Scaffolding the development of problem-solving skills in chemistry: guiding novice students out of dead ends and false starts

2017 ◽  
Vol 18 (3) ◽  
pp. 486-504 ◽  
Author(s):  
Elizabeth Yuriev ◽  
Som Naidu ◽  
Luke S. Schembri ◽  
Jennifer L. Short
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Conceptual Problem ◽  
Instructional Techniques ◽  
Problem Solving Skills ◽  
Knowing How ◽  
Instructor Feedback ◽  
Problem Solving Process ◽  
Novice Students ◽  
Work Done

To scaffold the development of problem-solving skills in chemistry, chemistry educators are exploring a variety of instructional techniques. In this study, we have designed, implemented, and evaluated a problem-solving workflow – “Goldilocks Help”. This workflow builds on work done in the field of problem solving in chemistry and provides specific scaffolding for students who experience procedural difficulties during problem solving, such as dead ends (not being able to troubleshoot) and false starts (not knowing how to initiate the problem-solving process). The Goldilocks Help workflow has been designed to scaffold a systematic problem-solving process with a designation of explicit phases of problem solving, to introduce students to the types of questions/prompts that should guide them through the process, to encourage explicit reasoning necessary for successful conceptual problem solving, and to promote the development of metacognitive self-regulation skills. The tool has been implemented and evaluated over a two-year period and modified based on student and instructor feedback. The evaluation demonstrated a shift in students’ beliefs in their capacities to use the strategies required to achieve successful problem solving and showed their capacity to employ such strategies.

scholarly journals Implementation of problem-based learning to improve problem-solving skills in vocational high school

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Reny Murni Hidayati ◽  
Wagiran Wagiran
Keyword(s):  
Problem Solving ◽  
Group Work ◽  
Time Allocation ◽  
Problem Based Learning ◽  
Class Action ◽  
Research Model ◽  
Vocational High School ◽  
Problem Solving Skills ◽  
Problem Solving Process ◽  
Work Done

This research aims to understand the implementation of Problem-Based Learning (PBL) to improve students' problem solving skills. This research is a class action research model of Kemmis & Taggart which was carried out in three cycles, each cycle consisted of two meetings. The data were analyzed descriptively. The results showed how PBL on computer subject and basic networks can improve problem solving skills. Improvements occured in all aspects of observation. In problem solving skills, the average of cycle I was 67.75% increased in cycle II with an average of 76.76% and increased in cycle III amounted to 80.325%. PBL is able to improve problem solving skills with the steps: 1) orienting students to the problem classically; 2) organizing students to study in a group work of 4 people and the division of tasks for each member; 3) guiding individual and group investigations on the same topic, discussed maximum in two groups; 4) developing and presenting the work done in front of the class with more time allocation in the discussion session; 5) analyzing and evaluating the problem-solving process that focuses on re-checking the results.

scholarly journals A Detailed Characterization of the Expert Problem-Solving Process in Science and Engineering: Guidance for Teaching and Assessment

2021 ◽  
Vol 20 (3) ◽  
pp. ar43
Author(s):  
Argenta M. Price ◽  
Candice J. Kim ◽  
Eric W. Burkholder ◽  
Amy V. Fritz ◽  
Carl E. Wieman
Keyword(s):  
Problem Solving ◽  
Disciplinary Knowledge ◽  
Science And Engineering ◽  
Detailed Characterization ◽  
Problem Solving Skills ◽  
Problem Solving Process

A study of the problem-solving process used by skilled practitioners across science, engineering, and medicine revealed that their process can be characterized by a set of 29 specific decisions. They select and use frameworks of disciplinary knowledge to make those decisions. This work will enable better assessment and teaching of problem-solving skills.

Cognitive Functionality of Multimedia in Problem Solving

2008 ◽  
pp. 1233-1247
Author(s):  
Robert Zheng
Keyword(s):  
Information Retrieval ◽  
Problem Solving ◽  
Cognitive Load ◽  
Mental Representation ◽  
Cognitive Functions ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Problem Solving Skills ◽  
Teaching Problem ◽  
Problem Solving Process

Teaching problem solving can be a challenge to teachers. However, the challenge is oftentimes not due to a lack of skills on the part of learners but due to an inappropriate design of media through which the problem is presented. The findings of this study demonstrate that appropriately designed multimedia can improve learners’ problem solving skills because of the cognitive functions such media have in facilitating mental representation and information retrieval and maintenance, as well as reducing cognitive load during the problem solving process. Suggestions were made on how to apply interactive multimedia to teaching and learning.

Collaborative Solution Discovery: A Problem Solving Process

2019 ◽  
pp. 100-103
Author(s):  
Katharine Clemmer
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Real Time ◽  
School System ◽  
Mathematical Thinking ◽  
Self Regulation ◽  
Math Learning ◽  
New Approach ◽  
Problem Solving Process ◽  
The Way

Loyola Marymount University (LMU) has developed a new approach to problem solving, Collaborative Solution Discovery (CSD), to help practitioners in a school system leverage their individual passions in a way that grows students’ positive math identity through mathematical thinking, problem solving, and self-regulation. By focusing on how students and teachers interact with each other in real-time in an ideal classroom, practitioners take ownership of a process to guide their students in growing their positive math identity and thus taking ownership of their own math learning. Practitioners measure progress along the way through metrics that are created, defined, used, and continually refined by themselves to attain their ideal math learning environment. The entire CSD process results in a system that owns ist improvement efforts—improvement efforts that are flexible, adaptable, and sustainable.

scholarly journals A Study on the Relationship Between Seventh-Grade Students’ Self-Regulation Skills and Their Problem-Solving Achievements

2019 ◽  
Vol 5 (1) ◽  
pp. 71
Author(s):  
Bünyamin Aydın ◽  
Dilek Sezgin Memnun ◽  
Emre Dinç ◽  
Sevgi Arsuk ◽  
Hilal Meriç
Keyword(s):  
Problem Solving ◽  
Skill Development ◽  
Self Regulation ◽  
Positive Relationships ◽  
Seventh Grade ◽  
Problem Solving Skills ◽  
Low Level ◽  
The Relationship ◽  
Academic Year

This study aimed to determine the relationship between routine/non-routine problem-solving achievements and self-regulation skills of seventh-grade students who are educated in Turkey. For this purpose, in the 2016-2017 academic year, 133 seventh-grade students who were randomly selected in Denizli and Bursa provinces were studied. In the scope of the study, students were asked to answer routine/non-routine problem-solving tests, prepared by the researchers and the Motivated Strategies for Learning Questionnaire (MSLQ). When the data obtained from the analysis were examined, it was explained that the seventh-grade students attending the study need to develop their routine problem-solving skills and focus more on non-routine problem-solving skill development. Also, it was concluded that there are low-level and positive relationships between students’ routine problem-solving and self-regulation skills, and non-routine problem-solving and self-regulation skills.

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.

scholarly journals PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH PADA MATERI POLA BILANGAN DI KELAS VII SEKOLAH MENENGAH PERTAMA

2018 ◽  
Vol 7 (1) ◽  
pp. 63-74
Author(s):  
Iyam Maryati
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Problem Based Learning ◽  
Learning Model ◽  
Problem Solving Skills ◽  
Teachers And Students ◽  
Essential Knowledge ◽  
Problem Solving Process ◽  
High Level ◽  
Phase Analyze

AbstrakArtikel ini menyajikan bagaimana model Pembelajaran Berbasih Masalah diterapkan pada materi pola bilangan di kelas VII Sekolah Menengah Pertama. Pembelajaran Berbasis Masalah (Problem Based Learning) adalah suatu pendekatan pembelajaran yang menggunakan masalah dunia nyata sebagai suatu konteks bagi siswa untuk belajar tentang cara berfikir kritis dan keterampilan pemecahan masalah, serta untuk memperoleh pengetahuan dan konsep yang esensial dari materi pelajaran. Pembelajaran berbasis masalah digunakan untuk merangsang berfikir tingkat tinggi dalam situasi berorientasi masalah, termasuk didalamnya belajar bagaimana belajar. Adapun langkah-langkah dari model pembelajaran tersebut  memiliki 5 tahapan yaitu 1) Tahap orientasi peserta didik pada masalah, 2) Tahap mengorganisasi peserta didik dalam belajar. 3) Tahap membimbing penyelidikan secara individu maupun kelompok. 4) Tahap mengembangkan dan menyajikan hasil karya. 5) Tahap  menganalisa dan mengevaluasi proses pemecahan masalah. Selanjutnya bagaimana aktifitas guru dan siswa dalam model Pembelajaran Berbasis Masalah (Problem Based Learning) dalam materi pola bilangan akan dibahas dalam artikel ini. AbstractThis article presents how the Problem-Based Learning model is applied to the numerical pattern material in Grade VII of Junior High School. Problem Based Learning is a learning approach that uses real-world problems as a context for students to learn about critical thinking and problem-solving skills, and to acquire essential knowledge and concepts from subject matter. Problem-based learning is used to stimulate high-level thinking in problem-oriented situations, including learning how to learn. The steps of the learning model have 5 stages namely 1) Stage orientation learners on the problem, 2) Stage of organizing learners in learning. 3) Stage guiding individual and group investigations. 4) Stage of developing and presenting the work. 5) Phase analyze and evaluate problem solving process. Furthermore, how the activities of teachers and students in the model of Problem Based Learning (Problem Based Learning) in the matter of number patterns will be discussed in this article.

scholarly journals Analysis of Mathematical Problem Solving Capabilities : Impact of Improve and OSBORN Learning Models on Management Education

2020 ◽  
Vol 3 (1) ◽  
pp. 17-26
Author(s):  
Munifah Munifah ◽  
Windi Septiyani ◽  
Indah Tri Rahayu ◽  
Rahmi Ramadhani ◽  
Hasan Said Tortop
Keyword(s):  
Problem Solving ◽  
Design Method ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Sample Test ◽  
Problem Solving Process ◽  
The Impact

Objectives The ability to solve problems is to gain knowledge and motivation in the problem solving process of students. The researcher used the IMPROVE and OSBORN learning models to improve problem solving skills. The IMPROVE and OSBORN learning models emphasize the development of optimal mathematical skills and generate new ideas in the process of problem solving. This research is used to see the impact of the IMPROVE learning model and OSBORN learning model which is better in mathematical problem solving abilities. This research uses the Quasy Experimental Design method. Hypothesis testing uses an independent sample test. The conclusion of the study is the mathematical problem solving ability of students who use the IMPROVE learning model is better than the mathematical problem solving abilities of students who use the OSBORN learning model.

scholarly journals Using Coherence Analysis to Characterize Self-Regulated Learning Behaviours in Open-Ended Learning Environments

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
James R Segedy ◽  
John S Kinnebrew ◽  
Gautam Biswas
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Self Regulation ◽  
Learning Task ◽  
Coherence Analysis ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Behaviours ◽  
Insight Into

Researchers have long recognized the potential benefits of using open-ended computer-based learning environments (OELEs) to study aspects of students’ self-regulated learning behaviours. However, measuring self-regulation in these environments is a difficult task. In this paper, we present our work in developing and evaluating coherence analysis (CA), a novel approach to interpreting students’ learning behaviours in OELEs. CA focuses on the learner’s ability to interpret and apply information encountered while working in the OELE. By characterizing behaviours in this manner, CA provides insight into students’ open-ended problem-solving strategies as well as the extent to which they understand the nuances of their current learning task. To validate our approach, we applied CA to data from a recent classroom study with Betty’s Brain. Results demonstrated relationships between CA-derived metrics, prior skill levels, task performance, and learning. Taken together, these results provide insight into students’ SRL processes and suggest targets for adaptive scaffolds to support students’ development of science understanding and open-ended problem solving skills.

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