been adopted between disciplines. Improving students' problem-solving skills in mathematics and science education has always been given special attention; however, the problem-posing approach which plays a key role in mathematics education has not been commonly utilized in science education. As a result, the purpose of this study was to better determine the effects of the problem-posing approach on students' problem-solving skills and metacognitive awareness in science education. This was a quasi-experimental based study conducted with 61 chemistry and 40 physics students; a problem-solving inventory and a metacognitive awareness inventory were administered to participants both as a pre-test and a post-test. During the 2017-2018 academic year, problem-solving activities based on the problem-posing approach were performed with the participating students during their senior year in various university chemistry and physics departments throughout the Republic of Turkey. The study results suggested that structured, semi-structured, and free problem-posing activities improve students' problem-solving skills and metacognitive awareness. These findings indicated not only the usefulness of integrating problem-posing activities into science education programs but also the need for further research into this question.

19. Engineering Courses on Computational Thinking Through Solving Problems in Artificial Intelligence

Directory of Open Access Journals (Sweden)

Piyanuch Silapachote

2017-09-01

Full Text Available Computational thinking sits at the core of every engineering and computing related discipline. It has increasingly emerged as its own subject in all levels of education. It is a powerful cornerstone for cognitive development, creative problem solving, algorithmic thinking and designs, and programming. How to effectively teach computational thinking skills poses real challenges and creates opportunities. Targeting entering computer science and engineering undergraduates, we resourcefully integrate elements from artificial intelligence (AI into introductory computing courses. In addition to comprehension of the essence of computational thinking, practical exercises in AI enable inspirations of collaborative problem solving beyond abstraction, logical reasoning, critical and analytical thinking. Problems in machine intelligence systems intrinsically connect students to algorithmic oriented computing and essential mathematical foundations. Beyond knowledge representation, AI fosters a gentle introduction to data structures and algorithms. Focused on engaging mental tool, a computer is never a necessity. Neither coding nor programming is ever required. Instead, students enjoy constructivist classrooms designed to always be active, flexible, and highly dynamic. Learning to learn and reflecting on cognitive experiences, they rigorously construct knowledge from collectively solving exciting puzzles, competing in strategic games, and participating in intellectual discussions.

20. Problem solving of student with visual impairment related to mathematical literacy problem

Science.gov (United States)

Pratama, A. R.; Saputro, D. R. S.; Riyadi

2018-04-01

The student with visual impairment, total blind category depends on the sense of touch and hearing in obtaining information. In fact, the two senses can receive information less than 20%. Thus, students with visual impairment of the total blind categories in the learning process must have difficulty, including learning mathematics. This study aims to describe the problem-solving process of the student with visual impairment, total blind category on mathematical literacy issues based on Polya phase. This research using test method similar problems mathematical literacy in PISA and in-depth interviews. The subject of this study was a student with visual impairment, total blind category. Based on the result of the research, problem-solving related to mathematical literacy based on Polya phase is quite good. In the phase of understanding the problem, the student read about twice by brushing the text and assisted with information through hearing three times. The student with visual impairment in problem-solving based on the Polya phase, devising a plan by summoning knowledge and experience gained previously. At the phase of carrying out the plan, students with visual impairment implement the plan in accordance with pre-made. In the looking back phase, students with visual impairment need to check the answers three times but have not been able to find a way.

1. How the credit assignment problems in motor control could be solved after the cerebellum predicts increases in error.

Science.gov (United States)

Verduzco-Flores, Sergio O; O'Reilly, Randall C

2015-01-01

We present a cerebellar architecture with two main characteristics. The first one is that complex spikes respond to increases in sensory errors. The second one is that cerebellar modules associate particular contexts where errors have increased in the past with corrective commands that stop the increase in error. We analyze our architecture formally and computationally for the case of reaching in a 3D environment. In the case of motor control, we show that there are synergies of this architecture with the Equilibrium-Point hypothesis, leading to novel ways to solve the motor error and distal learning problems. In particular, the presence of desired equilibrium lengths for muscles provides a way to know when the error is increasing, and which corrections to apply. In the context of Threshold Control Theory and Perceptual Control Theory we show how to extend our model so it implements anticipative corrections in cascade control systems that span from muscle contractions to cognitive operations.

2. How the credit assignment problems in motor control could be solved after the cerebellum predicts increases in error

Directory of Open Access Journals (Sweden)

Sergio Oscar Verduzco-Flores

2015-03-01

Full Text Available We present a cerebellar architecture with two main characteristics. The first one is that complex spikes respond to increases in sensory errors. The second one is that cerebellar modules associate particular contexts where errors have increased in the past with corrective commands that stop the increase in error. We analyze our architecture formally and computationally for the case of reaching in a 3D environment. In the case of motor control, we show that there are synergies of this architecture with the Equilibrium-Point hypothesis, leading to novel ways to solve the motor error and distal learning problems. In particular, the presence of desired equilibrium lengths for muscles provides a way to know when the error is increasing, and which corrections to apply. In the context of Threshold Control Theory and Perceptual Control Theory we show how to extend our model so it implements anticipative corrections in cascade control systems that span from muscle contractions to cognitive operations.

3. Visual Attention Modulates Insight versus Analytic Solving of Verbal Problems

Science.gov (United States)

Wegbreit, Ezra; Suzuki, Satoru; Grabowecky, Marcia; Kounios, John; Beeman, Mark

2012-01-01

Behavioral and neuroimaging findings indicate that distinct cognitive and neural processes underlie solving problems with sudden insight. Moreover, people with less focused attention sometimes perform better on tests of insight and creative problem solving. However, it remains unclear whether different states of attention, within individuals,…

4. How do they solve it? An insight into the learner’s approach to the mechanism of physics problem solving

OpenAIRE

Balasubrahmanya Hegde; B. N. Meera

2012-01-01

A perceived difficulty is associated with physics problem solving from a learner’s viewpoint, arising out of a multitude of reasons. In this paper, we have examined the microstructure of students’ thought processes during physics problem solving by combining the analysis of responses to multiple-choice questions and semistructured student interviews. Design of appropriate scaffoldings serves as pointers to the identification of student problem solving difficulties. An analysis of the results ...

5. A Predictor-Corrector Method for Solving Equilibrium Problems

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Zong-Ke Bao

2014-01-01

Full Text Available We suggest and analyze a predictor-corrector method for solving nonsmooth convex equilibrium problems based on the auxiliary problem principle. In the main algorithm each stage of computation requires two proximal steps. One step serves to predict the next point; the other helps to correct the new prediction. At the same time, we present convergence analysis under perfect foresight and imperfect one. In particular, we introduce a stopping criterion which gives rise to Δ-stationary points. Moreover, we apply this algorithm for solving the particular case: variational inequalities.

6. [Out of hopelessness--problem solving training in suicide prevention].

Science.gov (United States)

Perczel Forintos, Dóra; Póos, Judit

2008-01-01

Psychological studies have great importance in suicide prevention since psychological factors belong to the modifiable risk factors in suicide. These are the negative cognitive triad and hopelessness which are related to vague, over-generalized autobiographical memory and lead to poor problem solving abilities. In this paper we review the most relevant clinical psychology studies and models such as the cognitive model of suicide as well as the entrapment theory by Williams (2004). In the second part we describe the frequently used method of problem solving training/therapy which can be used in either individual or group format. We hope that the problem solving skill training will soon become a part of suicide prevention in Hungary also, since short,focused and evidence based interventions are much needed in psychiatric care.

7. Performance of the majority voting rule in solving the density classification problem in high dimensions

Energy Technology Data Exchange (ETDEWEB)

Gomez Soto, Jose Manuel [Unidad Academica de Matematicas, Universidad Autonoma de Zacatecas, Calzada Solidaridad entronque Paseo a la Bufa, Zacatecas, Zac. (Mexico); Fuks, Henryk, E-mail: jmgomezgoo@gmail.com, E-mail: hfuks@brocku.ca [Department of Mathematics, Brock University, St. Catharines, ON (Canada)

2011-11-04

The density classification problem (DCP) is one of the most widely studied problems in the theory of cellular automata. After it was shown that the DCP cannot be solved perfectly, the research in this area has been focused on finding better rules that could solve the DCP approximately. In this paper, we argue that the majority voting rule in high dimensions can achieve high performance in solving the DCP, and that its performance increases with dimension. We support this conjecture with arguments based on the mean-field approximation and direct computer simulations. (paper)

8. Performance of the majority voting rule in solving the density classification problem in high dimensions

International Nuclear Information System (INIS)

Gomez Soto, Jose Manuel; Fuks, Henryk

2011-01-01

The density classification problem (DCP) is one of the most widely studied problems in the theory of cellular automata. After it was shown that the DCP cannot be solved perfectly, the research in this area has been focused on finding better rules that could solve the DCP approximately. In this paper, we argue that the majority voting rule in high dimensions can achieve high performance in solving the DCP, and that its performance increases with dimension. We support this conjecture with arguments based on the mean-field approximation and direct computer simulations. (paper)

9. Mathematical Thinking and Creativity through Mathematical Problem Posing and Solving

Directory of Open Access Journals (Sweden)

María F. Ayllón

2016-04-01

Full Text Available This work shows the relationship between the development of mathematical thinking and creativity with mathematical problem posing and solving. Creativity and mathematics are disciplines that do not usually appear together. Both concepts constitute complex processes sharing elements, such as fluency (number of ideas, flexibility (range of ideas, novelty (unique idea and elaboration (idea development. These factors contribute, among others, to the fact that schoolchildren are competent in mathematics. The problem solving and posing are a very powerful evaluation tool that shows the mathematical reasoning and creative level of a person. Creativity is part of the mathematics education and is a necessary ingredient to perform mathematical assignments. This contribution presents some important research works about problem posing and solving related to the development of mathematical knowledge and creativity. To that end, it is based on various beliefs reflected in the literature with respect to notions of creativity, problem solving and posing.

10. Solving lot-sizing problem with quantity discount and transportation cost

Science.gov (United States)

Lee, Amy H. I.; Kang, He-Yau; Lai, Chun-Mei

2013-04-01

Owing to today's increasingly competitive market and ever-changing manufacturing environment, the inventory problem is becoming more complicated to solve. The incorporation of heuristics methods has become a new trend to tackle the complex problem in the past decade. This article considers a lot-sizing problem, and the objective is to minimise total costs, where the costs include ordering, holding, purchase and transportation costs, under the requirement that no inventory shortage is allowed in the system. We first formulate the lot-sizing problem as a mixed integer programming (MIP) model. Next, an efficient genetic algorithm (GA) model is constructed for solving large-scale lot-sizing problems. An illustrative example with two cases in a touch panel manufacturer is used to illustrate the practicality of these models, and a sensitivity analysis is applied to understand the impact of the changes in parameters to the outcomes. The results demonstrate that both the MIP model and the GA model are effective and relatively accurate tools for determining the replenishment for touch panel manufacturing for multi-periods with quantity discount and batch transportation. The contributions of this article are to construct an MIP model to obtain an optimal solution when the problem is not too complicated itself and to present a GA model to find a near-optimal solution efficiently when the problem is complicated.

11. Chinese and Singaporean Sixth-Grade Students' Strategies for Solving Problems about Speed

Science.gov (United States)

Jiang, Chunlian; Hwang, Stephen; Cai, Jinfa

2014-01-01

This study examined 361 Chinese and 345 Singaporean sixth-grade students' performance and problem-solving strategies for solving 14 problems about speed. By focusing on students from two distinct high-performing countries in East Asia, we provide a useful perspective on the differences that exist in the preparation and problem-solving strategies…

12. Decision-making and problem-solving methods in automation technology

Science.gov (United States)

Hankins, W. W.; Pennington, J. E.; Barker, L. K.

1983-01-01

The state of the art in the automation of decision making and problem solving is reviewed. The information upon which the report is based was derived from literature searches, visits to university and government laboratories performing basic research in the area, and a 1980 Langley Research Center sponsored conferences on the subject. It is the contention of the authors that the technology in this area is being generated by research primarily in the three disciplines of Artificial Intelligence, Control Theory, and Operations Research. Under the assumption that the state of the art in decision making and problem solving is reflected in the problems being solved, specific problems and methods of their solution are often discussed to elucidate particular aspects of the subject. Synopses of the following major topic areas comprise most of the report: (1) detection and recognition; (2) planning; and scheduling; (3) learning; (4) theorem proving; (5) distributed systems; (6) knowledge bases; (7) search; (8) heuristics; and (9) evolutionary programming.

13. Exact Methods for Solving the Train Departure Matching Problem

DEFF Research Database (Denmark)

Haahr, Jørgen Thorlund; Bull, Simon Henry

In this paper we consider the train departure matching problem which is an important subproblem of the Rolling Stock Unit Management on Railway Sites problem introduced in the ROADEF/EURO Challenge 2014. The subproblem entails matching arriving train units to scheduled departing trains at a railway...... site while respecting multiple physical and operational constraints. In this paper we formally define that subproblem, prove its NP- hardness, and present two exact method approaches for solving the problem. First, we present a compact Mixed Integer Program formulation which we solve using a MIP solver...

14. VET workers problem-solving skills in technology-rich environments: European approach

OpenAIRE

Hämäläinen, Raija

2014-01-01

The European workplace is challenging VET adults problem-solving skills in technology-rich environments (TREs). So far, no international large-scale assessment data has been available for VET. The PIAAC data comprise the most comprehensive source of information on adults skills to date. The present study (N=50 369) focuses on gaining insight into the problem-solving skills in TREs of adults with a VET background. When examining the similarities and differences in VET adults problem-solving sk...

15. VET workers’ problem-solving skills in technology-rich environments: European approach

OpenAIRE

Hämäläinen, Raija; Cincinnato, Sebastiano; Malin, Antero; De Wever, Bram

2014-01-01

The European workplace is challenging VET adults’ problem-solving skills in technology-rich environments (TREs). So far, no international large-scale assessment data has been available for VET. The PIAAC data comprise the most comprehensive source of information on adults’ skills to date. The present study (N=50 369) focuses on gaining insight into the problem-solving skills in TREs of adults with a VET background. When examining the similarities and differences in VET adults’ problem-solving...

16. The Problem-Solving Approach in the Teaching of Number Theory

Science.gov (United States)

Toh, Pee Choon; Leong, Yew Hoong; Toh, Tin Lam; Dindyal, Jaguthsing; Quek, Khiok Seng; Tay, Eng Guan; Ho, Foo Him

2014-01-01

Mathematical problem solving is the mainstay of the mathematics curriculum for Singapore schools. In the preparation of prospective mathematics teachers, the authors, who are mathematics teacher educators, deem it important that pre-service mathematics teachers experience non-routine problem solving and acquire an attitude that predisposes them to…

17. Schema Knowledge for Solving Arithmetic Story Problems: Some Affective Components.

Science.gov (United States)

Marshall, Sandra P.

This report discusses the role of affect in cognitive processing. The importance of affect in processing mathematical information is described in the context of solving arithmetic story problems. Some ideas are offered about the way affective responses to mathematical problem solving situations influence the development, maintenance, and retrieval…

18. The Relationship between Students' Problem Solving Frames and Epistemological Beliefs

Science.gov (United States)

Wampler, Wendi N.

2013-01-01

Introductory undergraduate physics courses aim to help students develop the skills and strategies necessary to solve complex, real world problems, but many students not only leave these courses with serious gaps in their conceptual understanding, but also maintain a novice-like approach to solving problems. "Matter and Interactions"…

19. ANALYZING THE RELATIONSHIP BETWEEN PROBLEM SOLVING SKILLS AND PERSONALITY CHARACTERISTICS OF UNIVERSITY STUDENTS

OpenAIRE

SÜLEYMAN DÜNDAR

2013-01-01

The aim of this study is to analyze problem solving skills of university students according to their personal characteristics. We try to find out if there is a difference in problem solving skills considering sex, class and personality harmony characteristics. Personal data form, Problem Solving Scale and Hacettepe Personality Scale are used as measurement tools. The results of the study indicate that there is no difference between male and female students in problem solving skills. Problem s...

20. Teaching Elementary Mathematics through Problem Solving and Its Relationship to Mathematics Achievement

Science.gov (United States)

Bullock, Audrey N.

2017-01-01

Problem solving in mathematics has been a goal for students for decades. In the reviewed literature, problem solving was most often treated as the dependent variable and was defined very broadly; however, few studies were found that included problem solving as a treatment or independent variable. The purpose of this study was to investigate the…

1. A problem-solving approach to effective insulin injection for patients at either end of the body mass index.

Science.gov (United States)

Juip, Micki; Fitzner, Karen

2012-06-01

People with diabetes require skills and knowledge to adhere to medication regimens and self-manage this complex disease. Effective self-management is contingent upon effective problem solving and decision making. Gaps existed regarding useful approaches to problem solving by individuals with very low and very high body mass index (BMI) who self-administer insulin injections. This article addresses those gaps by presenting findings from a patient survey, a symposium on the topic of problem solving, and recent interviews with diabetes educators to facilitate problem-solving approaches for people with diabetes with high and low BMI who inject insulin and/or other medications. In practice, problem solving involves problem identification, definition, and specification; goal and barrier identification are a prelude to generating a set of potential strategies for problem resolution and applying these strategies to implement a solution. Teaching techniques, such as site rotation and ensuring that people with diabetes use the appropriate equipment, increase confidence with medication adherence. Medication taking is more effective when people with diabetes are equipped with the knowledge, skills, and problem-solving behaviors to effectively self-manage their injections.

2. Emotion Oriented Programming: Computational Abstractions for AI Problem Solving

OpenAIRE

Darty , Kevin; Sabouret , Nicolas

2012-01-01

International audience; In this paper, we present a programming paradigm for AI problem solving based on computational concepts drawn from Affective Computing. It is believed that emotions participate in human adaptability and reactivity, in behaviour selection and in complex and dynamic environments. We propose to define a mechanism inspired from this observation for general AI problem solving. To this purpose, we synthesize emotions as programming abstractions that represent the perception ...

3. Collaborative Learning in Problem Solving: A Case Study in Metacognitive Learning

Directory of Open Access Journals (Sweden)

Shelly L. Wismath

2015-12-01

Full Text Available Problem solving and collaborative communication are among the key 21st century skills educators want students to develop. This paper presents results from a study of the collaborative work patterns of 133 participants from a university level course designed to develop transferable problem-solving skills. Most of the class time in this course was spent on actually solving puzzles, with minimal direct instruction; students were allowed to work either independently or in small groups of two or more, as they preferred, and to move back and forth between these two modalities as they wished. A distinctive student-driven pattern blending collaborative and independent endeavour was observed, consistently over four course offerings in four years. We discuss a number of factors which appear to be related to this variable pattern of independent and collaborative enterprise, including the thinking and learning styles of the individuals, the preference of the individuals, the types of problems being worked on, and the stage in a given problem at which students were working. We also consider implications of these factors for the teaching of problem solving, arguing that the development of collaborative problem solving abilities is an important metacognitive skill.

4. Facilitating case reuse during problem solving in algebra-based physics

Science.gov (United States)

Mateycik, Frances Ann

This research project investigates students' development of problem solving schemata while using strategies that facilitate the process of using solved examples to assist with a new problem (case reuse). Focus group learning interviews were used to explore students' perceptions and understanding of several problem solving strategies. Individual clinical interviews were conducted and quantitative examination data were collected to assess students' conceptual understanding, knowledge organization, and problem solving performance on a variety of problem tasks. The study began with a short one-time treatment of two independent, research-based strategies chosen to facilitate case reuse. Exploration of students' perceptions and use of the strategies lead investigators to select one of the two strategies to be implemented over a full semester of focus group interviews. The strategy chosen was structure mapping. Structure maps are defined as visual representations of quantities and their associations. They were created by experts to model the appropriate mental organization of knowledge elements for a given physical concept. Students were asked to use these maps as they were comfortable while problem solving. Data obtained from this phase of our study (Phase I) offered no evidence of improved problem solving schema. The 11 contact hour study was barely sufficient time for students to become comfortable using the maps. A set of simpler strategies were selected for their more explicit facilitation of analogical reasoning, and were used together during two more semester long focus group treatments (Phase II and Phase III of this study). These strategies included the use of a step-by-step process aimed at reducing cognitive load associated with mathematical procedure, direct reflection of principles involved in a given set of problems, and the direct comparison of problem pairs designed to be void of surface similarities (similar objects or object orientations) and sharing

5. Is self-generated thought a means of social problem solving?

Science.gov (United States)

Ruby, Florence J. M.; Smallwood, Jonathan; Sackur, Jerome; Singer, Tania

2013-01-01

Appropriate social problem solving constitutes a critical skill for individuals and may rely on processes important for self-generated thought (SGT). The aim of the current study was to investigate the link between SGT and social problem solving. Using the Means-End Problem Solving task (MEPS), we assessed participants' abilities to resolve daily social problems in terms of overall efficiency and number of relevant means they provided to reach the given solution. Participants also performed a non-demanding choice reaction time task (CRT) and a moderately-demanding working memory task (WM) as a context in which to measure their SGT (assessed via thought sampling). We found that although overall SGT was associated with lower MEPS efficiency, it was also associated with higher relevant means, perhaps because both depend on the capacity to generate cognition that is independent from the hear and now. The specific content of SGT did not differentially predict individual differences in social problem solving, suggesting that the relationship may depend on SGT regardless of its content. In addition, we also found that performance at the WM but not the CRT was linked to overall better MEPS performance, suggesting that individuals good at social processing are also distinguished by their capacity to constrain attention to an external task. Our results provide novel evidence that the capacity for SGT is implicated in the process by which solutions to social problems are generated, although optimal problem solving may be achieved by individuals who display a suitable balance between SGT and cognition derived from perceptual input. PMID:24391621

6. Analysing student written solutions to investigate if problem-solving processes are evident throughout

Science.gov (United States)

Kelly, Regina; McLoughlin, Eilish; Finlayson, Odilla E.

2016-07-01

An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science disciplines. One of the problems used in this interdisciplinary course has been selected to evaluate if it affords students the opportunity to explicitly display problem-solving processes. While the benefits of implementing problem-based learning have been well reported, far less research has been devoted to methods of assessing student problem-solving solutions. A problem-solving theoretical framework was used as a tool to assess student written solutions to indicate if problem-solving processes were present. In two academic years, student problem-solving processes were satisfactory for exploring and understanding, representing and formulating, and planning and executing, indicating that student collaboration on problems is a good initiator of developing these processes. In both academic years, students displayed poor monitoring and reflecting (MR) processes at the intermediate level. A key impact of evaluating student work in this way is that it facilitated meaningful feedback about the students' problem-solving process rather than solely assessing the correctness of problem solutions.

7. Young doctors' problem solving strategies on call may be improved.

Science.gov (United States)

Michelsen, Jens; Malchow-Møller, Axel; Charles, Peder; Eika, Berit

2013-03-01

The first year following graduation from medical school is challenging as learning from books changes to workplace-based learning. Analysis and reflection on experience may ease this transition. We used Significant Event Analysis (SEA) as a tool to explore what pre-registration house officers (PRHOs) consider successful and problematic events, and to identify what problem-solving strategies they employ. A senior house officer systematically led the PRHO through the SEA of one successful and one problematic event following a night call. The PRHO wrote answers to questions about diagnosis, what happened, how he or she contributed and what knowledge-gaining activities the PRHO would prioritise before the next call. By using an inductive, thematic data analysis, we identified five problem-solving strategies: non-analytical reasoning, analytical reasoning, communication with patients, communication with colleagues and professional behaviour. On average, 1.5 strategies were used in the successful events and 1.2 strategies in the problematic events. Most PRHOs were unable to suggest activities other than reading textbooks. SEA was valuable for the identification of PRHOs' problem-solving strategies in a natural setting. PRHOs should be assisted in increasing their repertoire of strategies, and they should also be helped to "learn to learn" as they were largely unable to point to new learning strategies. not relevant. not relevant.

8. Enhancement of problem solving ability of high school students through learning with real engagement in active problem solving (REAPS) model on the concept of heat transfer

Science.gov (United States)

Yulindar, A.; Setiawan, A.; Liliawati, W.

2018-05-01

This study aims to influence the enhancement of problem solving ability before and after learning using Real Engagement in Active Problem Solving (REAPS) model on the concept of heat transfer. The research method used is quantitative method with 35 high school students in Pontianak as sample. The result of problem solving ability of students is obtained through the test in the form of 3 description questions. The instrument has tested the validity by the expert judgment and field testing that obtained the validity value of 0.84. Based on data analysis, the value of N-Gain is 0.43 and the enhancement of students’ problem solving ability is in medium category. This was caused of students who are less accurate in calculating the results of answers and they also have limited time in doing the questions given.

9. Conceptual and Procedural Knowledge Community College Students Use when Solving Science Problems

Science.gov (United States)

Eibensteiner, Janice L.

2012-01-01

Successful science students have mastered their field of study by being able to apply their learned knowledge and problem solving skills on tests. Problem solving skills must be used to figure out the answer to many classes of questions. What this study is trying to determine is how students solve complex science problems in an academic setting in…

10. Nanomedicine: Problem Solving to Treat Cancer

Science.gov (United States)

Hemling, Melissa A.; Sammel, Lauren M.; Zenner, Greta; Payne, Amy C.; Crone, Wendy C.

2006-01-01

Many traditional classroom science and technology activities often ask students to complete prepackaged labs that ensure that everyone arrives at the same "scientifically accurate" solution or theory, which ignores the important problem-solving and creative aspects of scientific research and technological design. Students rarely have the…

11. Teachers Beliefs in Problem Solving in Rural Malaysian Secondary Schools

Science.gov (United States)

Palraj, Shalini; DeWitt, Dorothy; Alias, Norlidah

2017-01-01

Problem solving is the highest level of cognitive skill. However, this skill seems to be lacking among secondary school students. Teachers' beliefs influence the instructional strategies used for students' learning. Hence, it is important to understand teachers' beliefs so as to improve the processes for teaching problem solving. The purpose of…

12. Review on solving the forward problem in EEG source analysis

Directory of Open Access Journals (Sweden)

Vergult Anneleen

2007-11-01

Full Text Available Abstract Background The aim of electroencephalogram (EEG source localization is to find the brain areas responsible for EEG waves of interest. It consists of solving forward and inverse problems. The forward problem is solved by starting from a given electrical source and calculating the potentials at the electrodes. These evaluations are necessary to solve the inverse problem which is defined as finding brain sources which are responsible for the measured potentials at the EEG electrodes. Methods While other reviews give an extensive summary of the both forward and inverse problem, this review article focuses on different aspects of solving the forward problem and it is intended for newcomers in this research field. Results It starts with focusing on the generators of the EEG: the post-synaptic potentials in the apical dendrites of pyramidal neurons. These cells generate an extracellular current which can be modeled by Poisson's differential equation, and Neumann and Dirichlet boundary conditions. The compartments in which these currents flow can be anisotropic (e.g. skull and white matter. In a three-shell spherical head model an analytical expression exists to solve the forward problem. During the last two decades researchers have tried to solve Poisson's equation in a realistically shaped head model obtained from 3D medical images, which requires numerical methods. The following methods are compared with each other: the boundary element method (BEM, the finite element method (FEM and the finite difference method (FDM. In the last two methods anisotropic conducting compartments can conveniently be introduced. Then the focus will be set on the use of reciprocity in EEG source localization. It is introduced to speed up the forward calculations which are here performed for each electrode position rather than for each dipole position. Solving Poisson's equation utilizing FEM and FDM corresponds to solving a large sparse linear system. Iterative

13. Solving of L0 norm constrained EEG inverse problem.

Science.gov (United States)

Xu, Peng; Lei, Xu; Hu, Xiao; Yao, Dezhong

2009-01-01

l(0) norm is an effective constraint used to solve EEG inverse problem for a sparse solution. However, due to the discontinuous and un-differentiable properties, it is an open issue to solve the l(0) norm constrained problem, which is usually instead solved by using some alternative functions like l(1) norm to approximate l(0) norm. In this paper, a continuous and differentiable function having the same form as the transfer function of Butterworth low-pass filter is introduced to approximate l(0) norm constraint involved in EEG inverse problem. The new approximation based approach was compared with l(1) norm and LORETA solutions on a realistic head model using simulated sources. The preliminary results show that this alternative approximation to l(0) norm is promising for the estimation of EEG sources with sparse distribution.

14. Second International Conference on Soft Computing for Problem Solving

CERN Document Server

Nagar, Atulya; Deep, Kusum; Pant, Millie; Bansal, Jagdish; Ray, Kanad; Gupta, Umesh

2014-01-01

The present book is based on the research papers presented in the International Conference on Soft Computing for Problem Solving (SocProS 2012), held at JK Lakshmipat University, Jaipur, India. This book provides the latest developments in the area of soft computing and covers a variety of topics, including mathematical modeling, image processing, optimization, swarm intelligence, evolutionary algorithms, fuzzy logic, neural networks, forecasting, data mining, etc. The objective of the book is to familiarize the reader with the latest scientific developments that are taking place in various fields and the latest sophisticated problem solving tools that are being developed to deal with the complex and intricate problems that are otherwise difficult to solve by the usual and traditional methods. The book is directed to the researchers and scientists engaged in various fields of Science and Technology.

15. Mechanical problem-solving strategies in Alzheimer's disease and semantic dementia.

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Lesourd, Mathieu; Baumard, Josselin; Jarry, Christophe; Etcharry-Bouyx, Frédérique; Belliard, Serge; Moreaud, Olivier; Croisile, Bernard; Chauviré, Valérie; Granjon, Marine; Le Gall, Didier; Osiurak, François

2016-07-01

16. INVESTIGATING AND COMMUNICATING TECHNOLOGY MATHEMATICS PROBLEM SOLVING EXPERIENCE OF TWO PRESERVICE TEACHERS

Directory of Open Access Journals (Sweden)

Ana Kuzle

2012-04-01

Full Text Available In this paper, I report on preservice teachers’ reflections and perceptions on theirproblem-solving process in a technological context. The purpose of the study was to to investigatehow preservice teachers experience working individually in a dynamic geometry environment andhow these experiences affect their own mathematical activity when integrating content (nonroutineproblems and context (technology environment. Careful analysis of participants’ perceptionsregarding their thinking while engaged in problem solving, provided an opportunity to explorehow they explain the emergence of problem solving when working in a dynamic geometryenvironment. The two participants communicated their experience both through the lenses ofthemselves as problem solvers and as future mathematics educators. Moreover, the results of thestudy indicated that problem solving in a technology environment does not necessarily allow focuson decision-making, reflection, and problem solving processes as reported by previous research.

17. Web-Based Problem-Solving Assignment and Grading System

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Brereton, Giles; Rosenberg, Ronald

2014-11-01

In engineering courses with very specific learning objectives, such as fluid mechanics and thermodynamics, it is conventional to reinforce concepts and principles with problem-solving assignments and to measure success in problem solving as an indicator of student achievement. While the modern-day ease of copying and searching for online solutions can undermine the value of traditional assignments, web-based technologies also provide opportunities to generate individualized well-posed problems with an infinite number of different combinations of initial/final/boundary conditions, so that the probability of any two students being assigned identical problems in a course is vanishingly small. Such problems can be designed and programmed to be: single or multiple-step, self-grading, allow students single or multiple attempts; provide feedback when incorrect; selectable according to difficulty; incorporated within gaming packages; etc. In this talk, we discuss the use of a homework/exam generating program of this kind in a single-semester course, within a web-based client-server system that ensures secure operation.

18. High School Students' Use of Meiosis When Solving Genetics Problems.

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Wynne, Cynthia F.; Stewart, Jim; Passmore, Cindy

2001-01-01

Paints a different picture of students' reasoning with meiosis as they solved complex, computer-generated genetics problems, some of which required them to revise their understanding of meiosis in response to anomalous data. Students were able to develop a rich understanding of meiosis and can utilize that knowledge to solve genetics problems.…

19. Extricating Justification Scheme Theory in Middle School Mathematical Problem Solving

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Matteson, Shirley; Capraro, Mary Margaret; Capraro, Robert M.; Lincoln, Yvonna S.

2012-01-01

Twenty middle grades students were interviewed to gain insights into their reasoning about problem-solving strategies using a Problem Solving Justification Scheme as our theoretical lens and the basis for our analysis. The scheme was modified from the work of Harel and Sowder (1998) making it more broadly applicable and accounting for research…

20. Understanding Adults' Strong Problem-Solving Skills Based on PIAAC

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Hämäläinen, Raija; De Wever, Bram; Nissinen, Kari; Cincinnato, Sebastiano

2017-01-01

Purpose: Research has shown that the problem-solving skills of adults with a vocational education and training (VET) background in technology-rich environments (TREs) are often inadequate. However, some adults with a VET background do have sound problem-solving skills. The present study aims to provide insight into the socio-demographic,…

1. Backtrack Programming: A Computer-Based Approach to Group Problem Solving.

Science.gov (United States)

Scott, Michael D.; Bodaken, Edward M.

Backtrack problem-solving appears to be a viable alternative to current problem-solving methodologies. It appears to have considerable heuristic potential as a conceptual and operational framework for small group communication research, as well as functional utility for the student group in the small group class or the management team in the…

2. Errors and Understanding: The Effects of Error-Management Training on Creative Problem-Solving

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Robledo, Issac C.; Hester, Kimberly S.; Peterson, David R.; Barrett, Jamie D.; Day, Eric A.; Hougen, Dean P.; Mumford, Michael D.

2012-01-01

People make errors in their creative problem-solving efforts. The intent of this article was to assess whether error-management training would improve performance on creative problem-solving tasks. Undergraduates were asked to solve an educational leadership problem known to call for creative thought where problem solutions were scored for…

3. ENGAGE: A Game Based Learning and Problem Solving Framework

Science.gov (United States)

2012-07-13

Gamification Summit 2012  Mensa Colloquium 2012.2: Social and Video Games  Seattle Science Festival  TED Salon Vancouver : http...From - To) 6/1/2012 – 6/30/2012 4. TITLE AND SUBTITLE ENGAGE: A Game Based Learning and Problem Solving Framework 5a. CONTRACT NUMBER N/A 5b...Popović ENGAGE: A Game Based Learning and Problem Solving Framework (Task 1 Month 4) Progress, Status and Management Report Monthly Progress

4. Acquisition and performance of a problem-solving skill.

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Morgan, B. B., Jr.; Alluisi, E. A.

1971-01-01

The acquisition of skill in the performance of a three-phase code transformation task (3P-COTRAN) was studied with 20 subjects who solved 27 3P-COTRAN problems during each of 8 successive sessions. The purpose of the study was to determine the changes in the 3P-COTRAN factor structure resulting from practice, the distribution of practice-related gains in performance over the nine measures of the five 3P-COTRAN factors, and the effects of transformation complexities on the 3P-COTRAN performance of subjects. A significant performance gain due to practice was observed, with improvements in speed continuing even when accuracy reached asymptotic levels. Transformation complexity showed no effect on early performances but the 3- and 4-element transformations were solved quicker than the 5-element transformation in the problem-solving Phase III of later skilled performances.

5. Integrating video and animation with physics problem- solving exercises on the World Wide Web

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Titus, Aaron Patrick

1998-10-01

Problem solving is of paramount importance in teaching and learning physics. An important step in solving a problem is visualization. To help students visualize a problem, we included video clips with homework questions delivered via the World Wide Web. Although including video with physics problems has a positive effect with some problems, we found that this may not be the best way to integrate multimedia with physics problems since improving visualization is probably not as helpful as changing students' approach. To challenge how students solve problems and to help them develop a more expert-like approach, we developed a type of physics exercise called a multimedia-focused problem where students take data from an animation in order to solve a problem. Because numbers suggestive of a solution are not given in the text of the question, students have to consider the problem conceptually before analyzing it mathematically. As a result, we found that students had difficulty solving such problems compared to traditional textbook-like problems. Students' survey responses showed that students indeed had difficulty determining what was needed to solve a problem when it was not explicitly given to them in the text of the question. Analyzing think-aloud interviews where students verbalized their thoughts while solving problems, we found that multimedia-focused problems indeed required solid conceptual understanding in order for them to be solved correctly. As a result, we believe that when integrated with instruction, multimedia-focused problems can be a valuable tool in helping students develop better conceptual understanding and more expert-like problem solving skills by challenging novice beliefs and problem solving approaches. Multimedia-focused problems may also be useful for diagnosing conceptual understanding and problem skills.

6. Research Projects in Physics: A Mechanism for Teaching Ill-Structured Problem Solving

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Milbourne, Jeff; Bennett, Jonathan

2017-10-01

Physics education research has a tradition of studying problem solving, exploring themes such as physical intuition and differences between expert and novice problem solvers. However, most of this work has focused on traditional, or well-structured, problems, similar to what might appear in a textbook. Less work has been done with open-ended, or ill-structured, problems, similar to the types of problems students might face in their professional lives. Given the national discourse on educational system reform aligned with 21st century skills, including problem solving, it is critical to provide educational experiences that help students learn to solve all types of problems, including ill-structured problems.

7. Mental Imagery in Creative Problem Solving.

Science.gov (United States)

Polland, Mark J.

In order to investigate the relationship between mental imagery and creative problem solving, a study of 44 separate accounts reporting mental imagery experiences associated with creative discoveries were examined. The data included 29 different scientists, among them Albert Einstein and Stephen Hawking, and 9 artists, musicians, and writers,…

8. Problem-solving in a Constructivist Environment

Directory of Open Access Journals (Sweden)

Lee Chien Sing

1999-01-01

Full Text Available The dynamic challenges of an increasingly borderless world buoyed by advances in telecommunications and information technology has resulted in educational reform and subsequently, a reconceptualisation of what constitutes a learner, learning and the influence of the learning environment on the process of learning. In keeping up with the changing trends and challenges of an increasingly networked, dynamic and challenging international community, means to provide an alternative environment that stimulates inquiry and equips learners with the skills needed to manage technological change and innovations must be considered. This paper discusses the importance of interaction, cognition and context, collaboration in a networked computer-mediated environment, the problem-solving approach as a catalyst in stimulating creative and critical thinking and in providing context for meaningful interaction and whether the interactive environment created through computer-mediated collaboration will motivate learners to be responsible for their own learning and be independent thinkers. The sample involved learners from three schools in three different countries. Findings conclude that a rich interactive environment must be personally relevant to the learner by simulating authentic problems without lowering the degree of cognitive complexity. Review in curriculum, assessment and teacher training around constructivist principles are also imperative as these interrelated factors form part of the learning process system.

9. A Problem-Solving Model for Literacy Coaching Practice

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Toll, Cathy A.

2017-01-01

Literacy coaches are more effective when they have a clear plan for their collaborations with teachers. This article provides details of such a plan, which involves identifying a problem, understanding the problem, deciding what to do differently, and trying something different. For each phase of the problem-solving model, there are key tasks for…

10. Human Performance on Insight Problem Solving: A Review

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Chu, Yun; MacGregor, James N.

2011-01-01

The article provides a review of recent research on insight problem-solving performance. We discuss what insight problems are, the different types of classic and newer insight problems, and how we can classify them. We also explain some of the other aspects that affect insight performance, such as hints, analogs, training, thinking aloud, and…

11. A meta-heuristic method for solving scheduling problem: crow search algorithm

Science.gov (United States)

2018-04-01

Scheduling is one of the most important processes in an industry both in manufacturingand services. The scheduling process is the process of selecting resources to perform an operation on tasks. Resources can be machines, peoples, tasks, jobs or operations.. The selection of optimum sequence of jobs from a permutation is an essential issue in every research in scheduling problem. Optimum sequence becomes optimum solution to resolve scheduling problem. Scheduling problem becomes NP-hard problem since the number of job in the sequence is more than normal number can be processed by exact algorithm. In order to obtain optimum results, it needs a method with capability to solve complex scheduling problems in an acceptable time. Meta-heuristic is a method usually used to solve scheduling problem. The recently published method called Crow Search Algorithm (CSA) is adopted in this research to solve scheduling problem. CSA is an evolutionary meta-heuristic method which is based on the behavior in flocks of crow. The calculation result of CSA for solving scheduling problem is compared with other algorithms. From the comparison, it is found that CSA has better performance in term of optimum solution and time calculation than other algorithms.

12. Information Seeking When Problem Solving: Perspectives of Public Health Professionals.

Science.gov (United States)

Newman, Kristine; Dobbins, Maureen; Yost, Jennifer; Ciliska, Donna

2017-04-01

Given the many different types of professionals working in public health and their diverse roles, it is likely that their information needs, information-seeking behaviors, and problem-solving abilities differ. Although public health professionals often work in interdisciplinary teams, few studies have explored their information needs and behaviors within the context of teamwork. This study explored the relationship between Canadian public health professionals' perceptions of their problem-solving abilities and their information-seeking behaviors with a specific focus on the use of evidence in practice settings. It also explored their perceptions of collaborative information seeking and the work contexts in which they sought information. Key Canadian contacts at public health organizations helped recruit study participants through their list-servs. An electronic survey was used to gather data about (a) individual information-seeking behaviors, (b) collaborative information-seeking behaviors, (c) use of evidence in practice environments, (d) perceived problem-solving abilities, and (e) demographic characteristics. Fifty-eight public health professionals were recruited, with different roles and representing most Canadian provinces and one territory. A significant relationship was found between perceived problem-solving abilities and collaborative information-seeking behavior (r = -.44, p public health professionals take a shared, active approach to problem solving, maintain personal control, and have confidence, they are more likely collaborate with others in seeking information to complete a work task. Administrators of public health organizations should promote collaboration by implementing effective communication and information-seeking strategies, and by providing information resources and retrieval tools. Public health professionals' perceived problem-solving abilities can influence how they collaborate in seeking information. Educators in public health

13. What's the Right Answer? Team Problem-Solving in Environments of Uncertainty

Science.gov (United States)

Jameson, Daphne A.

2009-01-01

Whether in the workplace or the classroom, many teams approach problem-solving as a search for certainty--even though certainty rarely exists in business. This search for the one right answer to a problem creates unrealistic expectations and often undermines teams' effectiveness. To help teams manage their problem-solving process and communication…

14. Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools

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McDonald, Scott Douglas

2017-01-01

Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and…

15. Organizational/Memory Tools: A Technique for Improving Problem Solving Skills.

Science.gov (United States)

Steinberg, Esther R.; And Others

1986-01-01

This study was conducted to determine whether students would use a computer-presented organizational/memory tool as an aid in problem solving, and whether and how locus of control would affect tool use and problem-solving performance. Learners did use the tools, which were most effective in the learner control with feedback condition. (MBR)

16. Handbook of Research on Creative Problem-Solving Skill Development in Higher Education

DEFF Research Database (Denmark)

-solving. This has prompted institutions of higher education to implement new pedagogical methods such as problem-based and case-based education. The Handbook of Research on Creative Problem-Solving Skill Development in Higher Education is an essential, comprehensive collection of the newest research in higher...... education, creativity, problem solving, and pedagogical design. It provides the framework for further research opportunities in these dynamic, necessary fields. Featuring work regarding problem-oriented curriculum and its applications and challenges, this book is essential for policy makers, teachers......Developing students’ creative problem-solving skills is paramount to today’s teachers, due to the exponentially growing demand for cognitive plasticity and critical thinking in the workforce. In today’s knowledge economy, workers must be able to participate in creative dialogue and complex problem...

17. Personality-dependent differences in problem-solving performance in a social context reflect foraging strategies.

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Zandberg, Lies; Quinn, John L; Naguib, Marc; van Oers, Kees

2017-01-01

Individuals develop innovative behaviours to solve foraging challenges in the face of changing environmental conditions. Little is known about how individuals differ in their tendency to solve problems and in their subsequent use of this solving behaviour in social contexts. Here we investigated whether individual variation in problem-solving performance could be explained by differences in the likelihood of solving the task, or if they reflect differences in foraging strategy. We tested this by studying the use of a novel foraging skill in groups of great tits (Parus major), consisting of three naive individuals with different personality, and one knowledgeable tutor. We presented them with multiple, identical foraging devices over eight trials. Though birds of different personality type did not differ in solving latency; fast and slow explorers showed a steeper increase over time in their solving rate, compared to intermediate explorers. Despite equal solving potential, personality influenced the subsequent use of the skill, as well as the pay-off received from solving. Thus, variation in the tendency to solve the task reflected differences in foraging strategy among individuals linked to their personality. These results emphasize the importance of considering the social context to fully understand the implications of learning novel skills. Copyright © 2016 Elsevier B.V. All rights reserved.

18. Analysis of problem solving on project based learning with resource based learning approach computer-aided program

Science.gov (United States)

Kuncoro, K. S.; Junaedi, I.; Dwijanto

2018-03-01

This study aimed to reveal the effectiveness of Project Based Learning with Resource Based Learning approach computer-aided program and analyzed problem-solving abilities in terms of problem-solving steps based on Polya stages. The research method used was mixed method with sequential explanatory design. The subject of this research was the students of math semester 4. The results showed that the S-TPS (Strong Top Problem Solving) and W-TPS (Weak Top Problem Solving) had good problem-solving abilities in each problem-solving indicator. The problem-solving ability of S-MPS (Strong Middle Problem Solving) and (Weak Middle Problem Solving) in each indicator was good. The subject of S-BPS (Strong Bottom Problem Solving) had a difficulty in solving the problem with computer program, less precise in writing the final conclusion and could not reflect the problem-solving process using Polya’s step. While the Subject of W-BPS (Weak Bottom Problem Solving) had not been able to meet almost all the indicators of problem-solving. The subject of W-BPS could not precisely made the initial table of completion so that the completion phase with Polya’s step was constrained.

19. The development and nature of problem-solving among first-semester calculus students

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Dawkins, Paul Christian; Mendoza Epperson, James A.

2014-08-01

This study investigates interactions between calculus learning and problem-solving in the context of two first-semester undergraduate calculus courses in the USA. We assessed students' problem-solving abilities in a common US calculus course design that included traditional lecture and assessment with problem-solving-oriented labs. We investigate this blended instruction as a local representative of the US calculus reform movements that helped foster it. These reform movements tended to emphasize problem-solving as well as multiple mathematical registers and quantitative modelling. Our statistical analysis reveals the influence of the blended traditional/reform calculus instruction on students' ability to solve calculus-related, non-routine problems through repeated measures over the semester. The calculus instruction in this study significantly improved students' performance on non-routine problems, though performance improved more regarding strategies and accuracy than it did for drawing conclusions and providing justifications. We identified problem-solving behaviours that characterized top performance or attrition in the course. Top-performing students displayed greater algebraic proficiency, calculus skills, and more general heuristics than their peers, but overused algebraic techniques even when they proved cumbersome or inappropriate. Students who subsequently withdrew from calculus often lacked algebraic fluency and understanding of the graphical register. The majority of participants, when given a choice, relied upon less sophisticated trial-and-error approaches in the numerical register and rarely used the graphical register, contrary to the goals of US calculus reform. We provide explanations for these patterns in students' problem-solving performance in view of both their preparation for university calculus and the courses' assessment structure, which preferentially rewarded algebraic reasoning. While instruction improved students' problem-solving

20. The Students Decision Making in Solving Discount Problem

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Abdillah; Nusantara, Toto; Subanji; Susanto, Hery; Abadyo

2016-01-01

This research is reviewing students' process of decision making intuitively, analytically, and interactively. The research done by using discount problem which specially created to explore student's intuition, analytically, and interactively. In solving discount problems, researcher exploring student's decision in determining their attitude which…