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

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.

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Active Learning, Mentoring, and Mobile Technology

STEM Education ◽

10.4018/978-1-4666-7363-2.ch041 ◽

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.

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Simulations for Supporting and Assessing Science Literacy

Handbook of Research on Technology Tools for Real-World Skill Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-9441-5.ch008 ◽

2016 ◽

pp. 191-229 ◽

Cited By ~ 1

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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The effect of virtual learning environments designed according to problem-based learning approach to students’ success, problem-solving skills, and motivations

Education and Information Technologies ◽

10.1007/s10639-020-10354-6 ◽

2020 ◽

Author(s):

Seda Akti Aslan ◽

Kemal Duruhan

Keyword(s):

Problem Solving ◽

Learning Environments ◽

Problem Based Learning ◽

Virtual Learning ◽

Virtual Learning Environments ◽

Learning Approach ◽

Problem Solving Skills ◽

Students Success

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Hard Fun

Cases on Global E-Learning Practices ◽

10.4018/978-1-59904-340-1.ch021 ◽

2007 ◽

pp. 276-292 ◽

Cited By ~ 1

Author(s):

Colette Wanless-Sobel

Keyword(s):

Deep Learning ◽

Problem Solving ◽

Civic Engagement ◽

Intrinsic Motivation ◽

Learning Environments ◽

Digital Literacy ◽

Real Life ◽

Cognitive Engagement ◽

Learning Resource ◽

Residential Communities

Current pedagogical theory promotes deep learning environments in online instruction as well as authenticity. This chapter discusses the pedagogical framework, academic issues and logistics of a deep learning resource that is “hard fun,” to use a phrase of Seymour Papert, because it challenges and immerses students in real life learning environments through community problem solving. Success of the learning resource is largely due to the intrinsic motivation and cognitive engagement afforded through civic engagement, allowing students to pursue personally relevant knowledge in familiar milieus, their residential communities. Technology plays a role in increasing intellectual self-esteem and digital literacy by allowing students the opportunity to become bloggers and Web publishers.

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