Segments: An alternative rainfall problem

2021 ◽  
Vol 31 ◽  
Author(s):  
PETER ACHTEN
Keyword(s):  
Problem Solving ◽  
Higher Order ◽  
Point Of View ◽  
Problem Solving Skills ◽  
Solution Strategies ◽  
List Processing ◽  
Problem Solving Strategies ◽  
High Level ◽  
Higher Order Functions

Abstract Elliot Soloway’s Rainfall problem is a well-known and well-studied problem to investigate the problem-solving strategies of programmers. Kathi Fisler investigated this programming challenge from the point of view of functional programmers. She showed that this particular challenge gives rise to five different high-level solution strategies, of which three are predominant and cover over 80% of all chosen solutions. In this study, we put forward the Segments problem as an alternative challenge to investigate the problem-solving skills of functional programmers. Analysis of the student solutions, their high-level solution strategies, and corresponding archetype solutions shows that the Segments problem gives rise to seven different high-level solution strategies that can be further divided into 17 subclasses. The Segments problem is particularly suited to investigate problem-solving skills that involve list processing and higher-order functions.

scholarly journals Analisis Kemampuan Pemecahan Masalah Peserta Didik yang Belajar Dengan Strategi Problem Solving Berdasarkan Langkah Polya

2019 ◽  
Vol 3 (1) ◽  
pp. 57-70
Author(s):  
Wina Fajriah
Keyword(s):  
Problem Solving ◽  
Test Problem ◽  
Learning Strategy ◽  
Qualitative Approach ◽  
Story Problems ◽  
Problem Solving Skills ◽  
High Category ◽  
Problem Solving Strategies ◽  
The Subject ◽  
High Level

The purpose of this study was to analyze the problem solving abilities of SMP Kartika I-6 grade VIII students, who learn with problem solving strategies based on Polya steps in solving story problems. This research is descriptive with a qualitative approach. The subject of this study was class VIII1 student. After  problem solving learning strategy are  applied, given test problem solving ability in participants and the results are analyzed based on the steps of pattern.Test results raising students in three levels of problem solving skills, namely a high level of 25 %, medium 50 %, lower 25%. Based on the indicator of problem solving, it is known that the ability of students in understanding problems and arranging settlement plans is in the high category, while in implementing the completion plan it is categorized as being moderate and checking the answers back at a low level.

scholarly journals Tinjauan Deskriptif Penerapan Higher Order Thinking dan Problem-Based Learning Pada Mata Kuliah Geometri Berdasarkan Kemampuan Matematika Mahasiswa

2018 ◽  
Vol 8 (2) ◽  
pp. 142-156
Author(s):  
Andri Anugrahana
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Two Dimensional ◽  
Problem Solving Skills ◽  
Bloom’S Taxonomy ◽  
High Level

Teaching and learning process in the classroom tends to use the process of memorizing and using the concept in Bloom's taxonomy. This study developed questions that invites students to perform high-level skill process of analyzing, evaluating, and creating, according to Bloom's taxonomy, which are the indicators of HOT (Higher Order Thinking). The HOT process is derived from students experience in learning and the knowledge of each student. This qualitative descriptive research aims to obtain a description of the HOT problem-solving process in the geometry course. Subjects in this study were 50 prospective elementary school teachers. The learning process begins with the students getting the problems given by the teacher, then discussing it in groups, and providing opportunities for students to express opinions or thoughts orally. The data collection was the results of the student's thinking process, problem-solving skills test, and interviews. The data analysis was done by doing data reduction, data presentation, also drawing conclusion and verification. The result showed that students experiencing high level skill process of analyzing, evaluating and creating. In the process of analyzing, the students proved the formula of the area of two-dimensional figures. In evaluating the stages, the students in the group conducted the examination, made guesses, did the experiment, and tested the allegations of what has been done. Furthermore, students were able to create and find various answers in the form of two-dimensional figures.

scholarly journals Voigt Transform and Umbral Image

2020 ◽  
Vol 25 (3) ◽  
pp. 49
Author(s):  
Silvia Licciardi ◽  
Rosa Maria Pidatella ◽  
Marcello Artioli ◽  
Giuseppe Dattoli
Keyword(s):  
Spectroscopic Studies ◽  
Higher Order ◽  
Point Of View ◽  
The Other ◽  
Pivotal Role ◽  
Umbral Calculus ◽  
Laguerre Functions ◽  
Hermite And Laguerre Functions ◽  
Higher Order Functions ◽  
Voigt Function

In this paper, we show that the use of methods of an operational nature, such as umbral calculus, allows achieving a double target: on one side, the study of the Voigt function, which plays a pivotal role in spectroscopic studies and in other applications, according to a new point of view, and on the other, the introduction of a Voigt transform and its possible use. Furthermore, by the same method, we point out that the Hermite and Laguerre functions, extension of the corresponding polynomials to negative and/or real indices, can be expressed through a definition in a straightforward and unified fashion. It is illustrated how the techniques that we are going to suggest provide an easy derivation of the relevant properties along with generalizations to higher order functions.

scholarly journals Relación entre conducta prosocial, resolución de problemas y consumo de drogas en adolescentes

2016 ◽  
Vol 32 (2) ◽  
pp. 609 ◽  
Author(s):  
Olga Hernández-Serrano ◽  
José P. Espada ◽  
Alejandro Guillén-Riquelme
Keyword(s):  
Problem Solving ◽  
Statistical Significance ◽  
Cross Sectional Study ◽  
Prosocial Behaviour ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Problem Solving Strategies ◽  
And Gender ◽  
Prosocial Behaviours ◽  
Age Range

<p>The objectives of the present study are the following ones: 1) to study the use of drugs, the prosocial behaviour and the problem-solving skills with respect to age and gender, and 2) to analyze the association of both the prosocial behaviour and the problem-solving skills with the use of drugs. An exploratory cross-sectional study was performed, amongst a sample of 567 students in Spanish Compulsory Secondary Education (48.14% males) with an age range from 14 to 17 years (<em>M </em>= 14.92; <em>SD </em>= 0.90). Statistically significant differences were found concerning alcohol use and the prosocial behaviour with respect to gender, as well as concerning alcohol and cannabis use with respect to age. Logistic regression analyses revealed statistical significance of the prosocial behaviour with respect to the use of alcohol and cannabis. The ability in problem-solving was the most important protective predictor with respect to the abuse of cannabis. The results from this study enhance the importance of tailored interventions based on the promotion of prosocial behaviours and/or problem-solving strategies as fundamental protective factors for substance use amongst adolescents.</p>

Problem solving methods and knowledge systems: A personal journey to perceptual images as knowledge

2009 ◽  
Vol 23 (4) ◽  
pp. 331-338
Author(s):  
B. Chandrasekaran
Keyword(s):  
Problem Solving ◽  
Cognitive Architecture ◽  
Mental Image ◽  
Spatial Relations ◽  
Point Of View ◽  
Design Strategies ◽  
Symbolic Form ◽  
Knowledge Based ◽  
High Level ◽  
Use Of Knowledge

AbstractI was among those who proposed problem solving methods (PSMs) in the late 1970s and early 1980s as a knowledge-level description of strategies useful in building knowledge-based systems. This paper summarizes the evolution of my ideas in the last two decades. I start with a review of the original ideas. From an artificial intelligence (AI) point of view, it is not PSMs as such, which are essentially high-level design strategies for computation, that are interesting, but PSMs associated with tasks that have a relation to AI and cognition. They are also interesting with respect to cognitive architecture proposals such as Soar and ACT-R: PSMs are observed regularities in the use of knowledge that an exclusive focus on the architecture level might miss, the latter providing no vocabulary to talk about these regularities. PSMs in the original conception are closely connected to a specific view of knowledge: symbolic expressions represented in a repository and retrieved as needed. I join critics of this view, and maintain with them that most often knowledge is not retrieved from a base as much as constructed as needed. This criticism, however, raises the question of what is in memory that is not knowledge as traditionally conceived in AI, but can support theconstructionof knowledge in predicate–symbolic form. My recent proposal about cognition and multimodality offers a possible answer. In this view, much of memory consists of perceptual and kinesthetic images, which can be recalled during deliberation and from which internal perception can generate linguistic–symbolic knowledge. For example, from a mental image of a configuration of objects, numerous sentences can be constructed describing spatial relations between the objects. My work on diagrammatic reasoning is an implemented example of how this might work. These internal perceptions on imagistic representations are a new kind of PSM.

Information Rich Systems and User's Goals and Information Needs

2006 ◽  
pp. 338-343
Author(s):  
Michael J. Albers
Keyword(s):  
Problem Solving ◽  
Task Analysis ◽  
Information Needs ◽  
Complete Sequence ◽  
Point Of View ◽  
Clear Understanding ◽  
Complex Problems ◽  
Linear Sequence ◽  
Sequence Of Events ◽  
High Level

Currently, most of the Web is designed from the viewpoint of helping people who know what they want but need help accomplishing it. User goals may range from buying a new computer to making vacation plans. Yet, these are simple tasks that can be accomplished with a linear sequence of events. With information-rich sites, the linear sequence breaks down, and a straightforward process to provide users with information in a useful format does not exist. Users come to information-rich sites with complex problems they want to solve. Reaching a solution requires meeting goals and subgoals by finding the proper information. Complex problems are often ill-structured; realistically, the complete sequence can’t even be defined because of users’ tendencies to jump around within the data and to abandon the sequence at varying points (Klein, 1999). To reach the answer, people need the information properly positioned within the situation context (Albers, 2003; Mirel, 2003a). System support for such problems requires users to be given properly integrated information that will assist in problem solving and decision making. Complex problems normally involve high-level reasoning and open-ended problem solving. Consequently, designer expectations of stable requirements and the ability to perform an exhaustive task analysis fall short of reality (Rouse & Valusek, 1993). While conventional task analysis works for well-defined domains, it fails for the ill-structured domains of information-rich sites (Albers, 2004). Instead of exhaustive task analysis, the designer must shift to an analysis focused on providing a clear understanding of the situation from the user’s point of view and the user’s goals and information needs.

Modification of Problem-Solving Strategies

1968 ◽  
Vol 27 (1) ◽  
pp. 127-134 ◽  
Author(s):  
Marguerite L. Young
Keyword(s):  
Problem Solving ◽  
Transfer Task ◽  
Search Strategies ◽  
Significant Loss ◽  
Automatic Programming ◽  
Effective Technique ◽  
Efficient Strategy ◽  
Solution Strategies ◽  
Procedural Change ◽  
Problem Solving Strategies

Three procedures for improving problem-solving performance by modifying search strategies were investigated. These were: (a) unaided experience, (b) experience plus exposure to strategies described only as a procedural change, and (c) experience plus exposure to strategies that were explicitly described as solution strategies. 10 Ss were tested under each condition on a series of 3-element conjunctive problems monitored by an automatic programming machine called HEPP. It was found that procedure (a), unaided experience, was the least effective technique for developing efficient search strategies. When problems of increased uncertainty were presented to Ss tested under this condition, the group showed a significant loss in problem-solving efficiency. Ss tested under procedure (b) also showed a loss in efficiency on the transfer task although the loss was not as great as that shown by Ss tested under procedure (a). The most effective method for modifying search strategies was procedure (c). Ss in this group changed to a more efficient strategy and were able to use the strategy to solve problems of increased uncertainty with almost no loss in efficiency of performance.

Powers and Patterns: Problem Solving with Calculators

1982 ◽  
Vol 30 (2) ◽  
pp. 42-44
Author(s):  
Glenda Lappan ◽  
Elizabeth Phillips ◽  
M. J. Winter
Keyword(s):  
Problem Solving ◽  
Mathematical Concept ◽  
School Mathematics ◽  
Mathematical Idea ◽  
Wide Spread ◽  
Problem Solving Skills ◽  
Problem Solving Strategies ◽  
Paper And Pencil

With the publication of An Agenda for Action: Recommendations for School Mathematics of the 1980s, the NCTM has emphasized its support for helping students to develop and use problem-solving skills. The challenge for the teacher is to provide opportunities for the development of the e skill while teaching mathematical concept that comprise the basic curriculum. With the wide-spread availability of calculators, teachers have a tool that can be used to expand the study of many basic mathematical idea to include the development of problem-solving strategies. Calculations that would be so time consuming as to be impractical if they were done with paper and pencil, can be quickly done with a calculator.

Real World Use of Scientific Concepts: Integrating Situated Cognition with Explicit Instruction

1998 ◽  
Vol 65 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Russell Gersten ◽  
Scott Baker
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Real World ◽  
Explicit Instruction ◽  
Situated Cognition ◽  
Contextual Learning ◽  
Problem Solving Skills ◽  
Problem Solving Strategies

This article presents a conceptual framework for refining instruction in science for students with disabilities. We review the concept of situated cognition as a way to address difficulties students have in retention and generalization, a perennial issue in special education. If a goal for students is real world use of problem-solving strategies, students must have opportunities for contextual learning. The proposed framework suggests that integration of explicit instruction in critical concepts, with cognitively based approaches that emphasize problem-solving skills on real world tasks may allow students with disabilities to be successful The implications this framework has in terms of policy, professional development, and the creation of learning environments that promote retention and transfer are discussed.

scholarly journals Students’ Problem-Solving Skill in Physics Teaching with Virtual Labs

2018 ◽  
Vol 2 ◽  
pp. 10 ◽  
Author(s):  
Gunawan Gunawan ◽  
Ni Made Yeni Suranti ◽  
Nina Nisrina ◽  
Lovy Herayanti
Keyword(s):  
Problem Solving ◽  
Solution Process ◽  
Control Group ◽  
Virtual Labs ◽  
Physics Teaching ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Problem Solving Process ◽  
High Level ◽  
Essay Test

Problem-solving is a high-level ability to find solution to a problem. In the problem-solving process, students have to identify and understand the problems, plan the solutions, execute the plans and review the resolution process. This ability is needed by students to produce meaningful knowledge. This article discusses the effect of virtual labs in physics learning toward student’s problem-solving abilities. The improvement of problem-solving skills was analyzed in each step of the solution process. This quasi-experimental study was conducted at three different senior high schools. There were 165 students participating in this study, all of whom were divided into three experimental groups and three control groups. The research instrument used was five to eight questions of essay test. The results showed that the problem-solving ability of the experimental group was higher than that of the control group at each school. The analysis of each problem-solving step showed that, in each school, the students' ability to identify and define the problem and also to establish goals and objectives show a similar result. Students have an excellent ability in identifying problem up to plan for problem-solving, whereas for the step of analyzing the choice of ideas and step to follow up of problem-solving overall still need to be improved. Students who are unable to complete a particular problem-solving step will not be able to complete the next step well.

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