A comparison of input‐output, process‐output, and input‐process‐output models of small group problem‐solving effectiveness

1988 ◽  
Vol 55 (2) ◽  
pp. 121-142 ◽  
Author(s):  
Susan Jarboe
Keyword(s):  
Problem Solving ◽  
Small Group ◽  
Output Process ◽  
Input Output ◽  
Input Process ◽  
Group Problem ◽  
Group Problem Solving ◽  
Process Output

scholarly journals ACTIVE-ating Artificial Intelligence: Integrating Active Learning in an Introductory Course

AI Magazine ◽  
2014 ◽  
Vol 35 (4) ◽  
pp. 125-126
Author(s):  
Marie DesJardins
Keyword(s):  
Artificial Intelligence ◽  
Student Engagement ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Active Center ◽  
Group Problem ◽  
Group Problem Solving ◽  
Introductory Course ◽  
Classroom Space

his column describes my experience with using a new classroom space (the ACTIVE Center), which was designed to facilitate group-based active learning and problem solving, to teach an introductory artificial intelligence course. By restructuring the course into a format that was roughly half lecture and half small-group problem-solving, I was able to significantly increase student engagement, their understanding and retention of difficult concepts, and my own enjoyment in teaching the class.

Relationship Between Small Group Problem-Solving Activity and Lectures in Health Science Curricula

2004 ◽  
Vol 68 (10) ◽  
pp. 1058-1080 ◽  
Author(s):  
Vimla L. Patel ◽  
Jose F. Arocha ◽  
Timothy Branch ◽  
Daniel R. Karlin
Keyword(s):  
Problem Solving ◽  
Small Group ◽  
Health Science ◽  
Group Problem ◽  
Group Problem Solving ◽  
Science Curricula

Evaluating Problem-solving Processes

1992 ◽  
Vol 85 (8) ◽  
pp. 664-666
Author(s):  
Sherry L. Meier
Keyword(s):  
Problem Solving ◽  
School District ◽  
Cooperative Learning ◽  
Small Group ◽  
Group Problem ◽  
Learning Groups ◽  
Group Problem Solving ◽  
Formal Evaluation ◽  
Mathematics Class ◽  
Problem Solving Process

During the years since NCTM first published An Agenda for Action (1980), our school district has incorporated more problem-solving instruction into mathematics classes. Although we have administered monthly problem-solving tests since the early 1980s, the emphasis of scoring has been strictly on the answer. Meanwhile, instruction regarding problem solving began to emphasize techniques and strategies. In short, instruction focused on process, but assessment still focused on the end product. My own research showed that this situation was not unique. When studying problem-solving instruction, I found that teachers who used cooperative-learning groups in problem-solving instruction often did not evaluate the problem-solving process in a formal manner. This lack of formal evaluation happened most frequently when teachers viewed this type of activity as for extra credit or enrichment. When teachers treated small-group problem-solving activities as a regular portion of the mathematics class, they were more likely to assess the results (Meier 1989). Even so, the focus of the instruction was process and the focus of the assessment was often results.

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