High school students’ modelling ability in creative problem-solving

This study was aimed at investigating adaptive reasoning ability of junior high school students through the implementation of the creative problem solving model. This study employed a mixed-method approach using an embedded concurrent strategy. Thirty students were selected randomly as the sample from 180 Year 8 students, and six students were selected to be observed and further interviewed after the final test. The instruments used were a test and interview questions. The results showed that there was a significant increase in the students' ability between the pre-test and post-test. In addition, there was also an increase in the ability of the six students based on an adaptive reasoning rubric. The increase was more dominant for the first and fifth indicators while the increases of the second and fourth indicators varied. Some students were able to solve the problem based on the indicators, but it was incomplete due to miscalculation, and some students were lacking in the ability to find the pattern and drawing a correct conclusion as a result of the profound basic knowledge. In general, these results indicated that students were able to develop adaptive reasoning although the maximum score could not be achieved.The use of creative problem solving model to develop adaptive reasoning ability: Inductive, deductive and intuitive

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Programming and Problem Solving: Will Two Languages Do it?

Journal of Educational Computing Research ◽

10.2190/nqmu-9aed-rdd7-4r5n ◽

1988 ◽

Vol 4 (4) ◽

pp. 467-484 ◽

Cited By ~ 4

Author(s):

Diane McGrath

Keyword(s):

Second Language ◽

High School Students ◽

Problem Solving ◽

Programming Language ◽

First Language ◽

Creative Problem Solving ◽

School Students ◽

Problem Solving Skills ◽

Creative Problem ◽

First Programming Language

High school students learning a second programming language, students learning a first language, and students receiving no programming instruction were compared to determine whether instruction in a second language helps produce transfer of problem-solving skills. Approximately half of each programming group received a two-week problem-solving intervention. Six problem-solving measures were used: use of re-useable procedures, solution of problems by analogy, solution of Hanoi-like problems (recursive procedures), creative problem solving, use of the biconditional, and debugging. Students receiving the problem-solving intervention in their first programming language course improved ( p < .05) on the use of the biconditional and on creative problem solving. Students learning a second language were significantly better at debugging ( p < .05) than those learning only a first language. Suggestions are made for further research.

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Relationship between Primary School Students’ Perception on Creative Teaching Behavior and Creative Problem Solving : The Mediating Effect of Academic Self Efficacy

Asian Journal of Education ◽

10.15753/aje.2016.09.17.3.107 ◽

2016 ◽

Vol 17 (3) ◽

pp. 107-127

Author(s):

Yeonhee So

Keyword(s):

Problem Solving ◽

Primary School ◽

Mediating Effect ◽

Primary School Students ◽

Creative Problem Solving ◽

School Students ◽

Creative Teaching ◽

Teaching Behavior ◽

Creative Problem ◽

Academic Self Efficacy

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IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

Scholarly Research Journal for Interdisciplinary Studies ◽

10.21922/srjis.v4i36.10075 ◽

2017 ◽

Vol 4 (36) ◽

Author(s):

J. Navaneetha Krishnan ◽

P. Paul Devanesan

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Sample Survey ◽

Survey Method ◽

Teaching Mathematics ◽

School Students ◽

Problem Solving Strategies ◽

Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

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