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Sample records for solving physical problems

  1. 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,…

  2. 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...

  3. Conceptual Problem Solving in High School Physics

    Science.gov (United States)

    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…

  4. 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

  5. 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...

  6. 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.

  7. 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.

  8. Instruction Emphasizing Effort Improves Physics Problem Solving

    Science.gov (United States)

    Li, Daoquan

    2012-01-01

    Effectively using strategies to solve complex problems is an important educational goal and is implicated in successful academic performance. However, people often do not spontaneously use the effective strategies unless they are motivated to do so. The present study was designed to test whether educating students about the importance of effort in…

  9. Internet Computer Coaches for Introductory Physics Problem Solving

    Science.gov (United States)

    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…

  10. 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.

  11. 1000 Solved Problems in Modern Physics

    CERN Document Server

    Kamal, Ahmad A

    2010-01-01

    This book basically caters to the needs of undergraduates and graduates physics students in the area of modern physics, specially particle and nuclear physics. Lecturers/tutors may use it as a resource book. The contents of the book are based on the syllabi currently used in the undergraduate courses in USA, U.K., and other countries. The book is divided into 10 chapters, each chapter beginning with a brief but adequate summary and necessary formulas, tables and line diagrams followed by a variety of typical problems useful for assignments and exams. Detailed solutions are provided at the end of each chapter.

  12. 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).

  13. 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

  14. 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…

  15. Differences in the Processes of Solving Physics Problems between Good Physics Problem Solvers and Poor Physics Problem Solvers.

    Science.gov (United States)

    Finegold, M.; Mass, R.

    1985-01-01

    Good problem solvers and poor problem solvers in advanced physics (N=8) were significantly different in their ability in translating, planning, and physical reasoning, as well as in problem solving time; no differences in reliance on algebraic solutions and checking problems were noted. Implications for physics teaching are discussed. (DH)

  16. 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.

  17. Computational physics problem solving with Python

    CERN Document Server

    Landau, Rubin H; Bordeianu, Cristian C

    2015-01-01

    The use of computation and simulation has become an essential part of the scientific process. Being able to transform a theory into an algorithm requires significant theoretical insight, detailed physical and mathematical understanding, and a working level of competency in programming. This upper-division text provides an unusually broad survey of the topics of modern computational physics from a multidisciplinary, computational science point of view. Its philosophy is rooted in learning by doing (assisted by many model programs), with new scientific materials as well as with the Python progr

  18. The construction of the representation in solving a physics problem

    Directory of Open Access Journals (Sweden)

    Enrique A. Coleoni

    2001-09-01

    Full Text Available Written solutions of a physics problem provided by high school students in a physics olympiad are analysed. The study was done on the basis of theoretical developments which take into account peculiarities of the understanding of scientific problems. Some errors are typefied according to failures at different levels of the representation process. A categorization is proposed suggesting the possibility of reinterpreting some mistakes made by physics students in problem solving.

  19. Internet computer coaches for introductory physics problem solving

    Science.gov (United States)

    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.

  20. Doing physics with scientific notebook a problem solving approach

    CERN Document Server

    Gallant, Joseph

    2012-01-01

    The goal of this book is to teach undergraduate students how to use Scientific Notebook (SNB) to solve physics problems. SNB software combines word processing and mathematics in standard notation with the power of symbolic computation. As its name implies, SNB can be used as a notebook in which students set up a math or science problem, write and solve equations, and analyze and discuss their results. Written by a physics teacher with over 20 years experience, this text includes topics that have educational value, fit within the typical physics curriculum, and show the benefits of using SNB.

  1. Including Critical Thinking and Problem Solving in Physical Education

    Science.gov (United States)

    Pill, Shane; SueSee, Brendan

    2017-01-01

    Many physical education curriculum frameworks include statements about the inclusion of critical inquiry processes and the development of creativity and problem-solving skills. The learning environment created by physical education can encourage or limit the application and development of the learners' cognitive resources for critical and creative…

  2. MAUVE: A New Strategy for Solving and Grading Physics Problems

    Science.gov (United States)

    Hill, Nicole Breanne

    2016-01-01

    MAUVE (magnitude, answer, units, variables, and equations) is a framework and rubric to help students and teachers through the process of clearly solving and assessing solutions to introductory physics problems. Success in introductory physics often derives from an understanding of units, a command over dimensional analysis, and good bookkeeping.…

  3. 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

  4. The Importance of Monitoring Skills in Physics Problem Solving

    Science.gov (United States)

    Ali, Marlina; Talib, Corrienna-Abd; Hasniza Ibrahim, Nor; Surif, Johari; Halim Abdullah, Abdul

    2016-01-01

    The purpose of this paper is to show how important "monitoring" is as metacognitive skills in solving physics problems in the field mechanics. Based on test scores, twenty one students were divided into two groups: more successful (MS) and less successful (LS) problem solvers. Students were allowed to think-aloud while they worked on…

  5. Studies of Visual Attention in Physics Problem Solving

    Science.gov (United States)

    Madsen, Adrian M.

    2013-01-01

    The work described here represents an effort to understand and influence visual attention while solving physics problems containing a diagram. Our visual system is guided by two types of processes--top-down and bottom-up. The top-down processes are internal and determined by ones prior knowledge and goals. The bottom-up processes are external and…

  6. MAUVE: A New Strategy for Solving and Grading Physics Problems

    Science.gov (United States)

    Hill, Nicole Breanne

    2016-05-01

    MAUVE (magnitude, answer, units, variables, and equations) is a framework and rubric to help students and teachers through the process of clearly solving and assessing solutions to introductory physics problems. Success in introductory physics often derives from an understanding of units, a command over dimensional analysis, and good bookkeeping. I developed MAUVE for an introductory-level environmental physics course as an easy-to-remember checklist to help students construct organized and thoughtful solutions to physics problems. Environmental physics is a core physics course for environmental and sustainability science (ESS) majors that teaches principles of radiation, thermodynamics, and mechanics within the context of the environment and sustainable energy systems. ESS student concentrations include environmental biology, applied ecology, biogeochemistry, and natural resources. The MAUVE rubric, inspired by nature, has encouraged my students to produce legible and tactical work, and has significantly clarified the grading process.

  7. Do New Caledonian crows solve physical problems through causal reasoning?

    Science.gov (United States)

    Taylor, A.H.; Hunt, G.R.; Medina, F.S.; Gray, R.D.

    2008-01-01

    The extent to which animals other than humans can reason about physical problems is contentious. The benchmark test for this ability has been the trap-tube task. We presented New Caledonian crows with a series of two-trap versions of this problem. Three out of six crows solved the initial trap-tube. These crows continued to avoid the trap when the arbitrary features that had previously been associated with successful performances were removed. However, they did not avoid the trap when a hole and a functional trap were in the tube. In contrast to a recent primate study, the three crows then solved a causally equivalent but visually distinct problem—the trap-table task. The performance of the three crows across the four transfers made explanations based on chance, associative learning, visual and tactile generalization, and previous dispositions unlikely. Our findings suggest that New Caledonian crows can solve complex physical problems by reasoning both causally and analogically about causal relations. Causal and analogical reasoning may form the basis of the New Caledonian crow's exceptional tool skills. PMID:18796393

  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. Surveying Turkish High School and University Students' Attitudes and Approaches to Physics Problem Solving

    Science.gov (United States)

    Balta, Nuri; Mason, Andrew J.; Singh, Chandralekha

    2016-01-01

    Students' attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences between students in introductory physics and…

  10. 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...

  11. 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 ...

  12. Examining the Relationship of Scientific Reasoning with Physics Problem Solving

    Science.gov (United States)

    Fabby, Carol; Koenig, Kathleen

    2015-01-01

    Recent research suggests students with more formal reasoning patterns are more proficient learners. However, little research has been done to establish a relationship between scientific reasoning and problem solving abilities by novices. In this exploratory study, we compared scientific reasoning abilities of students enrolled in a college level…

  13. How Do They Solve It? An Insight into the Learner's Approach to the Mechanism of Physics Problem Solving

    Science.gov (United States)

    Hegde, Balasubrahmanya; Meera, B. N.

    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…

  14. Library of problem-oriented programs for solving problems of atomic and nuclear physics

    International Nuclear Information System (INIS)

    Kharitonov, Yu.I.

    1976-01-01

    The Data Centre of the Leningrad Institute of Nuclear Physics (LIYaF) is working on the establishment of a library of problem-oriented computer programs for solving problems of atomic and nuclear physics. This paper lists and describes briefly the programs presently available to the Data Centre. The descriptions include the program code numbers, the program language, the translator for which the program is designed, and the program scope

  15. 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).

  16. 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.

  17. 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.

  18. 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.

  19. Towards a conceptual framework for identifying student difficulties with solving Real-World Problems in Physics

    DEFF Research Database (Denmark)

    Niss, Martin

    2012-01-01

    This paper develops a conceptual framework for identifying the challenges and obstacles university students encounter when solving real-world problems involving Physics. The framework is based on viewing problem solving as a modelling process. In order to solve a real-world problem, the problem...... solver has to go through the steps and do the tasks of such a process. The paper presents a theoretical analysis of what it takes to solve three real-world problems, demonstrating how the framework presented captures the essential aspects of solving them. Moreover, it is argued that three steps critical...... for real-world problem solving – initial analysis of the problem situation, choice of relevant physical theory (the so-called paradigmatic choice) and mathematization – are not covered by existing models of problem solving in Physics. Finally, the existing research on student difficulties with problem...

  20. Unfolding in particle physics: A window on solving inverse problems

    International Nuclear Information System (INIS)

    Spano, F.

    2013-01-01

    Unfolding is the ensemble of techniques aimed at resolving inverse, ill-posed problems. A pedagogical introduction to the origin and main problems related to unfolding is presented and used as the the stepping stone towards the illustration of some of the most common techniques that are currently used in particle physics experiments. (authors)

  1. 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…

  2. The Effect of Problem Based Learning (PBL) Instruction on Students' Motivation and Problem Solving Skills of Physics

    Science.gov (United States)

    Argaw, Aweke Shishigu; Haile, Beyene Bashu; Ayalew, Beyene Tesfaw; Kuma, Shiferaw Gadisa

    2017-01-01

    Through the learning of physics, students will acquire problem solving skills which are relevant to their daily life. Determining the best way in which students learn physics takes a priority in physics education. The goal of the present study was to determine the effect of problem based learning strategy on students' problem solving skills and…

  3. A SiQuENC for solving physics problems

    Science.gov (United States)

    Liao, David

    2018-04-01

    Students often struggle in AP Physics 1 because they have not been previously trained to develop qualitative arguments. Extensive literature on multiple representations and qualitative reasoning provides strategies to address this challenge. Table I presents three examples, including SiQuENC, which I adapted from a strategy promoted by Etkina et al. To remind students that they can use qualitative reasoning (e.g., arguing from proportionalities), rather than relying only on algebra, I replaced "Solve" with "Analyze." I added a "Communicate" step to guide planning of written responses to AP Physics 1 and 2 questions. To perform this step, draw a circled number around each key point identified in figures, equations, and sentence fragments. Then, convert numbered points into sentences.

  4. Mathematical mechanic using physical reasoning to solve problems

    CERN Document Server

    Levi, Mark

    2009-01-01

    Everybody knows that mathematics is indispensable to physics--imagine where we'd be today if Einstein and Newton didn't have the math to back up their ideas. But how many people realize that physics can be used to produce many astonishing and strikingly elegant solutions in mathematics? Mark Levi shows how in this delightful book, treating readers to a host of entertaining problems and mind-bending puzzlers that will amuse and inspire their inner physicist. Levi turns math and physics upside down, revealing how physics can simplify proofs and lead to quicker solutions and new theorems, and how physical solutions can illustrate why results are true in ways lengthy mathematical calculations never can

  5. Investigation of physics thought experiments’ effects on students’ logical problem solving skills

    Directory of Open Access Journals (Sweden)

    Ince Elif

    2016-01-01

    Full Text Available The purpose of this study, investigation of physics thought experiments’ effects on students’ logical problem-solving skills in collaborative groups. In this context, it was requested to undergraduate students who have taken General Physics I and General Physics II to develop thought experiments in order to solve daily life problems. At the next stage, students’ thought experiments were classified according to common issues in cooperative groups and were asked to try to solve the problems by using thought experiments’ process from each group. As a result of this study; students’ thought experiments related to daily life were developed and problem solving processes have been presented in detail.

  6. Research Projects in Physics: A Mechanism for Teaching Ill-Structured Problem Solving

    Science.gov (United States)

    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. 1000 Solved Problems in Classical Physics An Exercise Book

    CERN Document Server

    Kamal, Ahmad A

    2011-01-01

    This book basically caters to the needs of undergraduate and graduate physics students in classical physics, especially Classical Mechanics and Electricity and Electromagnetism. Lecturers/Tutors may use it as a resource book. The contents of the book are based on the syllabi currently used in the undergraduate courses in the USA, U.K., and other countries. The book consists of 15 chapters, each one beginning with a brief but adequate summary and necessary formulas and Line diagrams followed by a variety of typical problems useful for assignments and exams. Detailed solutions are provided at the end of each chapter.

  8. 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.

  9. Integrating video and animation with physics problem- solving exercises on the World Wide Web

    Science.gov (United States)

    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.

  10. Use of model analysis to analyse Thai students’ attitudes and approaches to physics problem solving

    Science.gov (United States)

    Rakkapao, S.; Prasitpong, S.

    2018-03-01

    This study applies the model analysis technique to explore the distribution of Thai students’ attitudes and approaches to physics problem solving and how those attitudes and approaches change as a result of different experiences in physics learning. We administered the Attitudes and Approaches to Problem Solving (AAPS) survey to over 700 Thai university students from five different levels, namely students entering science, first-year science students, and second-, third- and fourth-year physics students. We found that their inferred mental states were generally mixed. The largest gap between physics experts and all levels of the students was about the role of equations and formulas in physics problem solving, and in views towards difficult problems. Most participants of all levels believed that being able to handle the mathematics is the most important part of physics problem solving. Most students’ views did not change even though they gained experiences in physics learning.

  11. Intuitive physics knowledge, physics problem solving and the role of mathematical equations

    Directory of Open Access Journals (Sweden)

    Laura Buteler

    2012-09-01

    Full Text Available The present work explores the role that mathematical equations play in modifying students’ physical intuition (diSessa, 1993. The work is carried out assuming that students achieve a great deal of the refinement in their physical intuitions during problem solving (Sherin, 2006. The study is guided by the question of how the use of mathematical equations contributes to this refinement. The authors aim at expanding on Sherin´s (2006 hypothesis, suggesting a more bounding relation between physical intuitions and mathematics. In this scenario, intuitions play a more compelling role in “deciding” which equations are acceptable and which are not. Our hypothesis is constructed on the basis of three cases: the first published by Sherin (2006 and two more from registries of our own. The three cases are compared and analyzed in relation to the role of mathematical equations in refining – or not – the intuitive knowledge students bring to play during problem solving.

  12. 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…

  13. Using packaged software for solving two differential equation problems that arise in plasma physics

    International Nuclear Information System (INIS)

    Gaffney, P.W.

    1980-01-01

    Experience in using packaged numerical software for solving two related problems that arise in Plasma physics is described. These problems are (i) the solution of the reduced resistive MHD equations and (ii) the solution of the Grad-Shafranov equation

  14. 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.

  15. 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

    Problem-solving strategies learned by physics undergraduates should prepare them for real-world contexts as they transition from students to professionals. Yet, graduate students in physics-intensive research face problems that go beyond problem sets they experienced as undergraduates and are solved by different strategies than are typically learned in undergraduate coursework. This paper expands the notion of problem solving by characterizing the breadth of problems and problem-solving processes carried out by graduate students in physics-intensive research. We conducted semi-structured interviews with ten graduate students to determine the routine, difficult, and important problems they engage in and problem-solving strategies they found useful in their research. A qualitative typological analysis resulted in the creation of a three-dimensional framework: context, activity, and feature (that made the problem challenging). Problem contexts extended beyond theory and mathematics to include interactions with lab equipment, data, software, and people. Important and difficult contexts blended social and technical skills. Routine problem activities were typically well defined (e.g., troubleshooting), while difficult and important ones were more open ended and had multiple solution paths (e.g., evaluating options). In addition to broadening our understanding of problems faced by graduate students, our findings explore problem-solving strategies (e.g., breaking down problems, evaluating options, using test cases or approximations) and characteristics of successful problem solvers (e.g., initiative, persistence, and motivation). Our research provides evidence of the influence that problems students are exposed to have on the strategies they use and learn. Using this evidence, we have developed a preliminary framework for exploring problems from the solver's perspective. This framework will be examined and refined in future work. Understanding problems graduate students

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

    Directory of Open Access Journals (Sweden)

    Anne E. Leak

    2017-07-01

    Full Text Available Problem-solving strategies learned by physics undergraduates should prepare them for real-world contexts as they transition from students to professionals. Yet, graduate students in physics-intensive research face problems that go beyond problem sets they experienced as undergraduates and are solved by different strategies than are typically learned in undergraduate coursework. This paper expands the notion of problem solving by characterizing the breadth of problems and problem-solving processes carried out by graduate students in physics-intensive research. We conducted semi-structured interviews with ten graduate students to determine the routine, difficult, and important problems they engage in and problem-solving strategies they found useful in their research. A qualitative typological analysis resulted in the creation of a three-dimensional framework: context, activity, and feature (that made the problem challenging. Problem contexts extended beyond theory and mathematics to include interactions with lab equipment, data, software, and people. Important and difficult contexts blended social and technical skills. Routine problem activities were typically well defined (e.g., troubleshooting, while difficult and important ones were more open ended and had multiple solution paths (e.g., evaluating options. In addition to broadening our understanding of problems faced by graduate students, our findings explore problem-solving strategies (e.g., breaking down problems, evaluating options, using test cases or approximations and characteristics of successful problem solvers (e.g., initiative, persistence, and motivation. Our research provides evidence of the influence that problems students are exposed to have on the strategies they use and learn. Using this evidence, we have developed a preliminary framework for exploring problems from the solver’s perspective. This framework will be examined and refined in future work. Understanding problems

  17. Research Projects in Physics: A Mechanism for Teaching Ill-Structured Problem Solving

    Science.gov (United States)

    Milbourne, Jeff; Bennett, Jonathan

    2017-01-01

    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…

  18. Physics students' approaches to learning and cognitive processes in solving physics problems

    Science.gov (United States)

    Bouchard, Josee

    This study examined traditional instruction and problem-based learning (PBL) approaches to teaching and the extent to which they foster the development of desirable cognitive processes, including metacognition, critical thinking, physical intuition, and problem solving among undergraduate physics students. The study also examined students' approaches to learning and their perceived role as physics students. The research took place in the context of advanced courses of electromagnetism at a Canadian research university. The cognitive science, expertise, physics and science education, instructional psychology, and discourse processes literature provided the framework and background to conceptualize and structure this study. A within-stage mixed-model design was used and a number of instruments, including a survey, observation grids, and problem sets were developed specifically for this study. A special one-week long problem-based learning (PBL) intervention was also designed. Interviews with the instructors participating in the study provided complementary data. Findings include evidence that students in general engage in metacognitive processes in the organization of their personal study time. However, this potential, including the development of other cognitive processes, might not be stimulated as much as it could in the traditional lecture instructional context. The PBL approach was deemed as more empowering for the students. An unexpected finding came from the realisation that a simple exposure to a structured exercise of problem-solving (pre-test) was sufficient to produce superior planning and solving strategies on a second exposure (post-test) even for the students who had not been exposed to any special treatment. Maturation was ruled out as a potential threat to the validity of this finding. Another promising finding appears to be that the problem-based learning (PBL) intervention tends to foster the development of cognitive competencies, particularly

  19. Problem Solving and Learning

    Science.gov (United States)

    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.

  20. 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...

  1. Behaviour of mathematics and physics students in solving problem of Vector-Physics context

    Science.gov (United States)

    Sardi; Rizal, M.; Mansyur, J.

    2018-04-01

    This research aimed to describe behaviors of mathematics and physics students in solving problem of the vector concept in physics context. The subjects of the research were students who enrolled in Mathematics Education Study Program and Physics Education Study Program of FKIP Universitas Tadulako. The selected participants were students who received the highest score in vector fundamental concept test in each study program. The data were collected through thinking-aloud activity followed by an interview. The steps of data analysis included data reduction, display, and conclusion drawing. The credibility of the data was tested using a triangulation method. Based on the data analysis, it can be concluded that the two groups of students did not show fundamental differences in problem-solving behavior, especially in the steps of understanding the problem (identifying, collecting and analyzing facts and information), planning (looking for alternative strategies) and conducting the alternative strategy. The two groups were differ only in the evaluation aspect. In contrast to Physics students who evaluated their answer, mathematics students did not conducted an evaluation activity on their work. However, the difference was not caused by the differences in background knowledge.

  2. Electronic collection of solved physics problems to encourage students’ active approach (not only to self study)

    International Nuclear Information System (INIS)

    Koupilová, Zdeňka; Mandíková, Dana; Snětinová, Marie

    2017-01-01

    Ten years ago we started to develop a Collection of Fully Solved Problems aimed at introductory undergraduate and high school level students. The collection is specially designed to encourage students in an active approach to problem solving, e.g. to solve at least some parts of a problem on their own. Nowadays the Collection contains about 800 fully solved problems in physics in Czech and nearly 180 problems in English. It has several hundreds of unique visitors per school day. Based on user feedback, the collection is used by students mainly for their home study and by teachers as a supplementary material. The creation of the structured solution of the physics problems has proved to be a beneficial activity for prospective physics teachers (students of our department). (paper)

  3. Electronic collection of solved physics problems to encourage students’ active approach (not only to self study)

    Science.gov (United States)

    Koupilová, Zdeňka; Mandíková, Dana; Snětinová, Marie

    2017-09-01

    Ten years ago we started to develop a Collection of Fully Solved Problems aimed at introductory undergraduate and high school level students. The collection is specially designed to encourage students in an active approach to problem solving, e.g. to solve at least some parts of a problem on their own. Nowadays the Collection contains about 800 fully solved problems in physics in Czech and nearly 180 problems in English. It has several hundreds of unique visitors per school day. Based on user feedback, the collection is used by students mainly for their home study and by teachers as a supplementary material. The creation of the structured solution of the physics problems has proved to be a beneficial activity for prospective physics teachers (students of our department).

  4. The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students

    Science.gov (United States)

    Milbourne, Jeff; Wiebe, Eric

    2018-01-01

    While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This…

  5. Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics

    Directory of Open Access Journals (Sweden)

    Mark A. McDaniel

    2016-11-01

    Full Text Available The existing literature indicates that interactive-engagement (IE based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-solving outcomes from IE based relative to traditional lecture-based physics classes. The present study included both pre- and post-course conceptual-learning assessments and a new quantitative physics problem-solving assessment that included three representative conservation of energy problems from a first-semester calculus-based college physics course. Scores for problem translation, plan coherence, solution execution, and evaluation of solution plausibility were extracted for each problem. Over 450 students in three IE-based sections and two traditional lecture sections taught at the same university during the same semester participated. As expected, the IE-based course produced more robust gains on a Force Concept Inventory than did the lecture course. By contrast, when the full sample was considered, gains in quantitative problem solving were significantly greater for lecture than IE-based physics; when students were matched on pre-test scores, there was still no advantage for IE-based physics on gains in quantitative problem solving. Further, the association between performance on the concept inventory and quantitative problem solving was minimal. These results highlight that improved conceptual understanding does not necessarily support improved quantitative physics problem solving, and that the instructional method appears to have less bearing on gains in quantitative problem solving than does the kinds of problems emphasized in the courses and homework and the overlap of these problems to those on the assessment.

  6. Problem solving in the borderland between mathematics and physics

    DEFF Research Database (Denmark)

    Jensen, Jens Højgaard; Niss, Martin; Jankvist, Uffe Thomas

    2017-01-01

    The article addresses the problématique of where mathematization is taught in the educational system, and who teaches it. Mathematization is usually not a part of mathematics programs at the upper secondary level, but we argue that physics teaching has something to offer in this respect, if it fo......The article addresses the problématique of where mathematization is taught in the educational system, and who teaches it. Mathematization is usually not a part of mathematics programs at the upper secondary level, but we argue that physics teaching has something to offer in this respect...

  7. A SiQuENC for Solving Physics Problems

    Science.gov (United States)

    Liao, David

    2018-01-01

    Students often struggle in AP Physics 1 because they have not been previously trained to develop qualitative arguments. Extensive literature on multiple representations and qualitative reasoning provides strategies to address this challenge. Table I presents three examples, including SiQuENC, which I adapted from a strategy promoted by Etkina et…

  8. Classroom Tests and Achievement in Problem Solving in Physical Geography

    Science.gov (United States)

    Monk, Janice J.; Stallings, William M.

    1975-01-01

    Two hundred students in an undergraduate physical geography course were assigned to a group which received either factually oriented quizzes or quizzes which stressed higher level behaviors such as application and analysis. Evaluation of the results indicated that the variation in testing procedures had no discernable effect on student scores in…

  9. 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.

  10. Attitude and practice of physical activity and social problem-solving ability among university students.

    Science.gov (United States)

    Sone, Toshimasa; Kawachi, Yousuke; Abe, Chihiro; Otomo, Yuki; Sung, Yul-Wan; Ogawa, Seiji

    2017-04-04

    Effective social problem-solving abilities can contribute to decreased risk of poor mental health. In addition, physical activity has a favorable effect on mental health. These previous studies suggest that physical activity and social problem-solving ability can interact by helping to sustain mental health. The present study aimed to determine the association between attitude and practice of physical activity and social problem-solving ability among university students. Information on physical activity and social problem-solving was collected using a self-administered questionnaire. We analyzed data from 185 students who participated in the questionnaire surveys and psychological tests. Social problem-solving as measured by the Social Problem-Solving Inventory-Revised (SPSI-R) (median score 10.85) was the dependent variable. Multiple logistic regression analysis was employed to calculate the odds ratios (ORs) and 95% confidence intervals (CIs) for higher SPSI-R according to physical activity categories. The multiple logistic regression analysis indicated that the ORs (95% CI) in reference to participants who said they never considered exercising were 2.08 (0.69-6.93), 1.62 (0.55-5.26), 2.78 (0.86-9.77), and 6.23 (1.81-23.97) for participants who did not exercise but intended to start, tried to exercise but did not, exercised but not regularly, and exercised regularly, respectively. This finding suggested that positive linear association between physical activity and social problem-solving ability (p value for linear trend social problem-solving ability.

  11. Surveying Turkish high school and university students’ attitudes and approaches to physics problem solving

    Directory of Open Access Journals (Sweden)

    Nuri Balta

    2016-04-01

    Full Text Available Students’ attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS survey suggests that there are major differences between students in introductory physics and astronomy courses and physics experts in terms of their attitudes and approaches to physics problem solving. Here we discuss the validation, administration, and analysis of data for the Turkish version of the AAPS survey for high school and university students in Turkey. After the validation and administration of the Turkish version of the survey, the analysis of the data was conducted by grouping the data by grade level, school type, and gender. While there are no statistically significant differences between the averages of various groups on the survey, overall, the university students in Turkey were more expertlike than vocational high school students. On an item by item basis, there are statistically differences between the averages of the groups on many items. For example, on average, the university students demonstrated less expertlike attitudes about the role of equations and formulas in problem solving, in solving difficult problems, and in knowing when the solution is not correct, whereas they displayed more expertlike attitudes and approaches on items related to metacognition in physics problem solving. A principal component analysis on the data yields item clusters into which the student responses on various survey items can be grouped. A comparison of the responses of the Turkish and American university students enrolled in algebra-based introductory physics courses shows that on more than half of the items, the responses of these two groups were statistically significantly different, with the U.S. students on average responding to the items in a more expertlike manner.

  12. The Problem-Solving Process in Physics as Observed When Engineering Students at University Level Work in Groups

    Science.gov (United States)

    Gustafsson, Peter; Jonsson, Gunnar; Enghag, Margareta

    2015-01-01

    The problem-solving process is investigated for five groups of students when solving context-rich problems in an introductory physics course included in an engineering programme. Through transcripts of their conversation, the paths in the problem-solving process have been traced and related to a general problem-solving model. All groups exhibit…

  13. Effect of scaffolding on helping introductory physics students solve quantitative problems involving strong alternative conceptions

    Science.gov (United States)

    Lin, Shih-Yin; Singh, Chandralekha

    2015-12-01

    It is well known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in the quantitative problem-solving process can derail the entire process. In order to help students solve quantitative problems involving strong alternative conceptions correctly, appropriate scaffolding support can be helpful. The goal of this study is to examine how different scaffolding supports involving analogical problem-solving influence introductory physics students' performance on a target quantitative problem in a situation where many students' solution process is derailed due to alternative conceptions. Three different scaffolding supports were designed and implemented in calculus-based and algebra-based introductory physics courses involving 410 students to evaluate the level of scaffolding needed to help students learn from an analogical problem that is similar in the underlying principles involved but for which the problem-solving process is not derailed by alternative conceptions. We found that for the quantitative problem involving strong alternative conceptions, simply guiding students to work through the solution of the analogical problem first was not enough to help most students discern the similarity between the two problems. However, if additional scaffolding supports that directly helped students examine and repair their knowledge elements involving alternative conceptions were provided, e.g., by guiding students to contemplate related issues and asking them to solve the targeted problem on their own first before learning from the analogical problem provided, students were more likely to discern the underlying similarities between the problems and avoid getting derailed by alternative conceptions when solving the targeted problem. We also found that some scaffolding supports were more effective in the calculus-based course than in the algebra

  14. Excel 2016 for physical sciences statistics a guide to solving practical problems

    CERN Document Server

    Quirk, Thomas J; Horton, Howard F

    2016-01-01

    This book is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical physical science problems. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel is an effective learning tool for quantitative analyses in environmental science courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2016 for Physical Sciences Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and managers how to apply Excel 2016 to statistical techniques necessary in their courses and work. Each chapter explains statistical formulas and directs the reader to use Excel commands to solve specific, easy-to-understand physical science problems. Practice problems are provided at the end of each chapter with their s...

  15. Aspects of the future Physics teachers imaginary related to problem solving and Nuclear

    Directory of Open Access Journals (Sweden)

    Thirza Pavan Sorpreso

    2008-09-01

    Full Text Available In this paper we try to put in evidence some aspects of the future Physics teachers imaginary when they are is related to work with problem solving and with Nuclear Physics inclusion in High School. We show that this imaginary is evidenced and suffers displacements from specific conditions of production.

  16. Do Students Trust in Mathematics or Intuition during Physics Problem Solving? An Epistemic Game Perspective

    Science.gov (United States)

    Yavuz, Ahmet

    2015-01-01

    This study aims to investigate (1) students' trust in mathematics calculation versus intuition in a physics problem solving and (2) whether this trust is related to achievement in physics in the context of epistemic game theoretical framework. To achieve this research objective, paper-pencil and interview sessions were conducted. A paper-pencil…

  17. Characterising Learning Interactions: A Study of University Students Solving Physics Problems in Groups

    Science.gov (United States)

    Berge, Maria; Danielsson, Anna T.

    2013-01-01

    The purpose of this article is to explore how a group of four university physics students addressed mechanics problems, in terms of student direction of attention, problem solving strategies and their establishment of and ways of interacting. Adapted from positioning theory, the concepts "positioning" and "storyline" are used to describe and to…

  18. Obstacles Related to Structuring for Mathematization Encountered by Students when Solving Physics Problems

    DEFF Research Database (Denmark)

    Niss, Martin

    2017-01-01

    This paper studies the cognitive obstacles related to one aspect of mathematization in physics problem-solving, namely, what might be called structuring for mathematization, where the problem situation is structured in such a way that a translation to a mathematical universe can be done. We report...

  19. Developing Instructional Mathematical Physics Book Based on Inquiry Approach to Improve Students’ Mathematical Problem Solving Ability

    Directory of Open Access Journals (Sweden)

    Syarifah Fadillah

    2017-03-01

    Full Text Available The problem in this research is to know how the process of developing mathematics physics instructional book based on inquiry approach and its supporting documents to improve students' mathematical problem-solving ability. The purpose of this research is to provide mathematical physics instruction based on inquiry approach and its supporting documents (semester learning activity plan, lesson plan and mathematical problem-solving test to improve students' mathematical problem-solving ability. The development of textbook refers to the ADDIE model, including analysis, design, development, implementation, and evaluation. The validation result from the expert team shows that the textbook and its supporting documents are valid. The test results of the mathematical problem-solving skills show that all test questions are valid and reliable. The result of the incorporation of the textbook in teaching and learning process revealed that students' mathematical problem-solving ability using mathematical physics instruction based on inquiry approach book was better than the students who use the regular book.

  20. Design and Application of Interactive Simulations in Problem-Solving in University-Level Physics Education

    Science.gov (United States)

    Ceberio, Mikel; Almudí, José Manuel; Franco, Ángel

    2016-08-01

    In recent years, interactive computer simulations have been progressively integrated in the teaching of the sciences and have contributed significant improvements in the teaching-learning process. Practicing problem-solving is a key factor in science and engineering education. The aim of this study was to design simulation-based problem-solving teaching materials and assess their effectiveness in improving students' ability to solve problems in university-level physics. Firstly, we analyze the effect of using simulation-based materials in the development of students' skills in employing procedures that are typically used in the scientific method of problem-solving. We found that a significant percentage of the experimental students used expert-type scientific procedures such as qualitative analysis of the problem, making hypotheses, and analysis of results. At the end of the course, only a minority of the students persisted with habits based solely on mathematical equations. Secondly, we compare the effectiveness in terms of problem-solving of the experimental group students with the students who are taught conventionally. We found that the implementation of the problem-solving strategy improved experimental students' results regarding obtaining a correct solution from the academic point of view, in standard textbook problems. Thirdly, we explore students' satisfaction with simulation-based problem-solving teaching materials and we found that the majority appear to be satisfied with the methodology proposed and took on a favorable attitude to learning problem-solving. The research was carried out among first-year Engineering Degree students.

  1. Relationships between undergraduates' argumentation skills, conceptual quality of problem solutions, and problem solving strategies in introductory physics

    Science.gov (United States)

    Rebello, Carina M.

    This study explored the effects of alternative forms of argumentation on undergraduates' physics solutions in introductory calculus-based physics. A two-phase concurrent mixed methods design was employed to investigate relationships between undergraduates' written argumentation abilities, conceptual quality of problem solutions, as well as approaches and strategies for solving argumentative physics problems across multiple physics topics. Participants were assigned via stratified sampling to one of three conditions (control, guided construct, or guided evaluate) based on gender and pre-test scores on a conceptual instrument. The guided construct and guided evaluate groups received tasks and prompts drawn from literature to facilitate argument construction or evaluation. Using a multiple case study design, with each condition serving as a case, interviews were conducted consisting of a think-aloud problem solving session paired with a semi-structured interview. The analysis of problem solving strategies was guided by the theoretical framework on epistemic games adapted by Tuminaro and Redish (2007). This study provides empirical evidence that integration of written argumentation into physics problems can potentially improve the conceptual quality of solutions, expand their repertoire of problem solving strategies and show promise for addressing the gender gap in physics. The study suggests further avenues for research in this area and implications for designing and implementing argumentation tasks in introductory college physics.

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

    Directory of Open Access Journals (Sweden)

    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.

  3. 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.

  4. Solving Large-Scale Computational Problems Using Insights from Statistical Physics

    Energy Technology Data Exchange (ETDEWEB)

    Selman, Bart [Cornell University

    2012-02-29

    Many challenging problems in computer science and related fields can be formulated as constraint satisfaction problems. Such problems consist of a set of discrete variables and a set of constraints between those variables, and represent a general class of so-called NP-complete problems. The goal is to find a value assignment to the variables that satisfies all constraints, generally requiring a search through and exponentially large space of variable-value assignments. Models for disordered systems, as studied in statistical physics, can provide important new insights into the nature of constraint satisfaction problems. Recently, work in this area has resulted in the discovery of a new method for solving such problems, called the survey propagation (SP) method. With SP, we can solve problems with millions of variables and constraints, an improvement of two orders of magnitude over previous methods.

  5. Interactive video tutorials for enhancing problem solving, reasoning, and meta-cognitive skills of introductory physics students

    OpenAIRE

    Singh, Chandralekha

    2016-01-01

    We discuss the development of interactive video tutorial-based problems to help introductory physics students learn effective problem solving heuristics. The video tutorials present problem solving strategies using concrete examples in an interactive environment. They force students to follow a systematic approach to problem solving and students are required to solve sub-problems (research-guided multiple choice questions) to show their level of understanding at every stage of prob lem solvin...

  6. Junior High School Physics: Using a Qualitative Strategy for Successful Problem Solving

    Science.gov (United States)

    Mualem, Roni; Eylon, Bat Sheva

    2010-01-01

    Students at the junior high school (JHS) level often cannot use their knowledge of physics for explaining and predicting phenomena. We claim that this difficulty stems from the fact that explanations are multi-step reasoning tasks, and students often lack the qualitative problem-solving strategies needed to guide them. This article describes a new…

  7. What Is Physics Problem-Solving Competency? The Views of Arnold Sommerfeld and Enrico Fermi

    Science.gov (United States)

    Niss, Martin

    2018-05-01

    A central goal of physics education is to teach problem-solving competency, but the description of the nature of this competency is somehwat fragmentary and implicit in the literature. The present article uses recent historical scholarship on Arnold Sommerfeld and Enrico Fermi to identify and characterize two positions 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 goal of the problem-solver is to make a mathematical analysis of the relevant equation(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 are illustrated with solutions to two problems and it is shown that the two positions are reflected in problem collections of university educations in physics.

  8. Assessing student expertise in introductory physics with isomorphic problems. II. Effect of some potential factors on problem solving and transfer

    Directory of Open Access Journals (Sweden)

    Chandralekha Singh

    2008-03-01

    Full Text Available In this paper, we explore the use of isomorphic problem pairs (IPPs to assess introductory physics students’ ability to solve and successfully transfer problem-solving knowledge from one context to another in mechanics. We call the paired problems “isomorphic” because they require the same physics principle to solve them. We analyze written responses and individual discussions for a range of isomorphic problems. We examine potential factors that may help or hinder transfer of problem-solving skills from one problem in a pair to the other. For some paired isomorphic problems, one context often turned out to be easier for students in that it was more often correctly solved than the other. When quantitative and conceptual questions were paired and given back to back, students who answered both questions in the IPP often performed better on the conceptual questions than those who answered the corresponding conceptual questions only. Although students often took advantage of the quantitative counterpart to answer a conceptual question of an IPP correctly, when only given the conceptual question, students seldom tried to convert it into a quantitative question, solve it, and then reason about the solution conceptually. Even in individual interviews when students who were given only conceptual questions had difficulty and the interviewer explicitly encouraged them to convert the conceptual question into the corresponding quantitative problem by choosing appropriate variables, a majority of students were reluctant and preferred to guess the answer to the conceptual question based upon their gut feeling. Misconceptions associated with friction in some problems were so robust that pairing them with isomorphic problems not involving friction did not help students discern their underlying similarities. Alternatively, from the knowledge-in-pieces perspective, the activation of the knowledge resource related to friction was so strongly and automatically

  9. Excel 2013 for physical sciences statistics a guide to solving practical problems

    CERN Document Server

    Quirk, Thomas J; Horton, Howard F

    2016-01-01

    This book shows the capabilities of Microsoft Excel in teaching physical sciences statistics effectively. Similar to the previously published Excel 2010 for Physical Sciences Statistics, this book is a step-by-step exercise-driven guide for students and practitioners who need to master Excel to solve practical science problems. If understanding statistics isn’t your strongest suit, you are not especially mathematically-inclined, or if you are wary of computers, this is the right book for you. Excel, a widely available computer program for students and managers, is also an effective teaching and learning tool for quantitative analyses in science courses. Its powerful computational ability and graphical functions make learning statistics much easier than in years past. However, Excel 2013 for Physical Sciences Statistics: A Guide to Solving Practical Problems is the first book to capitalize on these improvements by teaching students and managers how to apply Excel to statistical techniques necessary in their ...

  10. DESIGNING ALGORITHMS FOR SOLVING PHYSICS PROBLEMS ON THE BASIS OF MIVAR APPROACH

    Directory of Open Access Journals (Sweden)

    Dmitry Alekseevich Chuvikov

    2017-05-01

    Full Text Available The paper considers the process of designing algorithms for solving physics problems on the basis of mivar approach. The work also describes general principles of mivar theory. The concepts of parameter, relation and class in mivar space are considered. There are descriptions of properties which every object in Wi!Mi model should have. An experiment in testing capabilities of the Wi!Mi software has been carried out, thus the model has been designed which solves physics problems from year 8 school course in Russia. To conduct the experiment a new version of Wi!Mi 2.1 software has been used. The physics model deals with the following areas: thermal phenomena, electric and electromagnetic phenomena, optical phenomena.

  11. Solving Some Special Cases of Monomial Ratio Equations Appearing Frequently in Physical and Engineering Problems

    Directory of Open Access Journals (Sweden)

    Enrique Castillo

    2016-01-01

    Full Text Available We first show that monomial ratio equations are not only very common in Physics and Engineering, but the natural type of equations in many practical problems. More precisely, in the case of models involving scale variables if the used formulas are not of this type they are not physically valid. The consequence is that when estimating the model parameters we are faced with systems of monomial ratio equations that are nonlinear and difficult to solve. In this paper, we provide an original algorithm to obtain the unique solutions of systems of equations made of linear combinations of monomial ratios whose coefficient matrix has a proper null space with low dimension that permits solving the problem in a simple way. Finally, we illustrate the proposed methods by their application to two practical problems from the hydraulic and structural fields.

  12. Elements of a cognitive model of physics problem solving: Epistemic games

    Directory of Open Access Journals (Sweden)

    Jonathan Tuminaro

    2007-07-01

    Full Text Available Although much is known about the differences between expert and novice problem solvers, knowledge of those differences typically does not provide enough detail to help instructors understand why some students seem to learn physics while solving problems and others do not. A critical issue is how students access the knowledge they have in the context of solving a particular problem. In this paper, we discuss our observations of students solving physics problems in authentic situations in an algebra-based physics class at the University of Maryland. We find that when these students are working together and interacting effectively, they often use a limited set of locally coherent resources for blocks of time of a few minutes or more. This coherence appears to provide the student with guidance as to what knowledge and procedures to access and what to ignore. Often, this leads to the students failing to apply relevant knowledge they later show they possess. In this paper, we outline a theoretical phenomenology for describing these local coherences and identify six organizational structures that we refer to as epistemic games. The hypothesis that students tend to function within the narrow confines of a fairly limited set of games provides a good description of our observations. We demonstrate how students use these games in two case studies and discuss the implications for instruction.

  13. 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

  14. Impact of Guided Reflection with Peers on the Development of Effective Problem Solving Strategies and Physics Learning

    Science.gov (United States)

    Mason, Andrew J.; Singh, Chandralekha

    2016-01-01

    Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation, and reflection upon the process. Research suggests that converting a problem from the initial…

  15. The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students

    Science.gov (United States)

    Milbourne, Jeff; Wiebe, Eric

    2018-02-01

    While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This study explored the relationship between physics content knowledge and ill-structured problem solving for two groups of high school students with different levels of content knowledge. Both groups of students completed an ill-structured problem set, using a talk-aloud procedure to narrate their thought process as they worked. Analysis of the data focused on identifying students' solution pathways, as well as the obstacles that prevented them from reaching "reasonable" solutions. Students with more content knowledge were more successful reaching reasonable solutions for each of the problems, experiencing fewer obstacles. These students also employed a greater variety of solution pathways than those with less content knowledge. Results suggest that a student's solution pathway choice may depend on how she perceives the problem.

  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. The profile of students’ problem-solving skill in physics across interest program in the secondary school

    Science.gov (United States)

    Jua, S. K.; Sarwanto; Sukarmin

    2018-05-01

    Problem-solving skills are important skills in physics. However, according to some researchers, the problem-solving skill of Indonesian students’ problem in physics learning is categorized still low. The purpose of this study was to identify the profile of problem-solving skills of students who follow the across the interests program of physics. The subjects of the study were high school students of Social Sciences, grade X. The type of this research was descriptive research. The data which used to analyze the problem-solving skills were obtained through student questionnaires and the test results with impulse materials and collision. From the descriptive analysis results, the percentage of students’ problem-solving skill based on the test was 52.93% and indicators respectively. These results indicated that students’ problem-solving skill is categorized low.

  18. The Effect of Student Collaboration in Solving Physics Problems Using an Online Interactive Response System

    OpenAIRE

    Balta, Nuri; Awedh, Mohammad Hamza

    2016-01-01

    Advanced technology helps educational institutes to improve student learning performance and outcomes. In this study, our aim is to measure and assess student engagement and collaborative learning in engineering classes when using online technology in solving physics problems. The interactive response system used in this study is a collaborative learning tool that allows teachers to monitor their students’ response and progress in real time. Our results indicated that students have highly pos...

  19. Multi-representation ability of students on the problem solving physics

    Science.gov (United States)

    Theasy, Y.; Wiyanto; Sujarwata

    2018-03-01

    Accuracy in representing knowledge possessed by students will show how the level of student understanding. The multi-representation ability of students on the problem solving of physics has been done through qualitative method of grounded theory model and implemented on physics education student of Unnes academic year 2016/2017. Multiforms of representation used are verbal (V), images/diagrams (D), graph (G), and mathematically (M). High and low category students have an accurate use of graphical representation (G) of 83% and 77.78%, and medium category has accurate use of image representation (D) equal to 66%.

  20. A guided problem solving approach for teaching quantum physics in secondary school and physics introductory courses

    Directory of Open Access Journals (Sweden)

    Francisco Savall Alemany

    2017-01-01

    Full Text Available The effectiveness of the problem based teaching on the science learning has been highlighted by the didactic research. This teaching model is characterized by organizing the units around problems and by proposing a research plan to find a solution which requires concepts and models to be introduced in a functional way, as possible solutions to the problem. In this article we present a problem based unit for teaching quantum physics  in  introductory  physics  courses  and  we  analyze  in  detail  the  teaching  strategy  that  we  follow  to build a model to explain the emission and absorption of radiation.

  1. Computer problem-solving coaches for introductory physics: Design and usability studies

    Science.gov (United States)

    Ryan, Qing X.; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Mason, Andrew

    2016-06-01

    The combination of modern computing power, the interactivity of web applications, and the flexibility of object-oriented programming may finally be sufficient to create computer coaches that can help students develop metacognitive problem-solving skills, an important competence in our rapidly changing technological society. However, no matter how effective such coaches might be, they will only be useful if they are attractive to students. We describe the design and testing of a set of web-based computer programs that act as personal coaches to students while they practice solving problems from introductory physics. The coaches are designed to supplement regular human instruction, giving students access to effective forms of practice outside class. We present results from large-scale usability tests of the computer coaches and discuss their implications for future versions of the coaches.

  2. Effects of representation on students solving physics problems: A fine-grained characterization

    Directory of Open Access Journals (Sweden)

    Patrick B. Kohl

    2006-05-01

    Full Text Available Recent papers document that student problem-solving competence varies (often strongly with representational format, and that there are significant differences between the effects that traditional and reform-based instructional environments have on these competences [Kohl and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 1, 010104 (2005; Kohl and Finkelstein, Phys. Rev. ST Phys. Educ. Res. 2, 010102 (2006]. These studies focused on large-lecture introductory physics courses, and included aggregate data on student performance on quizzes and homeworks. In this paper, we complement previous papers with finer-grained in-depth problem-solving interviews. In 16 interviews of students drawn from these classes, we investigate in more detail how and when student problem-solving performance varies with problem representation (verbal, mathematical, graphical, or pictorial. We find that student strategy often varies with representation, and that in this environment students who show more strategy variation tend to perform more poorly. We also verify that student performance depends sensitively on the particular combination of representation, topic, and student prior knowledge. Finally, we confirm that students have generally robust opinions of their representational skills, and that these opinions correlate poorly with their actual performances.

  3. Impact of Guided Reflection with Peers on the Development of Effective Problem Solving Strategies and Physics Learning

    Science.gov (United States)

    Mason, Andrew J.; Singh, Chandralekha

    2016-05-01

    Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation, and reflection upon the process. Research suggests that converting a problem from the initial verbal representation to other suitable representation, e.g., diagrammatic representation, during the initial conceptual analysis can facilitate further analysis of the problem. But without guidance, many introductory physics students solve problems using superficial clues and cues and do not perceive problem solving as an opportunity for learning. Here, we describe a study that suggests that engaging students in reflection with peers about effective problem solving strategies while effective approaches are modeled for them and prompt feedback is provided may enhance desirable skills.

  4. Creative Problem Solving and Social Cooperation of Effective Physical Therapy Practice: A Pioneer Study and Overview

    Directory of Open Access Journals (Sweden)

    Eli Carmeli

    2003-01-01

    Full Text Available Action research (AR has an important role to play in educating physical therapists. Increasing efforts should be encouraged to instigate AR programs in physical therapy practice and clinical education. Such programs commonly require considerable effort and understanding by clinical instructors, and require adoption of new educational methods. AR programs can lead physical therapists and clinicians to be more questioning and reflective in evaluating practical questions regarding patient therapy and education. The purpose of this article is to educate the readers on the importance of AR and to provide a few relevant references on that topic. A specific study is described in this paper in which physical therapy clinical instructors participated in a structured workshop designed to demonstrate the values of AR and how such values can be incorporated in teaching their students. AR can lead to improved therapist-patient interaction and help solve specific practical problems arising during therapy sessions.

  5. Role of beliefs and emotions in numerical problem solving in university physics education

    Science.gov (United States)

    Bodin, Madelen; Winberg, Mikael

    2012-06-01

    Numerical problem solving in classical mechanics in university physics education offers a learning situation where students have many possibilities of control and creativity. In this study, expertlike beliefs about physics and learning physics together with prior knowledge were the most important predictors of the quality of performance of a task with many degrees of freedom. Feelings corresponding to control and concentration, i.e., emotions that are expected to trigger students’ intrinsic motivation, were also important in predicting performance. Unexpectedly, intrinsic motivation, as indicated by enjoyment and interest, together with students’ personal interest and utility value beliefs did not predict performance. This indicates that although a certain degree of enjoyment is probably necessary, motivated behavior is rather regulated by integration and identification of expertlike beliefs about learning and are more strongly associated with concentration and control during learning and, ultimately, with high performance. The results suggest that the development of students’ epistemological beliefs is important for students’ ability to learn from realistic problem-solving situations with many degrees of freedom in physics education.

  6. Role of beliefs and emotions in numerical problem solving in university physics education

    Directory of Open Access Journals (Sweden)

    Madelen Bodin

    2012-02-01

    Full Text Available Numerical problem solving in classical mechanics in university physics education offers a learning situation where students have many possibilities of control and creativity. In this study, expertlike beliefs about physics and learning physics together with prior knowledge were the most important predictors of the quality of performance of a task with many degrees of freedom. Feelings corresponding to control and concentration, i.e., emotions that are expected to trigger students’ intrinsic motivation, were also important in predicting performance. Unexpectedly, intrinsic motivation, as indicated by enjoyment and interest, together with students’ personal interest and utility value beliefs did not predict performance. This indicates that although a certain degree of enjoyment is probably necessary, motivated behavior is rather regulated by integration and identification of expertlike beliefs about learning and are more strongly associated with concentration and control during learning and, ultimately, with high performance. The results suggest that the development of students’ epistemological beliefs is important for students’ ability to learn from realistic problem-solving situations with many degrees of freedom in physics education.

  7. Investigating the Usability and Efficacy of Customizable Computer Coaches for Introductory Physics Problem Solving

    Science.gov (United States)

    Aryal, Bijaya

    2016-03-01

    We have studied the impacts of web-based Computer Coaches on educational outputs and outcomes. This presentation will describe the technical and conceptual framework related to the Coaches and discuss undergraduate students' favorability of the Coaches. Moreover, its impacts on students' physics problem solving performance and on their conceptual understanding of physics will be reported. We used a qualitative research technique to collect and analyze interview data from 19 undergraduate students who used the Coaches in the interview setting. The empirical results show that the favorability and efficacy of the Computer Coaches differ considerably across students of different educational backgrounds, preparation levels, attitudes and epistemologies about physics learning. The interview data shows that female students tend to have more favorability supporting the use of the Coach. Likewise, our assessment suggests that female students seem to benefit more from the Coaches in their problem solving performance and in conceptual learning of physics. Finally, the analysis finds evidence that the Coach has potential for increasing efficiency in usage and for improving students' educational outputs and outcomes under its customized usage. This work was partially supported by the Center for Educational Innovation, Office of the Senior Vice President for Academic Affairs and Provost, University of Minnesota.

  8. 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. .

  9. Effects of a Problem-based Structure of Physics Contents on Conceptual Learning and the Ability to Solve Problems

    Science.gov (United States)

    Becerra-Labra, Carlos; Gras-Martí, Albert; Martínez Torregrosa, Joaquín

    2012-05-01

    A model of teaching/learning is proposed based on a 'problem-based structure' of the contents of the course, in combination with a training in paper and pencil problem solving that emphasizes discussion and quantitative analysis, rather than formulae plug-in. The aim is to reverse the high failure and attrition rate among engineering undergraduates taking physics. A number of tests and questionnaires were administered to a group of students following a traditional lecture-based instruction, as well as to another group that was following an instruction scheme based on the proposed approach and the teaching materials developed ad hoc. The results show that students following the new method can develop scientific reasoning habits in problem-solving skills, and show gains in conceptual learning, attitudes and interests, and that the effects of this approach on learning are noticeable several months after the course is over.

  10. How Can We Improve Problem Solving in Undergraduate Biology? Applying Lessons from 30 Years of Physics Education Research

    Science.gov (United States)

    Hoskinson, A.-M.; Caballero, M. D.; Knight, J. K.

    2013-01-01

    If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research. PMID:23737623

  11. How can we improve problem solving in undergraduate biology? Applying lessons from 30 years of physics education research.

    Science.gov (United States)

    Hoskinson, A-M; Caballero, M D; Knight, J K

    2013-06-01

    If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the past three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research.

  12. Problem solving based learning model with multiple representations to improve student's mental modelling ability on physics

    Science.gov (United States)

    Haili, Hasnawati; Maknun, Johar; Siahaan, Parsaoran

    2017-08-01

    Physics is a lessons that related to students' daily experience. Therefore, before the students studying in class formally, actually they have already have a visualization and prior knowledge about natural phenomenon and could wide it themselves. The learning process in class should be aimed to detect, process, construct, and use students' mental model. So, students' mental model agree with and builds in the right concept. The previous study held in MAN 1 Muna informs that in learning process the teacher did not pay attention students' mental model. As a consequence, the learning process has not tried to build students' mental modelling ability (MMA). The purpose of this study is to describe the improvement of students' MMA as a effect of problem solving based learning model with multiple representations approach. This study is pre experimental design with one group pre post. It is conducted in XI IPA MAN 1 Muna 2016/2017. Data collection uses problem solving test concept the kinetic theory of gasses and interview to get students' MMA. The result of this study is clarification students' MMA which is categorized in 3 category; High Mental Modelling Ability (H-MMA) for 7Mental Modelling Ability (M-MMA) for 3Mental Modelling Ability (L-MMA) for 0 ≤ x ≤ 3 score. The result shows that problem solving based learning model with multiple representations approach can be an alternative to be applied in improving students' MMA.

  13. Competence of matric physical science teachers in some basic problem-solving strategies

    Directory of Open Access Journals (Sweden)

    Mailoo Selvaratnam

    2011-01-01

    Full Text Available The National Curriculum Statement for matric physical science places strong emphasis on the development of critical thinking and reasoning abilities of pupils. The successful implementation of this curriculum therefore requires teachers who are competent in the cognitive (intellectual skills and strategies needed for learning science effectively. Testing of teachers’ competence in this aspect is therefore important. I therefore analysed teachers’ answers to questions that were carefully designed to test competence in some basic intellectual strategies that are important for problem solving in physical science courses. A total of 73 matric physical science teachers, from about 50 Dinaledi schools in the North West and KwaZulu-Natal provinces in South Africa, were tested in five intellectual strategies: clear representation of problems, identifying and focusing on the goal, identification and use of relevant principles, use of equations for deductions and proceeding step-by-step with the solution. The teachers’ competence was poor in all the intellectual strategies tested. About 60% (the average performance in all 13 questions used for testing of teachers tested were unable to solve the questions correctly. An important objective of the curriculum is the development of critical thinking, scientific reasoning and strategies of pupils. This study shows that the achievement of this objective will be seriously handicapped because of the lack of competence of many teachers in intellectual strategies. There is therefore a need to train teachers in order to increase their competence in this aspect.

  14. The Effect of Hints and Model Answers in a Student-Controlled Problem-Solving Program for Secondary Physics Education

    NARCIS (Netherlands)

    Pol, Henk J.; Harskamp, Egbert G.; Suhre, Cor J. M.; Goedhart, Martin J.

    Many students experience difficulties in solving applied physics problems. Most programs that want students to improve problem-solving skills are concerned with the development of content knowledge. Physhint is an example of a student-controlled computer program that supports students in developing

  15. Student representational competence and self-assessment when solving physics problems

    Directory of Open Access Journals (Sweden)

    Noah D. Finkelstein

    2005-10-01

    Full Text Available Student success in solving physics problems is related to the representational format of the problem. We study student representational competence in two large-lecture algebra-based introductory university physics courses with approximately 600 participants total. We examined student performance on homework problems given in four different representational formats (mathematical, pictorial, graphical, verbal, with problem statements as close to isomorphic as possible. In addition to the homeworks, we examine students’ assessment of representations by providing follow-up quizzes in which they chose between various problem formats. As a control, some parts of the classes were assigned a random-format follow-up quiz. We find that there are statistically significant performance differences between different representations of nearly isomorphic statements of quiz and homework problems. We also find that allowing students to choose which representational format they use improves student performance under some circumstances and degrades it in others. Notably, one of the two courses studied shows much greater performance differences between the groups that received a choice of format and those that did not, and we consider possible causes. Overall, we observe that student representational competence is tied to both micro- and macrolevel features of the task and environment.

  16. Effect of Physics Problem Solving on Structures Schemes and Knowledge Associations

    Science.gov (United States)

    Setyowidodo, I.; Jatmiko, B.; Susantini, E.; Widodo, S.; Shofwan, A.

    2017-09-01

    This study aims to develop learners’ thinking structures through associations, case based, and schematic method so that different knowledge structures have a role in influencing the structure of creative thinking. The learners have low mastery of physics materials since they are not given sufficient opportunity to build their own knowledge. They should be directed to approach each new problem or task with their prior knowledge, assimilate new information, and construct their own understanding. The design of this research was a quasi-experiment using purposive sampling. Data were analyzed using variance analysis. The design of this research was a quasi-experiment using purposive sampling. Data were analyzed using variance analysis. The learning process of problemsolving consists of: 1) identifying problems, 2) planning projects, 3) creating projects, 4) presenting projects, and 5) evaluating projects. From the results of this research, it can be concluded that problem-solving method can provide strong supports in developing the learners’ creative thinking skills as they can share their knowledge and interact with their friends and the environment. This learning activity also constitutes an appropriate technique to help the learners to develop problem solving knowledge and skills.

  17. Impact of guided reflection with peers on the development of effective problem solving strategies and physics learning

    OpenAIRE

    Mason, Andrew J.; Singh, Chandralekha

    2016-01-01

    Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation and reflection upon the process. Research suggests that converting a problem from the initial verbal representation to other suitable representation, e.g., diagrammatic representation, during the initial conceptual analysis can facilitate fur...

  18. Developing Physics Concepts through Hands-On Problem Solving: A Perspective on a Technological Project Design

    Science.gov (United States)

    Hong, Jon-Chao; Chen, Mei-Yung; Wong, Ashley; Hsu, Tsui-Fang; Peng, Chih-Chi

    2012-01-01

    In a contest featuring hands-on projects, college students were required to design a simple crawling worm using planning, self-monitoring and self-evaluation processes to solve contradictive problems. To enhance the efficiency of problem solving, one needs to practice meta-cognition based on an application of related scientific concepts. The…

  19. Problem solving in physics: research review, analysis, and a methodological proposal

    Directory of Open Access Journals (Sweden)

    Maria Helena Fávero

    2001-05-01

    Full Text Available This article presents a literature review on problem solving in Physics based on the scientific articles published in periodicals of the related field of study. The articles considered for this study were published in the period between the end of the 70`s until 1999. A categorization of the publications , according to the issue investigated, the theoretical background used, the research method adopted, the results and conclusions are considered as a starting point in order to present a research profile of the field of study. Next, this profile is discussed and analyzed , pointing out the convergent aspects that characterize the field. Taking this analysis into account, the following thesis (based on Fávero`s proposal, 2000 is defended: in order to generate tools for the teaching practice of Physics through the study of problem solving, a method that substitutes the idea of knowledge transmission in the communication processes that takes place in the classroom should be developed. This method should comprise the idea of interlocution (Vion, 2000 which focuses on social interaction as a means to reveal metacognitive regulations of the subjects, pariticipants in the process, and their development of awareness in relation to a conceptual field (Vergnaud, 1990 – Physics, in this case. The analysis of these processes considers the verbal exchanges among the subjects (Bromberg & Chabrol, 1999 developed in the situation of interaction. This thesis is supported by the articulation of concepts in Psychology, including its interface with linguistics, such as conceptual field, development of awareness and acts of speech, which are reconsidered in this study.

  20. 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)

  1. Comparison of PASCAL and FORTRAN for solving problems in the physical sciences

    Science.gov (United States)

    Watson, V. R.

    1981-01-01

    The paper compares PASCAL and FORTRAN for problem solving in the physical sciences, due to requests NASA has received to make PASCAL available on the Numerical Aerodynamic Simulator (scheduled to be operational in 1986). PASCAL disadvantages include the lack of scientific utility procedures equivalent to the IBM scientific subroutine package or the IMSL package which are available in FORTRAN. Advantages include a well-organized, easy to read and maintain writing code, range checking to prevent errors, and a broad selection of data types. It is concluded that FORTRAN may be the better language, although ADA (patterned after PASCAL) may surpass FORTRAN due to its ability to add complex and vector math, and the specify the precision and range of variables.

  2. 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...

  3. Design and Application of Interactive Simulations in Problem-Solving in University-Level Physics Education

    Science.gov (United States)

    Ceberio, Mikel; Almudí, José Manuel; Franco, Ángel

    2016-01-01

    In recent years, interactive computer simulations have been progressively integrated in the teaching of the sciences and have contributed significant improvements in the teaching-learning process. Practicing problem-solving is a key factor in science and engineering education. The aim of this study was to design simulation-based problem-solving…

  4. 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...

  5. 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...

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

    Science.gov (United States)

    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…

  7. 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…

  8. 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.…

  9. Effects of cancer rehabilitation on problem-solving, anxiety and depression : a RCT comparing physical and cognitive-behavioural training versus physical training

    NARCIS (Netherlands)

    Korstjens, Irene; Mesters, Ilse; May, Anne M; van Weert, Ellen; van den Hout, Johanna H C; Ros, Wynand; Hoekstra-Weebers, Josette E H M; van der Schans, Cees; van den Borne, Bart

    2011-01-01

    We tested the effects on problem-solving, anxiety and depression of 12-week group-based self-management cancer rehabilitation, combining comprehensive physical training (PT) and cognitive-behavioural problem-solving training (CBT), compared with PT. We expected that PT + CBT would outperform PT in

  10. Effects of cancer rehabilitation on problem-solving, anxiety and depression : A RCT comparing physical and cognitive-behavioural training versus physical training

    NARCIS (Netherlands)

    Korstjens, Irene; Mesters, Ilse; May, Anne M.; van Weert, Ellen; van den Hout, Johanna H. C.; Ros, Wynand; Hoekstra-Weebers, Josette E. H. M.; van der Schans, Cees P.; van den Borne, Bart

    2011-01-01

    We tested the effects on problem-solving, anxiety and depression of 12-week group-based self-management cancer rehabilitation, combining comprehensive physical training (PT) and cognitive-behavioural problem-solving training (CBT), compared with PT. We expected that PT + CBT would outperform PT in

  11. Implementation Authentic Task to Enhance Problem Solving and Self-Management for Physics College Students

    Science.gov (United States)

    Festiyed; Djamas, D.; Pilendia, D.

    2018-04-01

    The purpose of this study is to enhance the problem solving and self-management abilities of student teachers through individual and group authentic task. Preliminary results showed that the learning outcomes in high category, nevertheless problem solving and self-management abilities are still low and average categories (scattered at interval 40 ≤ N ≤ 65). Initiative to improve this condition is needed. Action research is the alternative solution for that condition through planning, acting, evaluating, and reflecting. This study is allowed in 4 cycles. The acting step result with integrated discuss method, case study, and presentation including self-assessment for individual and group. This method was effective to enhance problem solving and self-management abilities. The final learning outcomes seen from the correlation between student self-assessment and lecture-assessment (r=0.19). Its means there are unidirectional relationship between the result of self-assessment and lecture-assessment. The Conclusion of the research was effective to enhance problem solving and self-management ability.

  12. Computer Problem-Solving Coaches for Introductory Physics: Design and Usability Studies

    Science.gov (United States)

    Ryan, Qing X.; Frodermann, Evan; Heller, Kenneth; Hsu, Leonardo; Mason, Andrew

    2016-01-01

    The combination of modern computing power, the interactivity of web applications, and the flexibility of object-oriented programming may finally be sufficient to create computer coaches that can help students develop metacognitive problem-solving skills, an important competence in our rapidly changing technological society. However, no matter how…

  13. 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

  14. 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....

  15. 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.

  16. Inhibitory Control, but Not Prolonged Object-Related Experience Appears to Affect Physical Problem-Solving Performance of Pet Dogs

    Science.gov (United States)

    Müller, Corsin A.; Riemer, Stefanie; Virányi, Zsófia; Huber, Ludwig; Range, Friederike

    2016-01-01

    Human infants develop an understanding of their physical environment through playful interactions with objects. Similar processes may influence also the performance of non-human animals in physical problem-solving tasks, but to date there is little empirical data to evaluate this hypothesis. In addition or alternatively to prior experiences, inhibitory control has been suggested as a factor underlying the considerable individual differences in performance reported for many species. Here we report a study in which we manipulated the extent of object-related experience for a cohort of dogs (Canis familiaris) of the breed Border Collie over a period of 18 months, and assessed their level of inhibitory control, prior to testing them in a series of four physical problem-solving tasks. We found no evidence that differences in object-related experience explain variability in performance in these tasks. It thus appears that dogs do not transfer knowledge about physical rules from one physical problem-solving task to another, but rather approach each task as a novel problem. Our results, however, suggest that individual performance in these tasks is influenced in a complex way by the subject’s level of inhibitory control. Depending on the task, inhibitory control had a positive or a negative effect on performance and different aspects of inhibitory control turned out to be the best predictors of individual performance in the different tasks. Therefore, studying the interplay between inhibitory control and problem-solving performance will make an important contribution to our understanding of individual and species differences in physical problem-solving performance. PMID:26863141

  17. Inhibitory Control, but Not Prolonged Object-Related Experience Appears to Affect Physical Problem-Solving Performance of Pet Dogs.

    Directory of Open Access Journals (Sweden)

    Corsin A Müller

    Full Text Available Human infants develop an understanding of their physical environment through playful interactions with objects. Similar processes may influence also the performance of non-human animals in physical problem-solving tasks, but to date there is little empirical data to evaluate this hypothesis. In addition or alternatively to prior experiences, inhibitory control has been suggested as a factor underlying the considerable individual differences in performance reported for many species. Here we report a study in which we manipulated the extent of object-related experience for a cohort of dogs (Canis familiaris of the breed Border Collie over a period of 18 months, and assessed their level of inhibitory control, prior to testing them in a series of four physical problem-solving tasks. We found no evidence that differences in object-related experience explain variability in performance in these tasks. It thus appears that dogs do not transfer knowledge about physical rules from one physical problem-solving task to another, but rather approach each task as a novel problem. Our results, however, suggest that individual performance in these tasks is influenced in a complex way by the subject's level of inhibitory control. Depending on the task, inhibitory control had a positive or a negative effect on performance and different aspects of inhibitory control turned out to be the best predictors of individual performance in the different tasks. Therefore, studying the interplay between inhibitory control and problem-solving performance will make an important contribution to our understanding of individual and species differences in physical problem-solving performance.

  18. Inhibitory Control, but Not Prolonged Object-Related Experience Appears to Affect Physical Problem-Solving Performance of Pet Dogs.

    Science.gov (United States)

    Müller, Corsin A; Riemer, Stefanie; Virányi, Zsófia; Huber, Ludwig; Range, Friederike

    2016-01-01

    Human infants develop an understanding of their physical environment through playful interactions with objects. Similar processes may influence also the performance of non-human animals in physical problem-solving tasks, but to date there is little empirical data to evaluate this hypothesis. In addition or alternatively to prior experiences, inhibitory control has been suggested as a factor underlying the considerable individual differences in performance reported for many species. Here we report a study in which we manipulated the extent of object-related experience for a cohort of dogs (Canis familiaris) of the breed Border Collie over a period of 18 months, and assessed their level of inhibitory control, prior to testing them in a series of four physical problem-solving tasks. We found no evidence that differences in object-related experience explain variability in performance in these tasks. It thus appears that dogs do not transfer knowledge about physical rules from one physical problem-solving task to another, but rather approach each task as a novel problem. Our results, however, suggest that individual performance in these tasks is influenced in a complex way by the subject's level of inhibitory control. Depending on the task, inhibitory control had a positive or a negative effect on performance and different aspects of inhibitory control turned out to be the best predictors of individual performance in the different tasks. Therefore, studying the interplay between inhibitory control and problem-solving performance will make an important contribution to our understanding of individual and species differences in physical problem-solving performance.

  19. Large-Scale Studies on the Transferability of General Problem-Solving Skills and the Pedagogic Potential of Physics

    Science.gov (United States)

    Mashood, K. K.; Singh, Vijay A.

    2013-01-01

    Research suggests that problem-solving skills are transferable across domains. This claim, however, needs further empirical substantiation. We suggest correlation studies as a methodology for making preliminary inferences about transfer. The correlation of the physics performance of students with their performance in chemistry and mathematics in…

  20. 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...

  1. 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

  2. Relationships between Undergraduates' Argumentation Skills, Conceptual Quality of Problem Solutions, and Problem Solving Strategies in Introductory Physics

    Science.gov (United States)

    Rebello, Carina M.

    2012-01-01

    This study explored the effects of alternative forms of argumentation on undergraduates' physics solutions in introductory calculus-based physics. A two-phase concurrent mixed methods design was employed to investigate relationships between undergraduates' written argumentation abilities, conceptual quality of problem solutions, as well…

  3. Construction and Validation of an Instrument to Measure Problem-Solving Skills of Suburban High School Physical Science Students

    Science.gov (United States)

    Herak, Patrick James

    2010-01-01

    The purpose of this study was to develop a problem-solving instrument that could easily be used by a classroom teacher. The research questions were (1) can the Problem-Solving Skills Assessments (PSSAs) differentiate between students with varying levels of selected problem-solving skills? (2) Can the PSSAs measure student growth due to…

  4. Analysis of Learning Tools in the study of Developmental of Interactive Multimedia Based Physic Learning Charged in Problem Solving

    Science.gov (United States)

    Manurung, Sondang; Demonta Pangabean, Deo

    2017-05-01

    The main purpose of this study is to produce needs analysis, literature review, and learning tools in the study of developmental of interactive multimedia based physic learning charged in problem solving to improve thinking ability of physic prospective student. The first-year result of the study is: result of the draft based on a needs analysis of the facts on the ground, the conditions of existing learning and literature studies. Following the design of devices and instruments performed as well the development of media. Result of the second study is physics learning device -based interactive multimedia charged problem solving in the form of textbooks and scientific publications. Previous learning models tested in a limited sample, then in the evaluation and repair. Besides, the product of research has an economic value on the grounds: (1) a virtual laboratory to offer this research provides a solution purchases physics laboratory equipment is expensive; (2) address the shortage of teachers of physics in remote areas as a learning tool can be accessed offline and online; (3). reducing material or consumables as tutorials can be done online; Targeted research is the first year: i.e story board learning physics that have been scanned in a web form CD (compact disk) and the interactive multimedia of gas Kinetic Theory concept. This draft is based on a needs analysis of the facts on the ground, the existing learning conditions, and literature studies. Previous learning models tested in a limited sample, then in the evaluation and repair.

  5. 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.

  6. Solving inverse problems with the unfolding program TRUEE: Examples in astroparticle physics

    International Nuclear Information System (INIS)

    Milke, N.; Doert, M.; Klepser, S.; Mazin, D.; Blobel, V.; Rhode, W.

    2013-01-01

    The unfolding program TRUEE is a software package for the numerical solution of inverse problems. The algorithm was first applied in the FORTRAN 77 program RUN. RUN is an event-based unfolding algorithm which makes use of the Tikhonov regularization. It has been tested and compared to different unfolding applications and stood out with notably stable results and reliable error estimation. TRUEE is a conversion of RUN to C++, which works within the powerful ROOT framework. The program has been extended for more user-friendliness and delivers unfolding results which are identical to RUN. Beside the simplicity of the installation of the software and the generation of graphics, there are new functions, which facilitate the choice of unfolding parameters and observables for the user. In this paper, we introduce the new unfolding program and present its performance by applying it to two exemplary data sets from astroparticle physics, taken with the MAGIC telescopes and the IceCube neutrino detector, respectively.

  7. 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...

  8. A Comparison of Students in Physical Education and Sports College and the Students in Other Departments in Terms of Problem Solving Skills

    Science.gov (United States)

    Görücü, Alpaslan; Cantav, Erkan

    2017-01-01

    In this research, it is aimed to analyze the problem solving skills of university students in terms of different variables and to analyze the differences among the levels of perceived problem solving skill of the students of Physical Education and Sports College and other branch students. The sample consists of the university students from the…

  9. 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)

  10. 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)

  11. Adaptive Problem Solving

    Science.gov (United States)

    2017-03-01

    Borrajo and Raquel Fuentetaja, Universidad Carlos III de Madrid on the meta-level search architecture for finding good combinations of representations and...heuristics on a problem-by-problem basis. The other is with Carlos Linares also from Universidad Carlos III de Madrid on developing effective

  12. 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.

  13. Photoreactors for Solving Problems of Environmental Pollution

    Science.gov (United States)

    Tchaikovskaya, O. N.; Sokolova, I. V.

    2015-04-01

    Designs and physical aspects of photoreactors, their capabilities for a study of kinetics and mechanisms of processes proceeding under illumination with light, as well as application of photoreactors for solving various applied problem are discussed.

  14. Solving radwaste problems

    International Nuclear Information System (INIS)

    Oyen, L.C.

    1976-01-01

    The combination of regulatory changes and increased waste volume has resulted in design changes in waste processing systems. Problems resulting from waste segregation as a basis for design philosophy are considered, and solutions to the problems are suggested. The importance of operator training, maintenance procedures, good housekeeping, water management, and offsite shipment of solids is discussed. Flowsheets for radioactive waste processing systems for boiling water reactors and pressurized water reactors are included

  15. Standard Model-Axion-Seesaw-Higgs portal inflation. Five problems of particle physics and cosmology solved in one stroke

    International Nuclear Information System (INIS)

    Ballesteros, Guillermo; Ringwald, Andreas; Tamarit, Carlos

    2016-10-01

    We present a minimal extension of the Standard Model (SM) providing a consistent picture of particle physics from the electroweak scale to the Planck scale and of cosmology from inflation until today. Three right-handed neutrinos N_i, a new color triplet Q and a complex SM-singlet scalar σ, whose vacuum expectation value υ_σ∝10"1"1 GeV breaks lepton number and a Peccei-Quinn symmetry simultaneously, are added to the SM. At low energies, the model reduces to the SM, augmented by seesaw generated neutrino masses and mixing, plus the axion. The latter solves the strong CP problem and accounts for the cold dark matter in the Universe. The inflaton is comprised by a mixture of σ and the SM Higgs and reheating of the Universe after inflation proceeds via the Higgs portal. Baryogenesis occurs via thermal leptogenesis. Thus, five fundamental problems of particle physics and cosmology are solved at one stroke in this unified Standard Model-Axion-Seesaw-Higgs portal inflation (SMASH) model. It can be probed decisively by upcoming cosmic microwave background and axion dark matter experiments.

  16. Standard Model–axion–seesaw–Higgs portal inflation. Five problems of particle physics and cosmology solved in one stroke

    Energy Technology Data Exchange (ETDEWEB)

    Ballesteros, Guillermo [Institut de Physique Théorique, Université Paris Saclay, CEA, CNRS, 91191 Gif-sur-Yvette (France); Redondo, Javier [Departamento de Física Teórica, Universidad de Zaragoza, Pedro Cerbuna 12, E-50009, Zaragoza (Spain); Ringwald, Andreas [DESY, Notkestr. 85, 22607 Hamburg (Germany); Tamarit, Carlos, E-mail: guillermo.ballesteros@cea.fr, E-mail: jredondo@unizar.es, E-mail: andreas.ringwald@desy.de, E-mail: carlos.tamarit@durham.ac.uk [Institute for Particle Physics Phenomenology, Durham University, South Road, DH1 3LE (United Kingdom)

    2017-08-01

    We present a minimal extension of the Standard Model (SM) providing a consistent picture of particle physics from the electroweak scale to the Planck scale and of cosmology from inflation until today. Three right-handed neutrinos N {sub i} , a new color triplet Q and a complex SM-singlet scalar σ, whose vacuum expectation value v {sub σ} ∼ 10{sup 11} GeV breaks lepton number and a Peccei-Quinn symmetry simultaneously, are added to the SM. At low energies, the model reduces to the SM, augmented by seesaw generated neutrino masses and mixing, plus the axion. The latter solves the strong CP problem and accounts for the cold dark matter in the Universe. The inflaton is comprised by a mixture of σ and the SM Higgs, and reheating of the Universe after inflation proceeds via the Higgs portal. Baryogenesis occurs via thermal leptogenesis. Thus, five fundamental problems of particle physics and cosmology are solved at one stroke in this unified Standard Model—axion—seesaw—Higgs portal inflation (SMASH) model. It can be probed decisively by upcoming cosmic microwave background and axion dark matter experiments.

  17. The Identification and Significance of Intuitive and Analytic Problem Solving Approaches Among College Physics Students

    Science.gov (United States)

    Thorsland, Martin N.; Novak, Joseph D.

    1974-01-01

    Described is an approach to assessment of intuitive and analytic modes of thinking in physics. These modes of thinking are associated with Ausubel's theory of learning. High ability in either intuitive or analytic thinking was associated with success in college physics, with high learning efficiency following a pattern expected on the basis of…

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

    Science.gov (United States)

    Adams, Wendy Kristine

    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.

  19. Solving inverse problems of mathematical physics by means of the PHOENICS software package

    Energy Technology Data Exchange (ETDEWEB)

    Matsevity, Y; Lushpenko, S [Institute for Problems in Machinery, National Academy of Sciences of Ukraine Pozharskogo, Kharkov (Ukraine)

    1998-12-31

    Several approaches on organizing solution of inverse problems by means of PHOENICS on the basis of the technique of automated fitting are proposing. A version of a `nondestructive` method of using PHOENICS in the inverse problem solution regime and the ways of altering the program in the case of introducing optimization facilities in it are under consideration. (author) 12 refs.

  20. Solving inverse problems of mathematical physics by means of the PHOENICS software package

    Energy Technology Data Exchange (ETDEWEB)

    Matsevity, Y.; Lushpenko, S. [Institute for Problems in Machinery, National Academy of Sciences of Ukraine Pozharskogo, Kharkov (Ukraine)

    1997-12-31

    Several approaches on organizing solution of inverse problems by means of PHOENICS on the basis of the technique of automated fitting are proposing. A version of a `nondestructive` method of using PHOENICS in the inverse problem solution regime and the ways of altering the program in the case of introducing optimization facilities in it are under consideration. (author) 12 refs.

  1. Projected regression method for solving Fredholm integral equations arising in the analytic continuation problem of quantum physics

    International Nuclear Information System (INIS)

    Arsenault, Louis-François; Millis, Andrew J; Neuberg, Richard; Hannah, Lauren A

    2017-01-01

    We present a supervised machine learning approach to the inversion of Fredholm integrals of the first kind as they arise, for example, in the analytic continuation problem of quantum many-body physics. The approach provides a natural regularization for the ill-conditioned inverse of the Fredholm kernel, as well as an efficient and stable treatment of constraints. The key observation is that the stability of the forward problem permits the construction of a large database of outputs for physically meaningful inputs. Applying machine learning to this database generates a regression function of controlled complexity, which returns approximate solutions for previously unseen inputs; the approximate solutions are then projected onto the subspace of functions satisfying relevant constraints. Under standard error metrics the method performs as well or better than the Maximum Entropy method for low input noise and is substantially more robust to increased input noise. We suggest that the methodology will be similarly effective for other problems involving a formally ill-conditioned inversion of an integral operator, provided that the forward problem can be efficiently solved. (paper)

  2. 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...

  3. A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving

    Science.gov (United States)

    Ansari, Fazel; Seidenberg, Ulrich

    2016-01-01

    This paper discusses the complementarity of human and cyber physical production systems (CPPS). The discourse of complementarity is elaborated by defining five criteria for comparing the characteristics of human and CPPS. Finally, a management portfolio matrix is proposed for examining the feasibility of optimal collaboration between them. The…

  4. 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)

  5. 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 ...

  6. Planning Model of Physics Learning In Senior High School To Develop Problem Solving Creativity Based On National Standard Of Education

    Science.gov (United States)

    Putra, A.; Masril, M.; Yurnetti, Y.

    2018-04-01

    One of the causes of low achievement of student’s competence in physics learning in high school is the process which they have not been able to develop student’s creativity in problem solving. This is shown that the teacher’s learning plan is not accordance with the National Eduction Standard. This study aims to produce a reconstruction model of physics learning that fullfil the competency standards, content standards, and assessment standards in accordance with applicable curriculum standards. The development process follows: Needs analysis, product design, product development, implementation, and product evaluation. The research process involves 2 peers judgment, 4 experts judgment and two study groups of high school students in Padang. The data obtained, in the form of qualitative and quantitative data that collected through documentation, observation, questionnaires, and tests. The result of this research up to the product development stage that obtained the physics learning plan model that meets the validity of the content and the validity of the construction in terms of the fulfillment of Basic Competence, Content Standards, Process Standards and Assessment Standards.

  7. 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.

  8. 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.

  9. 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…

  10. 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.

  11. 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.

  12. The roles of emotional competence and social problem-solving in the relationship between physical abuse and adolescent suicidal ideation in China.

    Science.gov (United States)

    Kwok, Sylvia Y C L; Yeung, Jerf W K; Low, Andrew Y T; Lo, Herman H M; Tam, Cherry H L

    2015-06-01

    The study investigated the relationship among physical abuse, positive psychological factors including emotional competence and social problem-solving, and suicidal ideation among adolescents in China. The possible moderating effects of emotional competence and social problem-solving in the association between physical abuse and adolescent suicidal ideation were also studied. A cross-sectional survey employing convenience sampling was conducted and self-administered questionnaires were collected from 527 adolescents with mean age of 14 years from the schools in Shanghai. Results showed that physical abuse was significantly and positively related to suicidal ideation in both male and female adolescents. Emotional competence was not found to be significantly associated with adolescent suicidal ideation, but rational problem-solving, a sub-scale of social problem-solving, was shown to be significantly and negatively associated with suicidal ideation for males, but not for females. However, emotional competence and rational problem-solving were shown to be a significant and a marginally significant moderator in the relationship between physical abuse and suicidal ideation in females respectively, but not in males. High rational problem-solving buffered the negative impact of physical abuse on suicidal ideation for females. Interestingly, females with higher empathy and who reported being physically abused by their parents have higher suicidal ideation. Findings are discussed and implications are stated. It is suggested to change the attitudes of parents on the concept of physical abuse, guide them on appropriate attitudes, knowledge and skills in parenting, and enhance adolescents' skills in rational problem-solving. Copyright © 2015 Elsevier Ltd. All rights reserved.

  13. Community-powered problem solving.

    Science.gov (United States)

    Gouillart, Francis; Billings, Douglas

    2013-04-01

    Traditionally, companies have managed their constituencies with specific processes: marketing to customers, procuring from vendors, developing HR policies for employees, and so on. The problem is, such processes focus on repeatability and compliance, so they can lead to stagnation. Inviting your constituencies to collectively help you solve problems and exploit opportunities--"co-creation"--is a better approach. It allows you to continually tap the skills and insights of huge numbers of stakeholders and develop new ways to produce value for all. The idea is to provide stakeholders with platforms (physical and digital forums) on which they can interact, get them to start exploring new experiences and connections, and let the system grow organically. A co-creation initiative by a unit of Becton, Dickinson and Company demonstrates how this works. A global leader in syringes, BD set out to deepen its ties with hospital customers and help them reduce the incidence of infections from unsafe injection and syringe disposal practices. The effort began with a cross-functional internal team, brought in the hospital procurement and supply managers BD had relationships with, and then reached out to hospitals' infection-prevention and occupational health leaders. Eventually product designers, nurses, sustainability staffers, and even hospital CFOs were using the platform, contributing data that generated new best practices and reduced infections.

  14. 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, ...

  15. 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

  16. Tech-X Corporation releases simulation code for solving complex problems in plasma physics : VORPAL code provides a robust environment for simulating plasma processes in high-energy physics, IC fabrications and material processing applications

    CERN Multimedia

    2005-01-01

    Tech-X Corporation releases simulation code for solving complex problems in plasma physics : VORPAL code provides a robust environment for simulating plasma processes in high-energy physics, IC fabrications and material processing applications

  17. 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

  18. 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.

  19. 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

  20. 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…

  1. 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…

  2. Genetics problem solving and worldview

    Science.gov (United States)

    Dale, Esther

    The research goal was to determine whether worldview relates to traditional and real-world genetics problem solving. Traditionally, scientific literacy emphasized content knowledge alone because it was sufficient to solve traditional problems. The contemporary definition of scientific literacy is, "The knowledge and understanding of scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs and economic productivity" (NRC, 1996). An expanded definition of scientific literacy is needed to solve socioscientific issues (SSI), complex social issues with conceptual, procedural, or technological associations with science. Teaching content knowledge alone assumes that students will find the scientific explanation of a phenomenon to be superior to a non-science explanation. Formal science and everyday ways of thinking about science are two different cultures (Palmer, 1999). Students address this rift with cognitive apartheid, the boxing away of science knowledge from other types of knowledge (Jedege & Aikenhead, 1999). By addressing worldview, cognitive apartheid may decrease and scientific literacy may increase. Introductory biology students at the University of Minnesota during fall semester 2005 completed a written questionnaire-including a genetics content-knowledge test, four genetic dilemmas, the Worldview Assessment Instrument (WAI) and some items about demographics and religiosity. Six students responded to the interview protocol. Based on statistical analysis and interview data, this study concluded the following: (1) Worldview, in the form of metaphysics, relates to solving traditional genetic dilemmas. (2) Worldview, in the form of agency, relates to solving traditional genetics problems. (3) Thus, worldview must be addressed in curriculum, instruction, and assessment.

  3. Contextualized teaching on the problem solving performance of students

    Directory of Open Access Journals (Sweden)

    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.

  4. The Use of Classroom Assessment to Explore Problem Solving Skills Based on Pre-Service Teachers’ Cognitive Style Dimension in Basic Physics Course

    Science.gov (United States)

    Rahmawati; Rustaman, Nuryani Y.; Hamidah, Ida; Rusdiana, Dadi

    2017-02-01

    The aim of this study was to explore the use of assessment strategy which can measure problem solving skills of pre-service teachers based on their cognitive style in basic physics course. The sample consisted of 95 persons (male = 15, female = 75). This study used an exploratory research with observation techniques by interview, questionnaire, and test. The results indicated that the lecturer only used paper-pencil test assessment strategy to measure pre-service teachers’ achievement and also used conventional learning strategy. It means that the lecturer did not measure pre-services’ thinking process in learning, like problem solving skills. One of the factors which can influence student problem solving skills is cognitive style as an internal factor. Field Dependent (FD) and Field Independent (FI) are two cognitive styles which were measured with using Group Embedded Figure Test (GEFT) test. The result showed that 82% of pre-service teachers were FD cognitive style and only 18% of pre-service teachers had FI cognitive style. Furthermore, these findings became the fundamental design to develop a problem solving assessment model to measure pre-service teachers’ problem solving skills and process in basic physics course.

  5. Numerical problems in physics

    CERN Document Server

    Singh, Devraj

    2015-01-01

    Numerical Problems in Physics, Volume 1 is intended to serve the need of the students pursuing graduate and post graduate courses in universities with Physics and Materials Science as subject including those appearing in engineering, medical, and civil services entrance examinations. KEY FEATURES: * 29 chapters on Optics, Wave & Oscillations, Electromagnetic Field Theory, Solid State Physics & Modern Physics * 540 solved numerical problems of various universities and ompetitive examinations * 523 multiple choice questions for quick and clear understanding of subject matter * 567 unsolved numerical problems for grasping concepts of the various topic in Physics * 49 Figures for understanding problems and concept

  6. The Investigation of the Effects of Physical Education Lessons Planned in Accordance with Cooperative Learning Approach on Secondary School Students' Problem Solving Skills

    Science.gov (United States)

    Gorucu, Alpaslan

    2016-01-01

    The purpose of the present research was to investigate the effects of physical education lessons planned in accordance with cooperative learning approach on secondary school students' problem solving skills. The research was conducted on 48 students studying at Konya/Selçuklu Sehit Mustafa Çuhadar Secondary School in fall semester of 2015-2016…

  7. 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...

  8. Problem solving and inference mechanisms

    Energy Technology Data Exchange (ETDEWEB)

    Furukawa, K; Nakajima, R; Yonezawa, A; Goto, S; Aoyama, A

    1982-01-01

    The heart of the fifth generation computer will be powerful mechanisms for problem solving and inference. A deduction-oriented language is to be designed, which will form the core of the whole computing system. The language is based on predicate logic with the extended features of structuring facilities, meta structures and relational data base interfaces. Parallel computation mechanisms and specialized hardware architectures are being investigated to make possible efficient realization of the language features. The project includes research into an intelligent programming system, a knowledge representation language and system, and a meta inference system to be built on the core. 30 references.

  9. Promoting Learning Achievement, Problem Solving, and Learning Curiosity of High School Students: Empirical Thai Study of Self-directed Learning in Physics Course

    Directory of Open Access Journals (Sweden)

    Wittaya Worapun

    2017-11-01

    Full Text Available Three phases of this research were employed to study learning achievement, problem solving, and learning curiosity among 43 students in the 11th grade through self-directed learning in a Physics course. Research instruments included: a learning achievement test, a test of curiosity, observations using anecdotal evidence of curiosity, and a test of problem solving ability. The findings show that six components of self-directed learning were evident, i.e. principles and basic concepts, syntax, social system, principle of reaction, and support system. It was found that five main procedures of self-directed learning were applicable in a management model: diagnosis, strategies, growth in habit, taking action, and summarizing and assessing. Students gained in their learning achievement ; furthermore, their posttest scores in problem solving were greater than their pretest scores at .05 level of statistical significance.

  10. Exploiting Quantum Resonance to Solve Combinatorial Problems

    Science.gov (United States)

    Zak, Michail; Fijany, Amir

    2006-01-01

    Quantum resonance would be exploited in a proposed quantum-computing approach to the solution of combinatorial optimization problems. In quantum computing in general, one takes advantage of the fact that an algorithm cannot be decoupled from the physical effects available to implement it. Prior approaches to quantum computing have involved exploitation of only a subset of known quantum physical effects, notably including parallelism and entanglement, but not including resonance. In the proposed approach, one would utilize the combinatorial properties of tensor-product decomposability of unitary evolution of many-particle quantum systems for physically simulating solutions to NP-complete problems (a class of problems that are intractable with respect to classical methods of computation). In this approach, reinforcement and selection of a desired solution would be executed by means of quantum resonance. Classes of NP-complete problems that are important in practice and could be solved by the proposed approach include planning, scheduling, search, and optimal design.

  11. 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.

  12. 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…

  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. 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…

  15. 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...

  16. Solving the Problems of Physical and Economic Accessibility of Foodstuff in the Region by Means of AIC State Regulation

    Directory of Open Access Journals (Sweden)

    Babich Tatyana Vladimirovna

    2015-09-01

    Full Text Available The article deals with the physical and economic accessibility to foodstuff in the region. The effects of economic sanctions are analyzed, the main types of risks of the domestic agricultural producers’ competitiveness are described, and the methods of their reduction are identified. The concept of food security in terms of physical and economic accessibility is considered. The analysis of the Volgograd region data on the development of agricultural production let conclude that there is the problem of ensuring the physical availability of foodstuff in the region. The state regulation of agricultural production is identified as an important factor of food security in the modern world. The authors identified the basic problems of agricultural production, including the problem of irrigation, economic accessibility of food products, depreciation of fixed assets, the use of obsolete and resource-intensive technologies of production, decline in qualification level of staff employed in the industry, underfunding of agricultural science, low competitiveness of agricultural and food policy. Moreover, in the current situation the further growth of food prices and reduced purchasing power of the population, as a result of inflation, would further reduce the economic affordability of food and decrease food security in the region and in the country, as a whole. As a result, аs part of the solution to the problem of providing physical and economic access to food, the authors offered and proved complex measures on improving state regulation of agro-industrial complex. These measures include conducting large-scale works on restoration of the complex reclamation of the region; implementation of technical and technological modernization of agriculture, food industry and agrobusiness production services; formation of the system of professional agricultural education; formation of modern social infrastructure in rural areas; development of the program of food

  17. Versions of the Collocation and Least Residuals Method for Solving Problems of Mathematical Physics in the Convex Quadrangular Domains

    Directory of Open Access Journals (Sweden)

    Vasily A. Belyaev

    2017-01-01

    Full Text Available The new versions of the collocations and least residuals (CLR method of high-order accuracy are proposed and implemented for the numerical solution of the boundary value problems for PDE in the convex quadrangular domains. Their implementation and numerical experiments are performed by the examples of solving the biharmonic and Poisson equations. The solution of the biharmonic equation is used for simulation of the stress-strain state of an isotropic plate under the action of the transverse load. Differential problems are projected into the space of fourth-degree polynomials by the CLR method. The boundary conditions for the approximate solution are put down exactly on the boundary of the computational domain. The versions of the CLR method are implemented on the grids, which are constructed by two different ways. In the first version, a “quasiregular” grid is constructed in the domain, the extreme lines of this grid coincide with the boundaries of the domain. In the second version, the domain is initially covered by a regular grid with rectangular cells. Herewith, the collocation and matching points that are situated outside the domain are used for approximation of the differential equations in the boundary cells that had been crossed by the boundary. In addition the “small” irregular triangular cells that had been cut off by the domain boundary from rectangular cells of the initial regular grid are joined to adjacent quadrangular cells. This technique allowed to essentially reduce the conditionality of the system of linear algebraic equations of the approximate problem in comparison with the case when small irregular cells together with other cells were used as independent ones for constructing an approximate solution of the problem. It is shown that the approximate solution of problems converges with high order and matches with high accuracy with the analytical solution of the test problems in the case of the known solution in

  18. Self-Regulation in the Midst of Complexity: A Case Study of High School Physics Students Engaged in Ill-Structured Problem Solving

    Science.gov (United States)

    Milbourne, Jeffrey David

    The purpose of this dissertation study was to explore the experiences of high school physics students who were solving complex, ill-structured problems, in an effort to better understand how self-regulatory behavior mediated the project experience. Consistent with Voss, Green, Post, and Penner's (1983) conception of an ill-structured problem in the natural sciences, the 'problems' consisted of scientific research projects that students completed under the supervision of a faculty mentor. Zimmerman and Campillo's (2003) self-regulatory framework of problem solving provided a holistic guide to data collection and analysis of this multi-case study, with five individual student cases. The study's results are explored in two manuscripts, each targeting a different audience. The first manuscript, intended for the Science Education Research community, presents a thick, rich description of the students' project experiences, consistent with a qualitative, case study analysis. Findings suggest that intrinsic interest was an important self-regulatory factor that helped motivate students throughout their project work, and that the self-regulatory cycle of forethought, performance monitoring, and self-reflection was an important component of the problem-solving process. Findings also support the application of Zimmerman and Campillo's framework to complex, ill-structured problems, particularly the cyclical nature of the framework. Finally, this study suggests that scientific research projects, with the appropriate support, can be a mechanism for improving students' selfregulatory behavior. The second manuscript, intended for Physics practitioners, combines the findings of the first manuscript with the perspectives of the primary, on-site research mentor, who has over a decade's worth of experience mentoring students doing physics research. His experience suggests that a successful research experience requires certain characteristics, including: a slow, 'on-ramp' to the research

  19. Students’ difficulties in probabilistic problem-solving

    Science.gov (United States)

    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.

  20. IDEAL Problem Solving dalam Pembelajaran Matematika

    Directory of Open Access Journals (Sweden)

    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 student’s problem solving skill in progress. There are many informationprocessingmodels of problem solving, such as simplified model of the problem-solvingprocess by Gicks, Polya’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.

  1. 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

  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. 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.

  4. Assertiveness and problem solving in midwives.

    Science.gov (United States)

    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.

  5. 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…

  6. 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.…

  7. 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

  8. 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"…

  9. 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).

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

    Science.gov (United States)

    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.

  11. 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.

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

    Science.gov (United States)

    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…

  13. 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.

  14. 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…

  15. 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…

  16. 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…

  17. 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

  18. 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...

  19. 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…

  20. 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…

  1. Readiness for Solving Story Problems.

    Science.gov (United States)

    Dunlap, William F.

    1982-01-01

    Readiness activities are described which are designed to help learning disabled (LD) students learn to perform computations in story problems. Activities proceed from concrete objects to numbers and involve the students in devising story problems. The language experience approach is incorporated with the enactive, iconic, and symbolic levels of…

  2. Vibrations and Stability: Solved Problems

    DEFF Research Database (Denmark)

    Thomsen, Jon Juel

    Worked out solutions for exercise problems in J. J. Thomsen 'Vibrations and Stability: Advanced Theory, Analysis, and Tools', Springer, Berlin - Heidelberg, 2003.......Worked out solutions for exercise problems in J. J. Thomsen 'Vibrations and Stability: Advanced Theory, Analysis, and Tools', Springer, Berlin - Heidelberg, 2003....

  3. 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.

  4. Problem Solving of Newton's Second Law through a System of Total Mass Motion

    Science.gov (United States)

    Abdullah, Helmi

    2014-01-01

    Nowadays, many researchers discovered various effective strategies in teaching physics, from traditional to modern strategy. However, research on physics problem solving is still inadequate. Physics problem is an integral part of physics learning and requires strategy to solve it. Besides that, problem solving is the best way to convey principle,…

  5. 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.

  6. Solving the wrong hierarchy problem

    International Nuclear Information System (INIS)

    Blinov, Nikita; Hook, Anson

    2016-01-01

    Many theories require augmenting the Standard Model with additional scalar fields with large order one couplings. We present a new solution to the hierarchy problem for these scalar fields. We explore parity- and Z_2-symmetric theories where the Standard Model Higgs potential has two vacua. The parity or Z_2 copy of the Higgs lives in the minimum far from the origin while our Higgs occupies the minimum near the origin of the potential. This approach results in a theory with multiple light scalar fields but with only a single hierarchy problem, since the bare mass is tied to the Higgs mass by a discrete symmetry. The new scalar does not have a new hierarchy problem associated with it because its expectation value and mass are generated by dimensional transmutation of the scalar quartic coupling. The location of the second Higgs minimum is not a free parameter, but is rather a function of the matter content of the theory. As a result, these theories are extremely predictive. We develop this idea in the context of a solution to the strong CP problem. Lastly, we show this mechanism postdicts the top Yukawa to be within 1σ of the currently measured value and predicts scalar color octets with masses in the range 9-200 TeV

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

    Science.gov (United States)

    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…

  8. The Correlation Study of Interest at Physics and Knowledge of Mathematics Basic Concepts towards the Ability to Solve Physics Problems of 7th Grade Students at Junior High School in Ambon Maluku Province, Indonesia

    Directory of Open Access Journals (Sweden)

    Izaak Hendrik Wenno

    2015-01-01

    Full Text Available The purpose of the study is to determine the relation between interest at Physics and knowledge of Mathematics basic concepts with the ability to solve Physics problems. The populations are all students in the 7th grade at the junior high school in Ambon, Maluku, Indonesia. The used sample schools are Junior High Schools 8, 9, and 10 during 2013/2014 academic year with 44 students per school. Two independent variables and one dependent variable are studied. The independent variables are the interest at Physics (X1 and the knowledge of Mathematics basic concepts (X2, while the dependent variable is the ability to solve Physics problems (Y. Data collection technique for X1 is an interview with questionnaire instrument, while for the X2 and Y is using the test technique with test items instrument. The obtained data from the measurements were analyzed with descriptive analysis and inferential analysis. The results show that there is a positive relation between interest at Physics and knowledge of Mathematics basic concepts with students’ ability to solve Physics problems.

  9. 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.

  10. Education for complex problem solving

    DEFF Research Database (Denmark)

    Kjær-Rasmussen, Lone Krogh

    The Problem-Based Learning model as it is practiced at Aalborg University grew out of expectations for future graduates in the 1970s. Many changes and developments have taken place since then in the ways the principles and methodologies are practiced, due to changes in society and governmental...... regulations. However, the basic educational principles and methodologies are still the same and seem to meet expectations from society and academic work places today. This is what surveys and research, done regularly, document. (see for instance Krogh, 2013)....

  11. Solving complex problems a handbook

    CERN Document Server

    Schönwandt, Walter; Grunau, Jens; Utz, Jürgen; Voermanek, Katrin

    2014-01-01

    When you're planning something big, problems appear rather quickly. We hear of them on a daily basis. The bigger or more complex a task, the more we have to deal with complicated, multidisciplinary task formulations. In many cases it is architecture, including urban and spatial planning, but also politics and all types of organizational forms, irrespective of whether they are public authorities or private enterprises, which are expected to deliver functional solutions for such challenges. This is precisely where this book is helpful. It introduces a methodology for developing target-specific,

  12. Could HPS Improve Problem-Solving?

    Science.gov (United States)

    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.

  13. Solving inversion problems with neural networks

    Science.gov (United States)

    Kamgar-Parsi, Behzad; Gualtieri, J. A.

    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.

  14. Solving computationally expensive engineering problems

    CERN Document Server

    Leifsson, Leifur; Yang, Xin-She

    2014-01-01

    Computational complexity is a serious bottleneck for the design process in virtually any engineering area. While migration from prototyping and experimental-based design validation to verification using computer simulation models is inevitable and has a number of advantages, high computational costs of accurate, high-fidelity simulations can be a major issue that slows down the development of computer-aided design methodologies, particularly those exploiting automated design improvement procedures, e.g., numerical optimization. The continuous increase of available computational resources does not always translate into shortening of the design cycle because of the growing demand for higher accuracy and necessity to simulate larger and more complex systems. Accurate simulation of a single design of a given system may be as long as several hours, days or even weeks, which often makes design automation using conventional methods impractical or even prohibitive. Additional problems include numerical noise often pr...

  15. The Development of Physics Learning Instrument Based on Hypermedia and Its Influence on the Student Problem Solving Skill

    Science.gov (United States)

    Amin, Bunga Dara; Mahmud, Alimuddin; Muris

    2016-01-01

    This research aims to produce a learning instrument based on hypermedia which is valid, interesting, practical, and effective as well as to know its influence on the problem based skill of students Mathematical and Science Faculty, Makassar State University. This research is a research and development at (R&D) type. The development procedure…

  16. 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…

  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. Molecular science solving global problems

    International Nuclear Information System (INIS)

    Dunning, T.H. Jr.; Stults, B.R.

    1995-01-01

    From the late 1940s to the late 1980s, the Department of Energy (DOE) had a critical role in the Cold War. Many sites were built to contribute to the nation's nuclear weapons effort. However, not enough attention was paid to how the waste generated at these facilities should be handled. As a result, a number of sites fouled the soil around them or dumped low-level radioactive waste into nearby rivers. A DOE laboratory is under construction with a charter to help. Called the Environmental Molecular Sciences Laboratory (EMSL), this national user facility will be located at DOE's Pacific Northwest Laboratory (PNL) in Richland, WA. This laboratory has been funded by DOE and Congress to play a major role as the nation confronts the enormous challenge of reducing environmental and human risks from hundreds of government and industrial waste sites in an economically viable manner. The original proposal for the EMSL took a number of twists and turns on its way to its present form, but one thing remained constant: the belief that safe, permanent, cost-effective solutions to many of the country's environmental problems could be achieved only by multidisciplinary teams working to understand and control molecular processes. The processes of most concern are those that govern the transport and transformation of contaminants, the treatment and storage of high-level mixed wastes, and the risks those contaminants ultimately pose to workers and the public

  19. 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...

  20. 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....

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

    Science.gov (United States)

    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,…

  2. 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.

  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. 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.

  5. 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.

  6. 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 ...

  7. 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)

  8. 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

  9. 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…

  10. 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…

  11. 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,…

  12. 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…

  13. 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.

  14. 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…

  15. 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.

  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. 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

  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. Student Obstacles in Solving Algebraic Thinking Problems

    Science.gov (United States)

    Andini, W.; Suryadi, D.

    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.

  20. Can Architecture Design Solve Social Problem?

    Science.gov (United States)

    Ginting, S. W.; TSB Darjosanjoto, E.; Sulistyarso, H.

    2017-03-01

    Most of architects and urban designers believe physical design gives impact on our social life. For example, a sign or landmark in the middle of a city makes people find orientation easier. In vice verse, most of social scientists believe it is social dynamic that plays role in shaping our space. How people spend their time moving from real space into cyber space is a proof that life style and IT give impact to space usage. This paper argues that interaction between physical design and social change is a two ways process. Both design aspect and social dynamic influence each other. This paper aims to examine how designing of gated community plays important role in increasing or decreasing segregation, both spatially and socially. The paper explores some architectural design principles applied in a gated community called CitraLand in west Surabaya, Indonesia, and addresses segregation between CitraLanders and outside kampung. We find CitraLand is designed openly and fully accessible for outsiders. It provides public spaces and several accessible gates and streets without walls and fences making all places inside and outside CitraLand spatially integrated. What’s interesting is it still reinforces social segregation due to its policy on prohibiting using the public park. We believe CitraLand’s planning and designing has successfully solved segregation problem spatially not socially.

  1. 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…

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

    Science.gov (United States)

    Karatas, Ilhan; Baki, Adnan

    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.…

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

    Science.gov (United States)

    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…

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. 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).

  9. 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.

  10. 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.

  11. 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.

  12. 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

  13. 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.

  14. Perceptual Salience and Children's Multidimensional Problem Solving

    Science.gov (United States)

    Odom, Richard D.; Corbin, David W.

    1973-01-01

    Uni- and multidimensional processing of 6- to 9-year olds was studied using recall tasks in which an array of stimuli was reconstructed to match a model array. Results indicated that both age groups were able to solve multidimensional problems, but that solution rate was retarded by the unidimensional processing of highly salient dimensions.…

  15. Problem Solving in the Early Years

    Science.gov (United States)

    Diamond, Lindsay Lile

    2018-01-01

    Problem solving is recognized as a critical component to becoming a self-determined individual. The development of this skill should be fostered in the early years through the use of age-appropriate direct and embedded activities. However, many early childhood teachers may not be providing adequate instruction in this area. This column provides a…

  16. Young Children's Drawings in Problem Solving

    Science.gov (United States)

    Bakar, Kamariah Abu; Way, Jennifer; Bobis, Janette

    2016-01-01

    This paper explores young children's drawings (6 years old) in early number and addition activities in Malaysia. Observation, informal interviews and analysis of drawings revealed two types of drawing, and gave insight into the transitional process required for children to utilise drawings in problem solving. We argue the importance of valuing and…

  17. Solving Mathematical Problems A Personal Perspective

    CERN Document Server

    Tao, Terence

    2006-01-01

    Authored by a leading name in mathematics, this engaging and clearly presented text leads the reader through the tactics involved in solving mathematical problems at the Mathematical Olympiad level. With numerous exercises and assuming only basic mathematics, this text is ideal for students of 14 years and above in pure mathematics.

  18. Problem-Solving Strategies for Career Planning.

    Science.gov (United States)

    McBryde, Merry J.; Karr-Kidwell, PJ

    The need for new expertise in problem solving in the work setting has emerged as a woman's issue because work outside the home has become a primary means for personal goal attainment for about half the women in the United States and because traditional career patterns and norms are ineffective. Career planning is the process of individual career…

  19. Collaborative Problem Solving Methods towards Critical Thinking

    Science.gov (United States)

    Yin, Khoo Yin; Abdullah, Abdul Ghani Kanesan; Alazidiyeen, Naser Jamil

    2011-01-01

    This research attempts to examine the collaborative problem solving methods towards critical thinking based on economy (AE) and non economy (TE) in the SPM level among students in the lower sixth form. The quasi experiment method that uses the modal of 3X2 factorial is applied. 294 lower sixth form students from ten schools are distributed…

  20. Supporting Organizational Problem Solving with a Workstation.

    Science.gov (United States)

    1982-07-01

    G. [., and Sussman, G. J. AMORD: Explicit Control or Reasoning. In Proceedings of the Symposium on Artificial Intellignece and Programming Languagues...0505 9. PERFORMING ORGANIZATION NAME AND ADDRESS 10. PROGRAM ELEMENT. PROJECT. TASK Artificial Intelligence Laboratory AREA& WORK UNIT NUMBERS 545...extending ideas from the field of Artificial Intelligence (A), we describ office work as a problem solving activity. A knowledge embedding language called

  1. 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,…

  2. Problem solving environment for distributed interactive applications

    NARCIS (Netherlands)

    Rycerz, K.; Bubak, M.; Sloot, P.; Getov, V.; Gorlatch, S.; Bubak, M.; Priol, T.

    2008-01-01

    Interactive Problem Solving Environments (PSEs) offer an integrated approach for constructing and running complex systems, such as distributed simulation systems. To achieve efficient execution of High Level Architecture (HLA)-based distributed interactive simulations on the Grid, we introduce a PSE

  3. Problem-Solving Test: Tryptophan Operon Mutants

    Science.gov (United States)

    Szeberenyi, Jozsef

    2010-01-01

    This paper presents a problem-solving test that deals with the regulation of the "trp" operon of "Escherichia coli." Two mutants of this operon are described: in mutant A, the operator region of the operon carries a point mutation so that it is unable to carry out its function; mutant B expresses a "trp" repressor protein unable to bind…

  4. Solving Wicked Problems through Action Learning

    Science.gov (United States)

    Crul, Liselore

    2014-01-01

    This account of practice outlines the Oxyme Action Learning Program which was conducted as part of the Management Challenge in my final year of the MSc in Coaching and Behavioral Change at Henley Business School. The central research questions were: (1) how action learning can help to solve wicked problems and (2) what the effect of an action…

  5. Quickfire Challenges to Inspire Problem Solving

    Science.gov (United States)

    Harper, Suzanne R.; Cox, Dana C.

    2017-01-01

    In the authors' attempts to incorporate problem solving into their mathematics courses, they have found that student ambition and creativity are often hampered by feelings of risk, as many students are conditioned to value a produced solution over the actual process of building one. Eliminating risk is neither possible nor desired. The challenge,…

  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. 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…

  8. Cooperative learning, problem solving and mediating artifacts

    African Journals Online (AJOL)

    PROF.MIREKU

    10, 2012. 39. Cooperative learning, problem solving and mediating artifacts. F. Bahmaei6 & N. ... out cooperative learning in the end, post-test was done and by analyzing the tests it was concluded that ... Johnson et al, 1991 b, Reynolds et al. 1995, Vidakovic .... connection of mental constructs (Hiebert, Carpenter, 1992).

  9. 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...

  10. Problem solving stages in the five square problem

    Directory of Open Access Journals (Sweden)

    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. Problem solving stages in the five square problem.

    Science.gov (United States)

    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.

  12. 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.

  13. Algorithms for solving common fixed point problems

    CERN Document Server

    Zaslavski, Alexander J

    2018-01-01

    This book details approximate solutions to common fixed point problems and convex feasibility problems in the presence of perturbations. Convex feasibility problems search for a common point of a finite collection of subsets in a Hilbert space; common fixed point problems pursue a common fixed point of a finite collection of self-mappings in a Hilbert space. A variety of algorithms are considered in this book for solving both types of problems, the study of which has fueled a rapidly growing area of research. This monograph is timely and highlights the numerous applications to engineering, computed tomography, and radiation therapy planning. Totaling eight chapters, this book begins with an introduction to foundational material and moves on to examine iterative methods in metric spaces. The dynamic string-averaging methods for common fixed point problems in normed space are analyzed in Chapter 3. Dynamic string methods, for common fixed point problems in a metric space are introduced and discussed in Chapter ...

  14. 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...

  15. Requisite for Honing the Problem Solving Skill of Early Adolescents in the Digital Era

    Science.gov (United States)

    Sumitha, S.; Jose, Rexlin

    2016-01-01

    Problems can be the cause of stress, tension, emotional instability and physical strain. Especially, adolescents should have the skill of solving a problem in order to reach his/her desired ambitions in life. The problem solving skill requires some abstract thinking to arrive at a clear solution. Problem solving ability helps them to meet their…

  16. 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.

  17. 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.

  18. Learning via problem solving in mathematics education

    Directory of Open Access Journals (Sweden)

    Piet Human

    2009-09-01

    Full Text Available Three forms of mathematics education at school level are distinguished: direct expository teaching with an emphasis on procedures, with the expectation that learners will at some later stage make logical and functional sense of what they have learnt and practised (the prevalent form, mathematically rigorous teaching in terms of fundamental mathematical concepts, as in the so-called “modern mathematics” programmes of the sixties, teaching and learning in the context of engaging with meaningful problems and focused both on learning to become good problem solvers (teaching for problem solving andutilising problems as vehicles for the development of mathematical knowledge andproficiency by learners (problem-centred learning, in conjunction with substantialteacher-led social interaction and mathematical discourse in classrooms.Direct expository teaching of mathematical procedures dominated in school systems after World War II, and was augmented by the “modern mathematics” movement in the period 1960-1970. The latter was experienced as a major failure, and was soon abandoned. Persistent poor outcomes of direct expository procedural teaching of mathematics for the majority of learners, as are still being experienced in South Africa, triggered a world-wide movement promoting teaching mathematics for and via problem solving in the seventies and eighties of the previous century. This movement took the form of a variety of curriculum experiments in which problem solving was the dominant classroom activity, mainly in the USA, Netherlands, France and South Africa. While initially focusing on basic arithmetic (computation with whole numbers and elementary calculus, the problem-solving movement started to address other mathematical topics (for example, elementary statistics, algebra, differential equations around the turn of the century. The movement also spread rapidly to other countries, including Japan, Singapore and Australia. Parallel with the

  19. 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.

  20. 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.

  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. 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.

  3. Problems and solutions in quantum physics

    CERN Document Server

    Ficek, Zbigniew

    2016-01-01

    This book contains tutorial problems with solutions for the textbook Quantum Physics for Beginners. The reader studying the abstract field of quantum physics needs to solve plenty of practical, especially quantitative, problems. This book places emphasis on basic problems of quantum physics together with some instructive, simulating, and useful applications. A considerable range of complexity is presented by these problems, and not too many of them can be solved using formulas alone.

  4. 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.

  5. Problem solving in nuclear engineering using supercomputers

    International Nuclear Information System (INIS)

    Schmidt, F.; Scheuermann, W.; Schatz, A.

    1987-01-01

    The availability of supercomputers enables the engineer to formulate new strategies for problem solving. One such strategy is the Integrated Planning and Simulation System (IPSS). With the integrated systems, simulation models with greater consistency and good agreement with actual plant data can be effectively realized. In the present work some of the basic ideas of IPSS are described as well as some of the conditions necessary to build such systems. Hardware and software characteristics as realized are outlined. (orig.) [de

  6. 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

  7. 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.

  8. Comprehension and computation in Bayesian problem solving

    Directory of Open Access Journals (Sweden)

    Eric D. Johnson

    2015-07-01

    Full Text Available Humans have long been characterized as poor probabilistic reasoners when presented with explicit numerical information. Bayesian word problems provide a well-known example of this, where even highly educated and cognitively skilled individuals fail to adhere to mathematical norms. It is widely agreed that natural frequencies can facilitate Bayesian reasoning relative to normalized formats (e.g. probabilities, percentages, both by clarifying logical set-subset relations and by simplifying numerical calculations. Nevertheless, between-study performance on transparent Bayesian problems varies widely, and generally remains rather unimpressive. We suggest there has been an over-focus on this representational facilitator (i.e. transparent problem structures at the expense of the specific logical and numerical processing requirements and the corresponding individual abilities and skills necessary for providing Bayesian-like output given specific verbal and numerical input. We further suggest that understanding this task-individual pair could benefit from considerations from the literature on mathematical cognition, which emphasizes text comprehension and problem solving, along with contributions of online executive working memory, metacognitive regulation, and relevant stored knowledge and skills. We conclude by offering avenues for future research aimed at identifying the stages in problem solving at which correct versus incorrect reasoners depart, and how individual difference might influence this time point.

  9. 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 ...

  10. 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…

  11. 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…

  12. Problem-Solving Rubrics Revisited: Attending to the Blending of Informal Conceptual and Formal Mathematical Reasoning

    Science.gov (United States)

    Hull, Michael M.; Kuo, Eric; Gupta, Ayush; Elby, Andrew

    2013-01-01

    Much research in engineering and physics education has focused on improving students' problem-solving skills. This research has led to the development of step-by-step problem-solving strategies and grading rubrics to assess a student's expertise in solving problems using these strategies. These rubrics value "communication" between the…

  13. 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...

  14. Data completion problems solved as Nash games

    International Nuclear Information System (INIS)

    Habbal, A; Kallel, M

    2012-01-01

    The Cauchy problem for an elliptic operator is formulated as a two-player Nash game. Player (1) is given the known Dirichlet data, and uses as strategy variable the Neumann condition prescribed over the inaccessible part of the boundary. Player (2) is given the known Neumann data, and plays with the Dirichlet condition prescribed over the inaccessible boundary. The two players solve in parallel the associated Boundary Value Problems. Their respective objectives involve the gap between the non used Neumann/Dirichlet known data and the traces of the BVP's solutions over the accessible boundary, and are coupled through a difference term. We prove the existence of a unique Nash equilibrium, which turns out to be the reconstructed data when the Cauchy problem has a solution. We also prove that the completion algorithm is stable with respect to noise, and present two 3D experiments which illustrate the efficiency and stability of our algorithm.

  15. Programming languages for business problem solving

    CERN Document Server

    Wang, Shouhong

    2007-01-01

    It has become crucial for managers to be computer literate in today's business environment. It is also important that those entering the field acquire the fundamental theories of information systems, the essential practical skills in computer applications, and the desire for life-long learning in information technology. Programming Languages for Business Problem Solving presents a working knowledge of the major programming languages, including COBOL, C++, Java, HTML, JavaScript, VB.NET, VBA, ASP.NET, Perl, PHP, XML, and SQL, used in the current business computing environment. The book examin

  16. "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…

  17. Problem solving verbal strategies in children with mild intellectual disability

    Directory of Open Access Journals (Sweden)

    Gligorović Milica

    2013-01-01

    Full Text Available Problem solving is a process conditioned by the development and application of efficient strategies. The aim of this research is to determine the level of verbal strategic approach to problem solving in children with mild intellectual disability (MID. The sample consists of 93 children with MID, aged between 10 and 14. Intellectual abilities of the examinees are within the defined range for mild intellectual disability (AM=60.45; SD=7.26. The examinees with evident physical, neurological, and emotional disorders were not included in the sample. The closed 20 Questions Test (20Q was used to assess the development and use of verbal strategy, where the examinee is presented with a poster containing 42 different pictures, and instructed to guess the picture selected by the examiner by asking no more than 20 closed questions. Test χ2, and Spearman and Pearson's correlation coefficient were used in statistical analysis. Research results indicate that most children with MID, aged between 10 and 14, use non-efficient strategy in solving the 20 Questions Test. Although strategic approach to problem solving is present in most children (72%, more than half of the examinees (53.5% use an inadequate strategy. Most children with MID have the ability to categorize concepts, however, they do not use it as a strategy in problem solving.

  18. Exploring mathematics problem-solving and proof

    CERN Document Server

    Grieser, Daniel

    2018-01-01

    Have you ever faced a mathematical problem and had no idea how to approach it? Or perhaps you had an idea but got stuck halfway through? This book guides you in developing your creativity, as it takes you on a voyage of discovery into mathematics. Readers will not only learn strategies for solving problems and logical reasoning, but they will also learn about the importance of proofs and various proof techniques. Other topics covered include recursion, mathematical induction, graphs, counting, elementary number theory, and the pigeonhole, extremal and invariance principles. Designed to help students make the transition from secondary school to university level, this book provides readers with a refreshing look at mathematics and deep insights into universal principles that are valuable far beyond the scope of this book. Aimed especially at undergraduate and secondary school students as well as teachers, this book will appeal to anyone interested in mathematics. Only basic secondary school mathematics is requi...

  19. Solving fault diagnosis problems linear synthesis techniques

    CERN Document Server

    Varga, Andreas

    2017-01-01

    This book addresses fault detection and isolation topics from a computational perspective. Unlike most existing literature, it bridges the gap between the existing well-developed theoretical results and the realm of reliable computational synthesis procedures. The model-based approach to fault detection and diagnosis has been the subject of ongoing research for the past few decades. While the theoretical aspects of fault diagnosis on the basis of linear models are well understood, most of the computational methods proposed for the synthesis of fault detection and isolation filters are not satisfactory from a numerical standpoint. Several features make this book unique in the fault detection literature: Solution of standard synthesis problems in the most general setting, for both continuous- and discrete-time systems, regardless of whether they are proper or not; consequently, the proposed synthesis procedures can solve a specific problem whenever a solution exists Emphasis on the best numerical algorithms to ...

  20. Solving a Deconvolution Problem in Photon Spectrometry

    CERN Document Server

    Aleksandrov, D; Hille, P T; Polichtchouk, B; Kharlov, Y; Sukhorukov, M; Wang, D; Shabratova, G; Demanov, V; Wang, Y; Tveter, T; Faltys, M; Mao, Y; Larsen, D T; Zaporozhets, S; Sibiryak, I; Lovhoiden, G; Potcheptsov, T; Kucheryaev, Y; Basmanov, V; Mares, J; Yanovsky, V; Qvigstad, H; Zenin, A; Nikolaev, S; Siemiarczuk, T; Yuan, X; Cai, X; Redlich, K; Pavlinov, A; Roehrich, D; Manko, V; Deloff, A; Ma, K; Maruyama, Y; Dobrowolski, T; Shigaki, K; Nikulin, S; Wan, R; Mizoguchi, K; Petrov, V; Mueller, H; Ippolitov, M; Liu, L; Sadovsky, S; Stolpovsky, P; Kurashvili, P; Nomokonov, P; Xu, C; Torii, H; Il'kaev, R; Zhang, X; Peresunko, D; Soloviev, A; Vodopyanov, A; Sugitate, T; Ullaland, K; Huang, M; Zhou, D; Nystrand, J; Punin, V; Yin, Z; Batyunya, B; Karadzhev, K; Nazarov, G; Fil'chagin, S; Nazarenko, S; Buskenes, J I; Horaguchi, T; Djuvsland, O; Chuman, F; Senko, V; Alme, J; Wilk, G; Fehlker, D; Vinogradov, Y; Budilov, V; Iwasaki, T; Ilkiv, I; Budnikov, D; Vinogradov, A; Kazantsev, A; Bogolyubsky, M; Lindal, S; Polak, K; Skaali, B; Mamonov, A; Kuryakin, A; Wikne, J; Skjerdal, K

    2010-01-01

    We solve numerically a deconvolution problem to extract the undisturbed spectrum from the measured distribution contaminated by the finite resolution of the measuring device. A problem of this kind emerges when one wants to infer the momentum distribution of the neutral pions by detecting the it decay photons using the photon spectrometer of the ALICE LHC experiment at CERN {[}1]. The underlying integral equation connecting the sought for pion spectrum and the measured gamma spectrum has been discretized and subsequently reduced to a system of linear algebraic equations. The latter system, however, is known to be ill-posed and must be regularized to obtain a stable solution. This task has been accomplished here by means of the Tikhonov regularization scheme combined with the L-curve method. The resulting pion spectrum is in an excellent quantitative agreement with the pion spectrum obtained from a Monte Carlo simulation. (C) 2010 Elsevier B.V. All rights reserved.

  1. Solving the Examination Timetabling Problem in GPUs

    Directory of Open Access Journals (Sweden)

    Vasileios Kolonias

    2014-07-01

    Full Text Available The examination timetabling problem belongs to the class of combinatorial optimization problems and is of great importance for every University. In this paper, a hybrid evolutionary algorithm running on a GPU is employed to solve the examination timetabling problem. The hybrid evolutionary algorithm proposed has a genetic algorithm component and a greedy steepest descent component. The GPU computational capabilities allow the use of very large population sizes, leading to a more thorough exploration of the problem solution space. The GPU implementation, depending on the size of the problem, is up to twenty six times faster than the identical single-threaded CPU implementation of the algorithm. The algorithm is evaluated with the well known Toronto datasets and compares well with the best results found in the bibliography. Moreover, the selection of the encoding of the chromosomes and the tournament selection size as the population grows are examined and optimized. The compressed sparse row format is used for the conflict matrix and was proven essential to the process, since most of the datasets have a small conflict density, which translates into an extremely sparse matrix.

  2. Solving Math Problems Approximately: A Developmental Perspective.

    Directory of Open Access Journals (Sweden)

    Dana Ganor-Stern

    Full Text Available Although solving arithmetic problems approximately is an important skill in everyday life, little is known about the development of this skill. Past research has shown that when children are asked to solve multi-digit multiplication problems approximately, they provide estimates that are often very far from the exact answer. This is unfortunate as computation estimation is needed in many circumstances in daily life. The present study examined 4th graders, 6th graders and adults' ability to estimate the results of arithmetic problems relative to a reference number. A developmental pattern was observed in accuracy, speed and strategy use. With age there was a general increase in speed, and an increase in accuracy mainly for trials in which the reference number was close to the exact answer. The children tended to use the sense of magnitude strategy, which does not involve any calculation but relies mainly on an intuitive coarse sense of magnitude, while the adults used the approximated calculation strategy which involves rounding and multiplication procedures, and relies to a greater extent on calculation skills and working memory resources. Importantly, the children were less accurate than the adults, but were well above chance level. In all age groups performance was enhanced when the reference number was smaller (vs. larger than the exact answer and when it was far (vs. close from it, suggesting the involvement of an approximate number system. The results suggest the existence of an intuitive sense of magnitude for the results of arithmetic problems that might help children and even adults with difficulties in math. The present findings are discussed in the context of past research reporting poor estimation skills among children, and the conditions that might allow using children estimation skills in an effective manner.

  3. The results of STEM education methods for enhancing critical thinking and problem solving skill in physics the 10th grade level

    Science.gov (United States)

    Soros, P.; Ponkham, K.; Ekkapim, S.

    2018-01-01

    This research aimed to: 1) compare the critical think and problem solving skills before and after learning using STEM Education plan, 2) compare student achievement before and after learning about force and laws of motion using STEM Education plan, and 3) the satisfaction of learning by using STEM Education. The sample used were 37 students from grade 10 at Borabu School, Borabu District, Mahasarakham Province, semester 2, Academic year 2016. Tools used in this study consist of: 1) STEM Education plan about the force and laws of motion for grade 10 students of 1 schemes with total of 14 hours, 2) The test of critical think and problem solving skills with multiple-choice type of 5 options and 2 option of 30 items, 3) achievement test on force and laws of motion with multiple-choice of 4 options of 30 items, 4) satisfaction learning with 5 Rating Scale of 20 items. The statistics used in data analysis were percentage, mean, standard deviation, and t-test (Dependent). The results showed that 1) The student with learning using STEM Education plan have score of critical think and problem solving skills on post-test higher than pre-test with statistically significant level .01. 2) The student with learning using STEM Education plan have achievement score on post-test higher than pre-test with statistically significant level of .01. 3) The student'level of satisfaction toward the learning by using STEM Education plan was at a high level (X ¯ = 4.51, S.D=0.56).

  4. 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…

  5. 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…

  6. Use of EPR to Solve Biochemical Problems

    Science.gov (United States)

    Sahu, Indra D.; McCarrick, Robert M.; Lorigan, Gary A.

    2013-01-01

    EPR spectroscopy is a very powerful biophysical tool that can provide valuable structural and dynamic information on a wide variety of biological systems. The intent of this review is to provide a general overview for biochemists and biological researchers on the most commonly used EPR methods and how these techniques can be used to answer important biological questions. The topics discussed could easily fill one or more textbooks; thus, we present a brief background on several important biological EPR techniques and an overview of several interesting studies that have successfully used EPR to solve pertinent biological problems. The review consists of the following sections: an introduction to EPR techniques, spin labeling methods, and studies of naturally occurring organic radicals and EPR active transition metal systems which are presented as a series of case studies in which EPR spectroscopy has been used to greatly further our understanding of several important biological systems. PMID:23961941

  7. Modeling and Solving the Train Pathing Problem

    Directory of Open Access Journals (Sweden)

    Chuen-Yih Chen

    2009-04-01

    Full Text Available In a railroad system, train pathing is concerned with the assignment of trains to links and tracks, and train timetabling allocates time slots to trains. In this paper, we present an optimization heuristic to solve the train pathing and timetabling problem. This heuristic allows the dwell time of trains in a station or link to be dependent on the assigned tracks. It also allows the minimum clearance time between the trains to depend on their relative status. The heuristic generates a number of alternative paths for each train service in the initialization phase. Then it uses a neighborhood search approach to find good feasible combinations of these paths. A linear program is developed to evaluate the quality of each combination that is encountered. Numerical examples are provided.

  8. A case study of analyzing 11th graders’ problem solving ability on heat and temperature topic

    Science.gov (United States)

    Yulianawati, D.; Muslim; Hasanah, L.; Samsudin, A.

    2018-05-01

    Problem solving ability must be owned by students after the process of physics learning so that the concept of physics becomes meaningful. Consequently, the research aims to describe their problem solving ability. Metacognition is contributed to physics learning to the success of students in solving problems. This research has already been implemented to 37 science students (30 women and 7 men) of eleventh grade from one of the secondary schools in Bandung. The research methods utilized the single case study with embedded research design. The instrument is Heat and Temperature Problem Solving Ability Test (HT-PSAT) which consists of twelve questions from three context problems. The result shows that the average value of the test is 8.27 out of the maximum total value of 36. In conclusion, eleventh graders’ problem-solving ability is still under expected. The implication of the findings is able to create learning situations which are probably developing students to embrace better problem solving ability.

  9. New Approach to Analyzing Physics Problems: A Taxonomy of Introductory Physics Problems

    Science.gov (United States)

    Teodorescu, Raluca E.; Bennhold, Cornelius; Feldman, Gerald; Medsker, Larry

    2013-01-01

    This paper describes research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created in order to design educational objectives, to develop…

  10. LEMBAR KERJA PESERTA DIDIK (LKPD BERBASIS PROBLEM SOLVING POLYA

    Directory of Open Access Journals (Sweden)

    Lilis Nurliawaty

    2017-03-01

    Full Text Available Lack of exact use of teaching materials and does not correspond to the needs of student leads to lack of analytical ability of students to the process of problem solving. Research development worksheets based on Polya problem solving on the heat material aims to develop valid LKPD, practical, and effective. Stages of development using the 4D model was modified into 3D, namely define (definition, Design (planning, and Development (development The results of the validity of the learning device in the category valid, obtained from the calculation of CVI are in the range 0-1 and said in category reliably with r11 value greater than rtabel (rcount > rtabel. The results of the analysis of questionnaire responses of students obtained an average percentage of 87.9% on the analysis. The analysis result of sheets assessment of learning physics used LKPD-based Polya problem solving obtained average percentage analysis results in the first meeting is 77.33% with good category, the average percentage of the results of the analysis at the second meeting is 81.11% with a very good category and average of results percentage analysis at the third meeting is 78.89% with good category. So it can say that LKPD-based Polya problem solving developed valid, practical and effective to use.

  11. 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 ...

  12. 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.

  13. 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).

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

    African Journals Online (AJOL)

    Administrator

    (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 ...

  15. 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' ...

  16. Rooting the biggest problems in physics

    DEFF Research Database (Denmark)

    Javadi, Hossein; Forouzbakhsh, Farshid

    2016-01-01

    to combine these three theories of classical mechanics, quantum mechanics and relativity in order to reach to a unique physics. Eventually, by answering the unanswered questions, the physics problems will be solved. In this paper, the stems of physics problems are expressed and the solution of them...

  17. Projective geometry solved problems and theory review

    CERN Document Server

    Fortuna, Elisabetta; Pardini, Rita

    2016-01-01

    This book starts with a concise but rigorous overview of the basic notions of projective geometry, using straightforward and modern language. The goal is not only to establish the notation and terminology used, but also to offer the reader a quick survey of the subject matter. In the second part, the book presents more than 200 solved problems, for many of which several alternative solutions are provided. The level of difficulty of the exercises varies considerably: they range from computations to harder problems of a more theoretical nature, up to some actual complements of the theory. The structure of the text allows the reader to use the solutions of the exercises both to master the basic notions and techniques and to further their knowledge of the subject, thus learning some classical results not covered in the first part of the book. The book addresses the needs of undergraduate and graduate students in the theoretical and applied sciences, and will especially benefit those readers with a solid grasp of ...

  18. 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.

  19. 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"…

  20. 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 ...

  1. 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…

  2. 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…

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

    Science.gov (United States)

    Bahar, Abdulkadir

    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…

  4. 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…

  5. 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...

  6. 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…

  7. Integrating Multimedia and Physics Problems

    Science.gov (United States)

    Titus, Aaron P.

    1997-11-01

    Although expert problem solvers typically use pictorial representations when solving problems, novices tend to proceed from the given problem statement to a mathematical solution without first developing a visual representation of the problem. For this reason, multimedia may be an effective tool to enhance students' success at solving problems. However, merely presenting a video of motion described in a problem is not necessarily the most effective method as was found in a recent study of students' responses on Web-based homework questions. Rather, multimedia-focused problems, where data relevant to solving the problem is embedded in a video or animation, may be the best use of multimedia in problem solving. Examples of multimedia-enhanced problems and multimedia-focused problems will be demonstrated, and their differences from "traditional" problems will be highlighted. Recommendations on the use of multimedia with problem solving and preliminary data on students' success at solving these problems will be discussed.

  8. Algunos aspectos metodológicos de la investigación en resolución de problemas en física: una revisión Some methodological issues involved in Physics problems solving: a review

    Directory of Open Access Journals (Sweden)

    Laura Buteler

    2008-01-01

    Full Text Available El trabajo presenta una revisión de los aspectos metodológicos involucrados en el estudio de las representaciones mentales puestas en juego por las personas para realizar ciertas tareas cognitivas. La revisión se acota al ámbito de la investigación en enseñanza de las ciencias y en particular, a un conjunto de investigaciones que abordan tareas estrechamente relacionadas con la resolución de problemas en Física. La revisión permite analizar y discutir los alcances y limitaciones de las decisiones metodológicas usuales para el estudio de la resolución de problemas en Física. Se ponen en consideración algunas directrices metodológicas plausibles de ser tenidas en cuenta para esta tarea.This work presents a review of the methodological issues involved in the studies of the representations used by people carrying out cognitive tasks. The review is based on literature dealing with cognitive tasks related to Physics problem solving. This review allows the analysis and discussion of the advantages and disadvantages of the usual methodological decisions in Physics problem solving. Methodological directions for physics problem solving are considered.

  9. 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.

  10. Exploring the role of conceptual scaffolding in solving synthesis problems

    Directory of Open Access Journals (Sweden)

    Lin Ding1,*

    2011-10-01

    Full Text Available It is well documented that when solving problems experts first search for underlying concepts while students tend to look for equations and previously worked examples. The overwhelming majority of end-of-chapter (EOC problems in most introductory physics textbooks contain only material and examples discussed in a single chapter, rarely requiring a solver to conduct a general search for underlying concepts. Hypothesizing that complete reliance on EOC problems trains students to rely on a nonexpert approach, we designed and implemented “synthesis” problems, each combining two major concepts that are broadly separated in the teaching timeline. To provide students with guided conceptual scaffolding, we encapsulated each synthesis problem into a sequence with two preceding conceptually based multiple-choice questions. Each question contained one of the major concepts covered in the subsequent synthesis problem. Results from a small-scale interview study and two large-scale written tests showed that the scaffolding encouraged students to search for and apply appropriate fundamental principles in solving synthesis problems, and that repeated training using scaffolded synthesis problems also helped students to make cross-topic transfers.

  11. Gender influences on preschool children's social problem-solving strategies.

    Science.gov (United States)

    Walker, Sue; Irving, Kym; Berthelsen, Donna

    2002-06-01

    The authors investigated gender influences on the nature and competency of preschool children's social problem-solving strategies. Preschool-age children (N = 179; 91 boys, 88 girls) responded to hypothetical social situations designed to assess their social problem-solving skills in the areas of provocation, peer group entry, and sharing or taking turns. Results indicated that, overall, girls' responses were more competent (i.e., reflective of successful functioning with peers) than those of boys, and girls' strategies were less likely to involve retaliation or verbal or physical aggression. The competency of the children's responses also varied with the gender of the target child. Findings are discussed in terms of the influence of gender-related social experiences on the types of strategies and behaviors that may be viewed as competent for boys and girls of preschool age.

  12. A Framework for Distributed Problem Solving

    Science.gov (United States)

    Leone, Joseph; Shin, Don G.

    1989-03-01

    This work explores a distributed problem solving (DPS) approach, namely the AM/AG model, to cooperative memory recall. The AM/AG model is a hierarchic social system metaphor for DPS based on the Mintzberg's model of organizations. At the core of the model are information flow mechanisms, named amplification and aggregation. Amplification is a process of expounding a given task, called an agenda, into a set of subtasks with magnified degree of specificity and distributing them to multiple processing units downward in the hierarchy. Aggregation is a process of combining the results reported from multiple processing units into a unified view, called a resolution, and promoting the conclusion upward in the hierarchy. The combination of amplification and aggregation can account for a memory recall process which primarily relies on the ability of making associations between vast amounts of related concepts, sorting out the combined results, and promoting the most plausible ones. The amplification process is discussed in detail. An implementation of the amplification process is presented. The process is illustrated by an example.

  13. Solved Problems in Quantum and Statistical Mechanics

    CERN Document Server

    Cini, Michele; Sbragaglia, Mauro

    2012-01-01

    This work arises from our teaching this subject during many years. The vast majority of these exercises are the exams we gave to our students in this period. We carefully selected the subjects of the exercises to cover all the material which is most needed  and which is treated in the most well known texts on these subjects. Each exercise is carefully solved in full details, explaining the theory behind the solution with particular care for those issues that, from our experience, are found most difficult from the average student. Indeed, several exercises are designed to throw light on  aspects of the theory that, for one reason or another, are usually neglected with the result to make the students feel uneasy about them. In fact most students get acquainted just with the more common manipulations,  which are illustrated by  many examples in textbooks. Our exercises never require extensive calculations  but tend to be somewhat unusual  and force the solver  to think about the problem starting from the ...

  14. 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.

  15. Improving mathematical problem solving skills through visual media

    Science.gov (United States)

    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.

  16. Using In-class Group Exercises to Enhance Lectures and Provide Introductory Physics Students an Opportunity to Perfect Problem Solving Skills through Interactions with Fellow Students

    Science.gov (United States)

    Trout, Joseph; Bland, Jared

    2013-03-01

    In this pilot project, one hour of lecture time was replaced with one hour of in-class assignments, which groups of students collaborated on. These in-class assignments consisted of problems or projects selected for the calculus-based introductory physics students The first problem was at a level of difficulty that the majority of the students could complete with a small to moderate amount of difficulty. Each successive problem was increasingly more difficult, the last problem being having a level of difficulty that was beyond the capabilities of the majority of the students and required some instructor intervention. The students were free to choose their own groups. Students were encouraged to interact and help each other understand. The success of the in-class exercises were measured using pre-tests and post-tests. The pre-test and post-test were completed by each student independently. Statistics were also compiled on each student's attendance record and the amount of time spent reading and studying, as reported by the student. Statistics were also completed on the student responses when asked if they had sufficient time to complete the pre-test and post-test and if they would have completed the test with the correct answers if they had more time. The pre-tests and post-tests were not used in the computation of the grades of the students.

  17. 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)

  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. 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. 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.

  1. Affect and mathematical problem solving a new perspective

    CERN Document Server

    Adams, Verna

    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...

  2. Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning

    Science.gov (United States)

    Hull, Michael M.; Kuo, Eric; Gupta, Ayush; Elby, Andrew

    2013-06-01

    Much research in engineering and physics education has focused on improving students’ problem-solving skills. This research has led to the development of step-by-step problem-solving strategies and grading rubrics to assess a student’s expertise in solving problems using these strategies. These rubrics value “communication” between the student’s qualitative description of the physical situation and the student’s formal mathematical descriptions (usually equations) at two points: when initially setting up the equations, and when evaluating the final mathematical answer for meaning and plausibility. We argue that (i) neither the rubrics nor the associated problem-solving strategies explicitly value this kind of communication during mathematical manipulations of the chosen equations, and (ii) such communication is an aspect of problem-solving expertise. To make this argument, we present a case study of two students, Alex and Pat, solving the same kinematics problem in clinical interviews. We argue that Pat’s solution, which connects manipulation of equations to their physical interpretation, is more expertlike than Alex’s solution, which uses equations more algorithmically. We then show that the types of problem-solving rubrics currently available do not discriminate between these two types of solutions. We conclude that problem-solving rubrics should be revised or repurposed to more accurately assess problem-solving expertise.

  3. Solved problems concerning RL and DC circuits in college textbooks

    Directory of Open Access Journals (Sweden)

    Norah Silvana Giacosa

    2015-10-01

    Full Text Available In this paper, we describe and characterize the solved problems concerning LR circuits in direct current that are present in twelve college textbooks commonly used in Argentine Republic. These books were examined through content analysis. The results indicate that in the analyzed sample, in general terms, the explicitness is deficient for the physic systems studied, the proposed hypotheses, their limits of validity and for the verbalized explanations. On the other hand, the displayed resolution of the problems has little coherence with the research work conducted, and this would not promote the scientific work in students. Based on these outcomes and implications for teaching, we noticed that reinforcing the conceptual issues in the classroom that are not enough emphasized in the textbooks is an avoidable task for Physics professors of the basic college cycle.

  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. 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.

  6. 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.

  7. 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.

  8. 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…

  9. 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…

  10. 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.…

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

    Indian Academy of Sciences (India)

    ... 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.

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

    Science.gov (United States)

    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.

  13. 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…

  14. 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…

  15. 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

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

    Science.gov (United States)

    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.

  17. 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 ...

  18. 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...

  19. 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...

  20. Network Analysis of Students' Use of Representations in Problem Solving

    Science.gov (United States)

    McPadden, Daryl; Brewe, Eric

    2016-03-01

    We present the preliminary results of a study on student use of representations in problem solving within the Modeling Instruction - Electricity and Magnetism (MI-E&M) course. Representational competence is a critical skill needed for students to develop a sophisticated understanding of college science topics and to succeed in their science courses. In this study, 70 students from the MI-E&M, calculus-based course were given a survey of 25 physics problem statements both pre- and post- instruction, covering both Newtonian Mechanics and Electricity and Magnetism (E&M). For each problem statement, students were asked which representations they would use in that given situation. We analyze the survey results through network analysis, identifying which representations are linked together in which contexts. We also compare the representation networks for those students who had already taken the first-semester Modeling Instruction Mechanics course and those students who had taken a non-Modeling Mechanics course.

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

    Science.gov (United States)

    Griffin, Andrea S; Guez, David

    2014-11-01

    Behavioural innovations have become central to our thinking about how animals adjust to changing environments. It is now well established that animals vary in their ability to innovate, but understanding why remains a challenge. This is because innovations are rare, so studying innovation requires alternative experimental assays that create opportunities for animals to express their ability to invent new behaviours, or use pre-existing ones in new contexts. Problem solving of extractive foraging tasks has been put forward as a suitable experimental assay. We review the rapidly expanding literature on problem solving of extractive foraging tasks in order to better understand to what extent the processes underpinning problem solving, and the factors influencing problem solving, are in line with those predicted, and found, to underpin and influence innovation in the wild. Our aim is to determine whether problem solving can be used as an experimental proxy of innovation. We find that in most respects, problem solving is determined by the same underpinning mechanisms, and is influenced by the same factors, as those predicted to underpin, and to influence, innovation. We conclude that problem solving is a valid experimental assay for studying innovation, propose a conceptual model of problem solving in which motor diversity plays a more central role than has been considered to date, and provide recommendations for future research using problem solving to investigate innovation. This article is part of a Special Issue entitled: Cognition in the wild. Copyright © 2014 Elsevier B.V. All rights reserved.

  2. Solving Dynamic Battlespace Movement Problems Using Dynamic Distributed Computer Networks

    National Research Council Canada - National Science Library

    Bradford, Robert

    2000-01-01

    .... The thesis designs a system using this architecture that invokes operations research network optimization algorithms to solve problems involving movement of people and equipment over dynamic road networks...

  3. Applying Lakatos' Theory to the Theory of Mathematical Problem Solving.

    Science.gov (United States)

    Nunokawa, Kazuhiko

    1996-01-01

    The relation between Lakatos' theory and issues in mathematics education, especially mathematical problem solving, is investigated by examining Lakatos' methodology of a scientific research program. (AIM)

  4. 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.

  5. 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...

  6. Group Problem Solving as a Zone of Proximal Development activity

    Science.gov (United States)

    Brewe, Eric

    2006-12-01

    Vygotsky described learning as a process, intertwined with development, which is strongly influenced by social interactions with others that are at differing developmental stages.i These interactions create a Zone of Proximal Development for each member of the interaction. Vygotsky’s notion of social constructivism is not only a theory of learning, but also of development. While teaching introductory physics in an interactive format, I have found manifestations of Vygotsky’s theory in my classroom. The source of evidence is a paired problem solution. A standard mechanics problem was solved by students in two classes as a homework assignment. Students handed in the homework and then solved the same problem in small groups. The solutions to both the group and individual problem were assessed by multiple reviewers. In many cases the group score was the same as the highest individual score in the group, but in some cases, the group score was higher than any individual score. For this poster, I will analyze the individual and group scores and focus on three groups solutions and video that provide evidence of learning through membership in a Zone of Proximal Development. Endnotes i L. Vygotsky -Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. (1978).

  7. 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…

  8. 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.

  9. The process model of problem solving difficulty

    NARCIS (Netherlands)

    Pala, O.; Rouwette, E.A.J.A.; Vennix, J.A.M.

    2002-01-01

    Groups and organizations, or in general multi-actor decision-making groups, frequently come across complex problems in which neither the problem definition nor the interrelations of parts that make up the problem are well defined. In these kinds of situations, members of a decision-making group

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

    Science.gov (United States)

    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.

  11. 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

  12. Branch and bound algorithms to solve semiring constraint satisfaction problems

    CSIR Research Space (South Africa)

    Leenen, L

    2008-12-01

    Full Text Available The Semiring Constraint Satisfaction Problem (SCSP) framework is a popular approach for the representation of partial constraint satisfaction problems. Considerable research has been done in solving SCSPs, but limited work has been done in building...

  13. 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.

  14. 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'…

  15. 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…

  16. 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,…

  17. 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…

  18. 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…

  19. 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.

  20. 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,…

  1. High School Students' Use of Meiosis When Solving Genetics Problems.

    Science.gov (United States)

    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.…

  2. RUPS: Research Utilizing Problem Solving. Administrators Version. Leader's Manual.

    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…

  3. 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.…

  4. 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…

  5. 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 ...

  6. 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…

  7. 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)

  8. 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…

  9. Extricating Justification Scheme Theory in Middle School Mathematical Problem Solving

    Science.gov (United States)

    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…

  10. 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…

  11. 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…

  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. Decision-Making Styles and Problem-Solving Appraisal.

    Science.gov (United States)

    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.…

  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. 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 ...

  16. 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…

  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. 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…

  19. 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.

  20. Problem Solving: Helping Students Move From Novices Toward Experts

    Science.gov (United States)

    Harper, Kathleen A.

    2010-10-01

    When introductory physics students engage in problem solving, they often exhibit behaviors that can frustrate their teachers. Some well-known examples of these habits include refusing to draw free-body diagrams, hunting through the book to find an example problem to use as a (perhaps inappropriate) template, and the classic ``plug-n-chug'' mentality. Studies in science education and cognitive science have yielded rational explanations for many of these novice behaviors and lay a groundwork for instructors to aid their students in beginning to develop more expert-like skills and behaviors. A few examples of these studies, as well as curricular tools that have developed as a result, will be shared. These tools not only encourage students to try more expert-like strategies, but also prime them for developing conceptual understanding.

  1. Solving the rectangular assignment problem and applications

    NARCIS (Netherlands)

    Bijsterbosch, J.; Volgenant, A.

    2010-01-01

    The rectangular assignment problem is a generalization of the linear assignment problem (LAP): one wants to assign a number of persons to a smaller number of jobs, minimizing the total corresponding costs. Applications are, e.g., in the fields of object recognition and scheduling. Further, we show

  2. 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.

  3. 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.

  4. 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.

  5. 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.

  6. 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...

  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. ACTIVE AND PARTICIPATORY METHODS IN BIOLOGY: PROBLEM-SOLVING

    Directory of Open Access Journals (Sweden)

    Adela NEMEŞ

    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.

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

    Science.gov (United States)

    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.

  10. A Conceptual Model for Solving Percent Problems.

    Science.gov (United States)

    Bennett, Albert B., Jr.; Nelson, L. Ted

    1994-01-01

    Presents an alternative method to teaching percent problems which uses a 10x10 grid to help students visualize percents. Offers a means of representing information and suggests different approaches for finding solutions. Includes reproducible student worksheet. (MKR)

  11. Solved problems in dynamical systems and control

    CERN Document Server

    Tenreiro-Machado, J; Valério, Duarte; Galhano, Alexandra M

    2016-01-01

    This book presents a collection of exercises on dynamical systems, modelling and control. Each topic covered includes a summary of the theoretical background, problems with solutions, and further exercises.

  12. 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.

  13. 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.

  14. 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.

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

    Science.gov (United States)

    Mills, Nadia Monrose

    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…

  16. 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…

  17. 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.

  18. Sociodrama: Group Creative Problem Solving in Action.

    Science.gov (United States)

    Riley, John F.

    1990-01-01

    Sociodrama is presented as a structured, yet flexible, method of encouraging the use of creative thinking to examine a difficult problem. An example illustrates the steps involved in putting sociodrama into action. Production techniques useful in sociodrama include the soliloquy, double, role reversal, magic shop, unity of opposites, and audience…

  19. Writing Plays Using Creative Problem-Solving.

    Science.gov (United States)

    Raiser, Lynne; Hinson, Shirley

    1995-01-01

    This article describes a project which involved inner city elementary grade children with disabilities in writing and performing their own plays. A four-step playwriting process focuses on theme and character development, problem finding, and writing dialogue. The project has led to improved reading skills, attention, memory skills,…

  20. 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

  1. 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...

  2. 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....

  3. 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.

  4. Learning disabilities and social problem solving skills

    Directory of Open Access Journals (Sweden)

    Pina Filippello

    2013-09-01

    Full Text Available Normal 0 14 false false false MicrosoftInternetExplorer4 Recent studies showed that children with learning disabilities present significant difficulties in learning as well as in social skills (Siperstein, 2009.Therefore, it was observed how it is difficult for these children to establish adequate relationships, especially to advise coping strategies to face interpersonal conflicts (Oliva & LaGreca, 1988. Accordingly to this argument and with reference to Agaliotis e Kalyva (2004, 2009, this study examines the preferences for strategies to solve an hypothetical conflict on a sample of children with LD in comparison to typical developing peers. They used the method of social story to conduct this research. In fact, researchers asked to the children, after they have listened a short story describing an interpersonal conflict interaction between adult and peers,  which strategies they would have chosen if they were in the same situation and the strategies that would be most appropriate to resolve a conflict. Results obtained from the experiment corroborated literature data and demonstrated that children with LD, in comparison to typical developing peers, use and prefer dysfunctional coping strategies, aggressive or passive, also in relation to the partner interaction (adult or peers to face interpersonal conflict.

  5. 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.

  6. [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.

  7. 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

  8. Solving the uncommon reactor core neutronics problems

    International Nuclear Information System (INIS)

    Vondy, D.R.; Fowler, T.B.

    1980-01-01

    The common reactor core neutronics problems have fundamental neutron space, energy spectrum solutions. Typically the most positive eigenvalue is associated with an all-positive flux for the pseudo-steady-state condition (k/sub eff/), or the critical state is to be effected by selective adjustment of some variable such as the fuel concentration. With sophistication in reactor analysis has come the demand for solutions of other, uncommon neutronics problems. Importance functionss are needed for sensitivity and uncertainty analyses, as for ratios of intergral reaction rates such as the fuel conversion (breeding) ratio. The dominant higher harmonic solution is needed in stability analysis. Typically the desired neutronics solution must contain negative values to qualify as a higher harmonic or to satisfy a fixed source containing negative values. Both regular and adjoint solutions are of interest as are special integrals of the solutions to support analysis

  9. Modeling crowdsourcing as collective problem solving

    Science.gov (United States)

    Guazzini, Andrea; Vilone, Daniele; Donati, Camillo; Nardi, Annalisa; Levnajić, Zoran

    2015-11-01

    Crowdsourcing is a process of accumulating the ideas, thoughts or information from many independent participants, with aim to find the best solution for a given challenge. Modern information technologies allow for massive number of subjects to be involved in a more or less spontaneous way. Still, the full potentials of crowdsourcing are yet to be reached. We introduce a modeling framework through which we study the effectiveness of crowdsourcing in relation to the level of collectivism in facing the problem. Our findings reveal an intricate relationship between the number of participants and the difficulty of the problem, indicating the optimal size of the crowdsourced group. We discuss our results in the context of modern utilization of crowdsourcing.

  10. How to solve nuclear siting problems

    International Nuclear Information System (INIS)

    Inhaber, H.

    1992-01-01

    In recent years, finding sites for nuclear facilities, both reactors and waste repositories, has become more of a problem. While all agree that the difficulties are more than technical, a technical solution is presently pursued. The reverse Dutch auction generates a solution to siting. It produces a volunteer community or state, at the same time retaining public safety and environmental standards. No coercion is required. Elements of the system already exist in a number of public policy areas. (orig.) [de

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

    Science.gov (United States)

    Bahar, Abdulkadir; Maker, C. June

    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…

  12. Solving Hub Network Problem Using Genetic Algorithm

    Directory of Open Access Journals (Sweden)

    Mursyid Hasan Basri

    2012-01-01

    Full Text Available This paper addresses a network problem that described as follows. There are n ports that interact, and p of those will be designated as hubs. All hubs are fully interconnected. Each spoke will be allocated to only one of available hubs. Direct connection between two spokes is allowed only if they are allocated to the same hub. The latter is a distinct characteristic that differs it from pure hub-and-spoke system. In case of pure hub-and-spoke system, direct connection between two spokes is not allowed. The problem is where to locate hub ports and to which hub a spoke should be allocated so that total transportation cost is minimum. In the first model, there are some additional aspects are taken into consideration in order to achieve a better representation of the problem. The first, weekly service should be accomplished. Secondly, various vessel types should be considered. The last, a concept of inter-hub discount factor is introduced. Regarding the last aspect, it represents cost reduction factor at hub ports due to economies of scale. In practice, it is common that the cost rate for inter-hub movement is less than the cost rate for movement between hub and origin/destination. In this first model, inter-hub discount factor is assumed independent with amount of flows on inter-hub links (denoted as flow-independent discount policy. The results indicated that the patterns of enlargement of container ship size, to some degree, are similar with those in Kurokawa study. However, with regard to hub locations, the results have not represented the real practice. In the proposed model, unsatisfactory result on hub locations is addressed. One aspect that could possibly be improved to find better hub locations is inter-hub discount factor. Then inter-hub discount factor is assumed to depend on amount of inter-hub flows (denoted as flow-dependent discount policy. There are two discount functions examined in this paper. Both functions are characterized by

  13. ITOUGH2: Solving TOUGH inverse problems

    Energy Technology Data Exchange (ETDEWEB)

    Finsterle, S.; Pruess, K. [Lawrence Berkeley Laboratory, CA (United States)

    1995-03-01

    ITOUGH2 is a program that provides inverse modeling capabilities for the TOUGH2 code. While the main purpose of ITOUGH2 is to estimate two-phase hydraulic properties of calibrating a TOUGH2 model to laboratory or field data, the information obtained by evaluating parameter sensitivities can also be used to optimize the design of an experiment, and to analyze the uncertainty of model predictions. ITOUGH2 has been applied to a number of laboratory and field experiments on different scales. Three examples are discussed in this paper, demonstrating the code`s capability to support test design, data analysis, and model predictions for a variety of TOUGH problems.

  14. From dissecting ignorance to solving algebraic problems

    International Nuclear Information System (INIS)

    Ayyub, Bilal M.

    2004-01-01

    Engineers and scientists are increasingly required to design, test, and validate new complex systems in simulation environments and/or with limited experimental results due to international and/or budgetary restrictions. Dealing with complex systems requires assessing knowledge and information by critically evaluating them in terms relevance, completeness, non-distortion, coherence, and other key measures. Using the concepts and definitions from evolutionary knowledge and epistemology, ignorance is examined and classified in the paper. Two ignorance states for a knowledge agent are identified: (1) non-reflective (or blind) state, i.e. the person does not know of self-ignorance, a case of ignorance of ignorance; and (2) reflective state, i.e. the person knows and recognizes self-ignorance. Ignorance can be viewed to have a hierarchal classification based on its sources and nature as provided in the paper. The paper also explores limits on knowledge construction, closed and open world assumptions, and fundamentals of evidential reasoning using belief revision and diagnostics within the framework of ignorance analysis for knowledge construction. The paper also examines an algebraic problem set as identified by Sandia National Laboratories to be a basic building block for uncertainty propagation in computational mechanics. Solution algorithms are provided for the problem set for various assumptions about the state of knowledge about its parameters

  15. From dissecting ignorance to solving algebraic problems

    Energy Technology Data Exchange (ETDEWEB)

    Ayyub, Bilal M

    2004-09-01

    Engineers and scientists are increasingly required to design, test, and validate new complex systems in simulation environments and/or with limited experimental results due to international and/or budgetary restrictions. Dealing with complex systems requires assessing knowledge and information by critically evaluating them in terms relevance, completeness, non-distortion, coherence, and other key measures. Using the concepts and definitions from evolutionary knowledge and epistemology, ignorance is examined and classified in the paper. Two ignorance states for a knowledge agent are identified: (1) non-reflective (or blind) state, i.e. the person does not know of self-ignorance, a case of ignorance of ignorance; and (2) reflective state, i.e. the person knows and recognizes self-ignorance. Ignorance can be viewed to have a hierarchal classification based on its sources and nature as provided in the paper. The paper also explores limits on knowledge construction, closed and open world assumptions, and fundamentals of evidential reasoning using belief revision and diagnostics within the framework of ignorance analysis for knowledge construction. The paper also examines an algebraic problem set as identified by Sandia National Laboratories to be a basic building block for uncertainty propagation in computational mechanics. Solution algorithms are provided for the problem set for various assumptions about the state of knowledge about its parameters.

  16. Using isomorphic problems to learn introductory physics

    Directory of Open Access Journals (Sweden)

    Shih-Yin Lin

    2011-08-01

    Full Text Available In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred sixty-two students from a calculus-based and an algebra-based introductory physics course were given a quiz in the recitation in which they had to first learn from a solved problem provided and take advantage of what they learned from it to solve another problem (which we call the quiz problem which was isomorphic. Previous research suggests that the multiple-concept quiz problem is challenging for introductory students. Students in different recitation classes received different interventions in order to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. We also conducted think-aloud interviews with four introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. We found that most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem. However, they were not necessarily able to apply the principles correctly. Research suggests that more scaffolding is needed to help students in applying these principles appropriately. We outline a few possible strategies for future investigation.

  17. Using isomorphic problems to learn introductory physics

    Science.gov (United States)

    Lin, Shih-Yin; Singh, Chandralekha

    2011-12-01

    In this study, we examine introductory physics students’ ability to perform analogical reasoning between two isomorphic problems which employ the same underlying physics principles but have different surface features. Three hundred sixty-two students from a calculus-based and an algebra-based introductory physics course were given a quiz in the recitation in which they had to first learn from a solved problem provided and take advantage of what they learned from it to solve another problem (which we call the quiz problem) which was isomorphic. Previous research suggests that the multiple-concept quiz problem is challenging for introductory students. Students in different recitation classes received different interventions in order to help them discern and exploit the underlying similarities of the isomorphic solved and quiz problems. We also conducted think-aloud interviews with four introductory students in order to understand in depth the difficulties they had and explore strategies to provide better scaffolding. We found that most students were able to learn from the solved problem to some extent with the scaffolding provided and invoke the relevant principles in the quiz problem. However, they were not necessarily able to apply the principles correctly. Research suggests that more scaffolding is needed to help students in applying these principles appropriately. We outline a few possible strategies for future investigation.

  18. 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.

  19. Improving Classroom Learning by Collaboratively Observing Human Tutoring Videos while Problem Solving

    Science.gov (United States)

    Craig, Scotty D.; Chi, Michelene T. H.; VanLehn, Kurt

    2009-01-01

    Collaboratively observing tutoring is a promising method for observational learning (also referred to as vicarious learning). This method was tested in the Pittsburgh Science of Learning Center's Physics LearnLab, where students were introduced to physics topics by observing videos while problem solving in Andes, a physics tutoring system.…

  20. 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 ...

  1. 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…

  2. A descriptive model of information problem solving while using internet

    NARCIS (Netherlands)

    Brand-Gruwel, Saskia; Wopereis, Iwan; Walraven, Amber

    2009-01-01

    This paper presents the IPS-I-model: a model that describes the process of information problem solving (IPS) in which the Internet (I) is used to search information. The IPS-I-model is based on three studies, in which students in secondary and (post) higher education were asked to solve information

  3. Solving the uncalibrated photometric stereo problem using total variation

    DEFF Research Database (Denmark)

    Quéau, Yvain; Lauze, Francois Bernard; Durou, Jean-Denis

    2013-01-01

    In this paper we propose a new method to solve the problem of uncalibrated photometric stereo, making very weak assumptions on the properties of the scene to be reconstructed. Our goal is to solve the generalized bas-relief ambiguity (GBR) by performing a total variation regularization of both...

  4. Is Word-Problem Solving a Form of Text Comprehension?

    Science.gov (United States)

    Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.; Wang, Amber Y.

    2015-01-01

    This study's hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of…

  5. Information theory and coding solved problems

    CERN Document Server

    Ivaniš, Predrag

    2017-01-01

    This book is offers a comprehensive overview of information theory and error control coding, using a different approach then in existed literature. The chapters are organized according to the Shannon system model, where one block affects the others. A relatively brief theoretical introduction is provided at the beginning of every chapter, including a few additional examples and explanations, but without any proofs. And a short overview of some aspects of abstract algebra is given at the end of the corresponding chapters. The characteristic complex examples with a lot of illustrations and tables are chosen to provide detailed insights into the nature of the problem. Some limiting cases are presented to illustrate the connections with the theoretical bounds. The numerical values are carefully selected to provide in-depth explanations of the described algorithms. Although the examples in the different chapters can be considered separately, they are mutually connected and the conclusions for one considered proble...

  6. Solving the decompactification problem in string theory

    CERN Document Server

    Kiritsis, Elias B; Petropoulos, P M; Rizos, J

    1996-01-01

    We investigate heterotic ground states in four dimensions in which N=4 supersymmetry is spontaneously broken to N=2. N=4 supersymmetry is restored at a decompactification limit corresponding to m_{3/2}\\to 0. We calculate the full moduli dependent threshold corrections and confirm that they are supressed in the decompactification limit m_{3/2}\\to 0 as expected from the restauration of N=4 supersymmetry. This should be contrasted with the behavior of the standard N=2 groundstates where the coupling blow up linearly with the volume of the decompactifying manifold. This mechanism provides a solution to the decompactification problem for the gauge coupling constants. We also discuss how the mechanism can be implemented in ground states with lower supersymmetry.

  7. Neurogenetic Algorithm for Solving Combinatorial Engineering Problems

    Directory of Open Access Journals (Sweden)

    M. Jalali Varnamkhasti

    2012-01-01

    Full Text Available Diversity of the population in a genetic algorithm plays an important role in impeding premature convergence. This paper proposes an adaptive neurofuzzy inference system genetic algorithm based on sexual selection. In this technique, for choosing the female chromosome during sexual selection, a bilinear allocation lifetime approach is used to label the chromosomes based on their fitness value which will then be used to characterize the diversity of the population. The motivation of this algorithm is to maintain the population diversity throughout the search procedure. To promote diversity, the proposed algorithm combines the concept of gender and age of individuals and the fuzzy logic during the selection of parents. In order to appraise the performance of the techniques used in this study, one of the chemistry problems and some nonlinear functions available in literature is used.

  8. Creative Problem Solving as a Learning Process

    Directory of Open Access Journals (Sweden)

    Andreas Ninck

    2013-12-01

    Full Text Available The Business School at the Bern University of Applied Sciences is offering a new MScBA degree program in business development. The paper presents a practical report about the action learning approach in the course 'Business Analysis and Design'. Our problem-based approach is more than simply 'learning by doing'. In a world of increasing complexity, taking action alone will not result in a learning effect per se. What is imperative is to structure and facilitate the learning process on different levels: individual construction of mental models; understanding needs and developing adequate solutions; critical reflection of methods and processes. Reflective practice, where individuals are learning from their own professional experiences rather than from formal teaching or knowledge transfer, may be the most important source for lifelong learning.

  9. 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.

  10. Anger in Middle School: The Solving Problems Together Model

    Science.gov (United States)

    Hall, Kimberly R.; Rushing, Jeri L.; Owens, Rachel B.

    2009-01-01

    Problem-focused interventions are considered to be one of the most effective group counseling strategies with adolescents. This article describes a problem-focused group counseling model, Solving Problems Together (SPT), with a small group of adolescent African American boys struggling with anger management. Adapted from the teaching philosophy of…

  11. Solving satisfiability problems by the ground-state quantum computer

    International Nuclear Information System (INIS)

    Mao Wenjin

    2005-01-01

    A quantum algorithm is proposed to solve the satisfiability (SAT) problems by the ground-state quantum computer. The scale of the energy gap of the ground-state quantum computer is analyzed for the 3-bit exact cover problem. The time cost of this algorithm on the general SAT problems is discussed

  12. A Problem-Solving Model for Literacy Coaching Practice

    Science.gov (United States)

    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…

  13. Solving the Airline Crew Pairing Problem using Subsequence Generation

    DEFF Research Database (Denmark)

    Rasmussen, Matias Sevel; Lusby, Richard Martin; Ryan, David M.

    2010-01-01

    Good and fast solutions to the airline crew pairing problem are highly interesting for the airline industry, as crew costs are the biggest expenditure after fuel for an airline. The crew pairing problem is typically modelled as a set partitioning problem and solved by column generation. However, ...

  14. Solving the Airline Crew Pairing Problem using Subsequence Generation

    DEFF Research Database (Denmark)

    Rasmussen, Matias Sevel; Ryan, David; Lusby, Richard Martin

    2009-01-01

    Good and fast solutions to the airline crew pairing problem are highly interesting for the airline industry, as crew costs are the biggest expenditure after fuel for an airline. The crew pairing problem is typically modelled as a set partitioning problem and solved by column generation. However, ...

  15. Solving a chemical batch scheduling problem by local search

    NARCIS (Netherlands)

    Brucker, P.; Hurink, Johann L.

    1999-01-01

    A chemical batch scheduling problem is modelled in two different ways as a discrete optimization problem. Both models are used to solve the batch scheduling problem in a two-phase tabu search procedure. The method is tested on real-world data.

  16. Productive and Re-Productive Thinking in Solving Insight Problems

    Science.gov (United States)

    Cunningham, J. Barton; MacGregor, James N.

    2014-01-01

    Many innovations in organizations result when people discover insightful solutions to problems. Insightful problem-solving was considered by Gestalt psychologists to be associated with productive, as opposed to re-productive, thinking. Productive thinking is characterized by shifts in perspective which allow the problem solver to consider new,…

  17. Human Performance on Insight Problem Solving: A Review

    Science.gov (United States)

    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…

  18. 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

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

    African Journals Online (AJOL)

    NICO

    Cognitive skills, thinking skills, problem solving, students' difficulties with cognitive skills. 1. Introduction ... storage of information in memory, and the retrieval and use of ..... 18 P. Eggen and D. Kauchak, Educational Psychology, Windows on.

  20. 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.

  1. Problem solving in foundation engineering using foundationPro

    CERN Document Server

    Yamin, Mohammad

    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, ...

  2. 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.

  3. Examining Multiscale Movement Coordination in Collaborative Problem Solving

    DEFF Research Database (Denmark)

    Wiltshire, Travis; Steffensen, Sune Vork

    2017-01-01

    During collaborative problem solving (CPS), coordination occurs at different spatial and temporal scales. This multiscale coordination should, at least on some scales, play a functional role in facilitating effective collaboration outcomes. To evaluate this, we conducted a study of computer...

  4. 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.

  5. Spreadsheet-Enhanced Problem Solving in Context as Modeling

    Directory of Open Access Journals (Sweden)

    Sergei Abramovich

    2003-07-01

    development through situated mathematical problem solving. Modeling activities described in this paper support the epistemological position regarding the interplay that exists between the development of mathematical concepts and available methods of calculation. The spreadsheet used is Microsoft Excel 2001

  6. Making Sure you Solve the Right Problem

    Directory of Open Access Journals (Sweden)

    Kim Cartledge

    2009-12-01

    Full Text Available Macleod et al. have given us an admirable case study and argued that "... there is an urgent need to create stronger and more transparent, integrated, and adaptive linkages between opening-up and closing down mechanisms at the science-policy interface." Two questions must be addressed: what sorts of managerial reform would be required to achieve this? and Is this likely to happen? A natural subsidiarity makes large institutions more inclined to "closing down" (specification actions and smaller ones more inclined to open problems up. The method of boundary judgments developed in integrative research could be applied to the science-policy interface but there are political and sociological reasons why this is unlikely to happen. Receptiveness to opening up actions is a prerequisite of innovation. Innovations are suppressed in times of geopolitical and economic stress. The result is often an ill-structured, co-evolutionary dynamic in which the actions of one species or population reduce the fitness of another.

  7. Can alchemy solve the nuclear waste problem?

    International Nuclear Information System (INIS)

    Gibson, D.

    1991-01-01

    One new technology being explored to deal with highly radioactive elements that remain dangerous for thousands of years is transmutation-a modern twist on the ancient idea of transforming one element into another. This modern version of transmutation is not a new concept: transmutation is the essence of nuclear reactions. The latest idea is to harness the process not to create an explosive chain reaction, as in a nuclear weapon, or even primarily to generate power, as in a nuclear power reactor, but to transform dangerous radionuclides into less harmful elements. Last year a Los Alamos team began looking into using a particle accelerator instead of a conventional nuclear reactor to drive the transmutation process. Accelerator transmutation is being pursued elsewhere as well. The Los Alamos project envisions using a linear accelerator to generate extremely high intensities of neutrons for transmutation. The most powerful medium-energy accelerator in the world is located at Los Alamos-the Meson Physics Facility. All major components have been demonstrated individually but have yet to be tested in an integrated unit; when built, these accelerators will produce very intense beams of fast-moving protons. The beams will be directed into heavy-metal targets of lead and bismuth, where each proton will knock-out more than 50 neutrons from the target atoms. The scheme calls for the target to be surrounded by a moderator of heavy water, which would slow the neutrons so they could more easily be captured by the waste products to be transmuted-the lightweight fission products and the heavy actinides. These substances would be carried in a molten salt solution in a separate loop through the moderator. Circulation of both the moderator and the salt loop would dissipate the heat generated by the fission process in what is essentially a subcritical reactor. The paper discusses the advantages of this process and summarizes related research

  8. 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.

  9. 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.

  10. 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

  11. 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....

  12. Comparison of mathematical problem solving strategies of primary school pupils

    OpenAIRE

    Wasilewská, Eliška

    2016-01-01

    The aim of this dissertation is to describe the role of educational strategy especially in field of the teaching of mathematics and to compare the mathematical problem solving strategies of primary school pupils which are taught by using different educational strategies. In the theoretical part, the main focus is on divergent educational strategies and their characteristics, next on factors affected teaching/learning process and finally on solving the problems. The empirical part of the disse...

  13. 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

  14. 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...

  15. 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 ...

  16. DESIGN AND EXAMINATION OF ALGORITHMS FOR SOLVING THE KNAPSACK PROBLEM

    Directory of Open Access Journals (Sweden)

    S. Kantsedal

    2015-07-01

    Full Text Available The use of methods of branches and boundaries as well as the methods of dynamic programming at solving the problem of «knapsack» is grounded. The main concepts are expounded. The methods and algorithms development for solving the above specified problem are described. Recommendations on practical application of constructed algorithms based on their experimental investigation and carrying out charactheristics comparison are presented.

  17. Social Problem Solving Ability Predicts Mental Health Among Undergraduate Students

    OpenAIRE

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

    2013-01-01

    Background : The main objective of this study was predicting student′s mental health using social problem solving- ability . 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 tes...

  18. Problem-based learning for technical students on the base TRIZ (theory of inventive problem solving

    Directory of Open Access Journals (Sweden)

    Babenko Oksana

    2016-01-01

    Full Text Available The basis of modern educational technology in teaching is problem-based learning through the use of educational technologies Powerful Thinking - Theory of Inventive Problem Solving (TRIZ, including a systematic approach to the complex organization of independent work of search and research character. Developed by systemic administration of the physical features workshops on the basis TRIZ in the cycle of the natural sciences with the implementation of all aspects of the educational activities - substantive, procedural and motivational. A new model of the physical design of the workshop and its form of organization, which is based on problem-based learning with the use of TRIZ Interactive form of organization of the workshop allows you to get high-quality substantive and personality of the students who have a significant role in the formation of professional competencies and affect the quality of produce practice-oriented specialists.

  19. 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.

  20. 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

    Patterns of problem-solving among 5-to-7 year-olds' were examined on a range of literacy (reading and spelling) and arithmetic-based (addition and subtraction) problem-solving tasks using verbal self-reports to monitor strategy choice. The results showed higher levels of variability in the children's strategy choice across Years I and 2 on the arithmetic (addition and subtraction) than literacy-based tasks (reading and spelling). However, across all four tasks, the children showed a tendency to move from less sophisticated procedural-based strategies, which included phonological strategies for reading and spelling and counting-all and finger modellingfor addition and subtraction, to more efficient retrieval methods from Years I to 2. Distinct patterns in children's problem-solving skill were identified on the literacy and arithmetic tasks using two separate cluster analyses. There was a strong association between these two profiles showing that those children with more advanced problem-solving skills on the arithmetic tasks also showed more advanced profiles on the literacy tasks. The results highlight how different-aged children show flexibility in their use of problem-solving strategies across literacy and arithmetical contexts and reinforce the importance of studying variations in children's problem-solving skill across different educational contexts.