Introduction: Problem Solving in High-Stakes Learning Environments

2018 ◽  
pp. 1-6
Author(s):  
Chwee Beng Lee ◽  
José Hanham ◽  
Jimmie Leppink
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
High Stakes

Assessing and tracking students’ problem solving performances in anchored learning environments

2007 ◽  
Vol 57 (4) ◽  
pp. 529-552 ◽  
Author(s):  
Brian A. Bottge ◽  
Enrique Rueda ◽  
Jung Min Kwon ◽  
Timothy Grant ◽  
Perry LaRoque
Keyword(s):  
Problem Solving ◽  
Learning Environments

Building on and Extending the Characteristics of Gifted Learners: Implementing the Real Engagement in Active Problem Solving (REAPS) Teaching Model

2021 ◽  
Vol 30 (2) ◽  
Author(s):  
June Maker ◽  
◽  
Randy Pease ◽  
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Fidelity Of Implementation ◽  
Teaching Model ◽  
Evidence Based ◽  
Gifted Learners ◽  
Real World Problem ◽  
Talented Students ◽  
High Level ◽  
Evidence Based Model

Real Engagement in Active Problem Solving (REAPS) is an evidence-based model for building on and extending the characteristics of gifted learners, enabling them to develop their exceptional talents. The purposes of this study were to (a) identify teachers who implemented the method at a high level of fidelity and (b) describe their ways of applying principles for talent development in content, processes, products, and learning environments. Fidelity of Implementation was high, ranging from 3.0 to 5.8, with a mean of 4.7 on a scale from 0 to 6. Teachers used methods identified as important for exceptionally talented students: engagement, challenge, interest, and relevance. Administrators enabled this high level of implementation. Because the study was conducted in one school, we recommend extending the research to other schools and contexts, and to consider the importance of real-world problem solving in developing the understanding and values needed to use exceptional talents wisely.

Active Learning, Mentoring, and Mobile Technology

2015 ◽  
pp. 760-778
Author(s):  
Dianna L. Newman ◽  
Jessica M. Lamendola ◽  
Meghan Morris Deyoe ◽  
Kenneth A. Connor
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Learning Environments ◽  
Communication Skills ◽  
Mobile Technology ◽  
Interactive Effect ◽  
Stem Careers ◽  
Transfer Of Skills ◽  
Authentic Environment ◽  
Students Success

Educators are creating authentic settings that utilize active learning, mobile technology, and mentoring in efforts to promote students' success in developing 21st Century skills, motivation, and interest in STEM domains and STEM careers. Each of these approaches has been found to promote and transfer knowledge, as well as to develop problem-solving and communication skills in STEM. Little information, however, is available about the interactive effect of mobile technology and active learning in promoting learning in settings that use a hierarchical model of mentoring to promote the transfer of skills and knowledge. This chapter presents findings of a program that used mobile technology in active learning environments for five interrelated levels of an active, authentic environment, facilitated by mobile technology and hierarchical mentoring. Positive outcomes were documented at each level of participation; use of the mobile technology integrated within active learning settings supported by hierarchical mentoring increased learning in STEM content, skills, and affect.

Simulations for Supporting and Assessing Science Literacy

2016 ◽  
pp. 191-229 ◽  
Author(s):  
Edys S. Quellmalz ◽  
Matt D. Silberglitt ◽  
Barbara C. Buckley ◽  
Mark T. Loveland ◽  
Daniel G. Brenner
Keyword(s):  
Problem Solving ◽  
Research And Development ◽  
Learning Environments ◽  
Summative Assessment ◽  
Digital Age ◽  
International Studies ◽  
Model Complex ◽  
Simulation Based ◽  
Extended Problem ◽  
Complex Phenomena

Simulations have become core supports for learning in the digital age. For example, economists, mathematicians, and scientists employ simulations to model complex phenomena. Learners, too, are increasingly able to take advantage of simulations to understand complex systems. Simulations can display phenomena that are too large or small, fast or slow, or dangerous for direct classroom investigations. The affordances of simulations extend students' opportunities to engage in deep, extended problem solving. National and international studies are providing evidence that technologies are enriching curricula, tailoring learning environments, embedding assessment, and providing tools to connect students, teachers, and experts locally and globally. This chapter describes a portfolio of research and development that has examined and documented the roles that simulations can play in assessing and promoting learning, and has developed and validated sets of simulation-based assessments and instructional supplements designed for formative and summative assessment and customized instruction.

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