Focus on the Structure of the Problem in Enrichment or Acceleration Programming for the Gifted and Talented

1992 ◽  
Vol 8 (3) ◽  
pp. 139-145 ◽  
Author(s):  
Robert J. Kirschenbaum
Keyword(s):  
Problem Solving ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Integrated Approach ◽  
Large Impact ◽  
Enrichment Programs ◽  
Problem Solving Skills ◽  
Problem Situations ◽  
School And Community ◽  
Structured Problems

The problem situations that students encounter in acceleration and enrichment programs for the gifted and talented have a potentially large impact on the development of their problem-solving ability. The acceleration approach as described by Stanley and Benbow (Benbow, 1979; Stanley, 1979) requires students to concentrate on learning the algorithms and strategies necessary for solving “well-structured” problems that are presented to them by an instructor. The enrichment approach of Renzulli and Reis (Renzulli, 1977; Renzulli and Reis, 1985) encourages students to discover problem situations in their school and community and maintains a much greater expectation that students will formulate projects based on “ill-structured” problems. It is concluded that students may practise and thereby learn mutually exclusive problem-solving skills and strategies through involvement in either acceleration or enrichment programs, so an integrated approach to gifted education is advocated on theoretical grounds.

scholarly journals Developing science students’ metacognitive problem solving skills online

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Rowan W. Hollingworth ◽  
Catherine McLoughlin
Keyword(s):  
Problem Solving ◽  
New England ◽  
Design Guidelines ◽  
First Year ◽  
Online Environment ◽  
Metacognitive Skills ◽  
Science Students ◽  
Problem Solving Skills ◽  
Structured Problems ◽  
Reflective Skills

<span>Technology is increasingly being harnessed to improve the quality of learning in science subjects at university level. This article sets out, by incorporating notions drawn from constructivist and adult learning theory, a foundation for the design of an online environment for the acquisition of metacognitive problem solving skills. The capacity to solve problems is one of the generic skills now being promoted at tertiary level, yet for many learners problem-solving remains a difficulty. In addition, there are few instances of instructional design guidelines for developing learning environments to support the metacognitive skills for effective problem solving. In order to foster the processes of metacognitive skills explicitly in first year science students, we investigated areas where cognitive support was needed. The aim was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enabled them to define, plan and self monitor their thinking during problem solving. In tertiary science, both well-structured and ill-structured problems are encountered by students, thus a repertoire of skills must be fostered. A model for supporting metacognitive skills for problem solving is presented in the context of an online environment being developed at the University of New England.</span>

The Role of Technology in Providing Effective Gifted Education Services in Clustered Classrooms

2016 ◽  
pp. 550-568
Author(s):  
Geri Collins ◽  
Jeffrey Hall ◽  
Bridget Taylor
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Gifted Education ◽  
Lesson Plan ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Problem Solving Skills ◽  
Content Areas ◽  
Education Services

The purpose of this chapter is to examine the rationale of clustered classrooms and to explore methods of using technology to enhance the educational outcomes of gifted students in clustered classrooms. The need for this training is great because clustered classrooms can help teachers overcome the problems associated with mixed-ability groupings, tight budgets, and accusations of elitism that often plague gifted education services (Brulles & Winebrenner, 2012). The chapter includes research-based strategies for facilitating clustered classrooms, provides ideas for incorporating technology across multiple content areas, identifies what exemplary student products should look like, and offers a sample lesson plan that can be adapted to cultivate problem-solving skills, critical thinking, and collaboration in a clustered classroom. By highlighting and examining these issues, the authors hope that more teachers will utilize the clustered classroom model, providing outstanding educational opportunities that can benefit all students.

Implementing the Standards: Incorporating Mathematical Modeling into the Curriculum

1991 ◽  
Vol 84 (5) ◽  
pp. 358-365
Author(s):  
Frank Swetz
Keyword(s):  
Mathematical Modeling ◽  
Problem Solving ◽  
Original Problem ◽  
Problem Situation ◽  
Multistage Process ◽  
Problem Solving Skills ◽  
Evaluation Standards ◽  
Problem Situations ◽  
Real World Problem ◽  
The Impact

In suggesting plans of action for the reform of mathematics education in North America, NCTM reports have focused strongly on the need to improve problem-solving skills and the need to “do” mathematics. Most recently, these goals have been reiterated and clarified in Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). In discussing the impact of Standard 1: Mathematics as Problem Solving on students in grades 9-12, the report notes that students should be able to “apply the process of mathematical modeling to real-world problem situations” (p. 137). By using the phrase “apply the process of mathematical modeling,” the authors of this standard were most precise in their language. Mathematical modeling is a process and must be taught as a process. Certainly mathematical modeling involves problems, but it should not be considered as merely a collection of interesting problems and solution schemes. More important, modeling is a multistage process that evolves from the identification and mathematical articulation of a problem through its eventual solution and the testing of that solution in the original problem situation. The challenge for teachers is to understand this process of mathematical modeling and to apply it effectively in problem solving.

scholarly journals Investigating Elementary Students’ Problem Solving and Teacher Scaffolding in Solving an Ill-Structured Problem

2020 ◽  
Vol 8 (4) ◽  
pp. 274
Author(s):  
Mi Kyung Cho ◽  
Min Kyeong Kim
Keyword(s):  
Problem Solving ◽  
Elementary Students ◽  
Mathematics Classroom ◽  
Problem Situation ◽  
Problem Solving Skills ◽  
Elementary School Mathematics ◽  
Related Information ◽  
Structured Problems ◽  
Access Information ◽  
Study Participants

This study investigated the features of elementary students’ problem solving skills, when teachers provide scaffolding in the process of solving an ill-structured problem in an elementary school mathematics classroom in Seoul, South Korea. In this study, participants solved the ill-structured problem following the phases of Analyze, Browse, Create, Decision-making, and Evaluate. When problem solving was completed without the phase of the Evaluate, to provide metacognitive scaffolding helped to analyze the information of the problem in more depth by returning to identifying related information, which was the sub-phase of Analyze and Browse. When there were difficulties in deepening their understanding of the information from the problem situation, to provide strategic scaffolding helped to access information in an organized way and facilitated solving an ill-structured problem. Based on these results, this study draws implications about scaffolding that can help in the process of solving ill-structured problems, and ultimately suggests the direction to advance to improve problem solving ability in mathematics education.

Effects of a Negative Social Experience on the Emotional and Social-Cognitive Responses of Aggressive-Rejected Children

1989 ◽  
Vol 69 (2) ◽  
pp. 371-382 ◽  
Author(s):  
Frank Vitaro ◽  
Daniel Pelletier ◽  
Sylvain Coutu
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Social Cognitive ◽  
Social Problem Solving ◽  
Cognitive Responses ◽  
Problem Solving Skills ◽  
Problem Situations ◽  
The Social ◽  
Group 2 ◽  
Group 1

Social problem-solving skills of aggressive-rejected children are usually assessed through hypothetical situations in a neutral setting where little or no reference is made to the emotional aspects. The aim of this study was to evaluate the social problem-solving skills of 57 aggressive-rejected (Group 1) and 57 prosocial-popular (Group 2) children of both sexes in Grades 1 and 2 by using as problem situations what happened in standardized provocations involving them with a trained peer-accomplice. An individual interview, aimed at disclosing emotions felt during the provocations, intentions attributed to the accomplice and possible reactions if confronted again with the same provocations, was conducted immediately after the session for half the subjects of each group. The other subjects were interviewed after a 10-min. delay. Analysis showed that Group 1 subjects would be less verbally assertive than Group 2 subjects if confronted again with the same provocations. The first graders from Group 1 also attributed fewer positive intents to the author of the provocations than Group 2 classmates. Second graders of both groups attributed more negative and fewer positive intents to the peer-accomplice when the interview immediately followed the provocations than when it was delayed. Similarly, second grade boys interviewed right away were more prone to use physical and verbal retaliation if the provocations were to happen again. These results highlight the influence of emotions on the social reasoning skills of aggressive-rejected and nonaggressive-nonrejected children.

Perceived Problem-Solving Skills and Drinking Patterns among College Students

1989 ◽  
Vol 65 (3_suppl2) ◽  
pp. 1235-1244 ◽  
Author(s):  
Janice G. Williams ◽  
Kathryn J. Kleinfelter
Keyword(s):  
Problem Solving ◽  
Alcohol Use ◽  
Continuous Variable ◽  
Drinking Patterns ◽  
Problem Solving Skills ◽  
Problem Situations ◽  
Major Predictor ◽  
Alternative Behaviors ◽  
Cognitive Social Learning ◽  
Southern University

The cognitive social-learning-theory literature on alcohol abuse points to failure to generate appropriate alternative behaviors to drinking as a major predictor of relapse to drinking. Viewing drinking as a continuous variable, ranging from abstinence to abuse, it should be possible to demonstrate a relationship between problem-solving abilities and drinking patterns. The hypothesis that individuals' perceived problem-solving skills are related to their pattern of alcohol use was examined. It was expected that poorer perceived problem-solving skills would be related to maladaptive use of alcohol in response to problem situations. 192 students in Introductory Psychology at a midsized southern university participated. Each subject completed questionnaires assessing frequency and quantity of alcohol use, and stimuli associated with the onset of drinking. The Problem-solving Inventory was used to measure perceived problem-solving skills. Drinking pattern variables were formed by factor analysis. Canonical correlation analysis of the data supported the hypotheses. Students with lower confidence in problem-solving capabilities reported greater use of alcohol to cope with negative emotions and to escape from responsibilities than students with high confidence in their abilities. Amount of alcohol consumed was not related to problem-solving skills.

scholarly journals Analysis of Programming Skills Concept in Developing Problem Solving Skills

2019 ◽  
Vol 25 (1) ◽  
pp. 43-51
Author(s):  
Rina Harimurti ◽  
Ekohariadi Ekohariadi ◽  
Munoto Munoto ◽  
I Gusti Putu Asto B ◽  
Elizabeth Titiek Winanti
Keyword(s):  
Problem Solving ◽  
Programming Languages ◽  
Formal Education ◽  
Computational Thinking ◽  
Integrated Approach ◽  
Thinking Skills ◽  
School Curriculum ◽  
School Students ◽  
Problem Solving Skills ◽  
Programming Skills

Programming refers to a set of processes of writing, testing and correcting the program code aimed at creating a program that can do certain works in accordance with the programmer’s instructions, it requires the mastery of algorithms, logic and programming languages. This study discusses the concept of programming skills to develop problem solving skills, which focuses on secondary school students. Various activities allow students to collaborate and develop problem solutions. Some previous studies suggest that students can obtain knowledge and programming skills through formal and non-formal education even though formal education shows better results of students’ attainments. Given a basic programming skills, students are expected to have a high level of reasoning for their better problem solving skills to solve complex problems using computers through an integrated approach between thinking skills and computational thinking (CT). Computer programming has the effect of reasoning abilities for students, problem solving and self-efficacy. Currently, programming-based computation has been introduced in school curriculum at different levels. Consequently, teachers are required to teach relevant materials relevantly to the current curriculum.

scholarly journals IMPROVING PROBLEM SOLVING AND SOLUTION DESIGN SKILLS USING PROBLEM FLOW COACHES IN CAPSTONE PROJECTS

2011 ◽  
Author(s):  
Paul R. Rousseau ◽  
Nikolai Khomenko
Keyword(s):  
Problem Solving ◽  
Russian Language ◽  
Project Teams ◽  
Metacognitive Skills ◽  
Problem Solving Skills ◽  
Design Concepts ◽  
Structured Problems ◽  
Solution Design ◽  
Design Skills ◽  
Capstone Projects

Engineers are known for their ability to solve problems and design solutions to those problems. There is an increasing concern that engineering education is failing to prepare students to properly address complex, ill-structured problems in the context of multi-disciplinary teams in order to produce innovative solutions and designs. Instructional solutions such as coaching, active learning, helping students develop metacognitive skills, and the direct teaching of creative problem solving skills have been proposed and will be discussed. This paper introduces a concept of “problem flow coaches,” who work closely with the capstone project teams. The problem flow coach, with expertise in systematic inventive problem solving methodologies, specifically OTSM (Russian language acronym for General Theory of Powerful Thinking) that is inclusive widely used problem solving methodology TRIZ, assists students in developing the cognitive and metacognitive skills needed to define, analyse and solve complex problems and develop innovative design concepts.

Foundations for Curriculum Integration

2019 ◽  
pp. 1-11
Author(s):  
Lori T. Meier
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Curriculum Integration ◽  
Integrated Approach ◽  
Curriculum Planning ◽  
Past Century ◽  
Problem Solving Skills ◽  
K 12

An integrated approach to curriculum planning, instruction, and assessment in K-12 classrooms has long been discussed in educational theory and curriculum studies scholarship. Although it has taken on various terminologies and distinctions over the past century, the foundations of integrated teaching and learning fundamentally seek to organize curriculum and instructional experiences in meaningfully connected and holistic ways, so that students will experience interdisciplinary content knowledge and problem-solving skills that lead them towards real-world understandings. This chapter will explore the curriculum foundations for integration, define various ways in which integration has been discussed in the literature, and provide a brief overview of the rationale and research supporting the distinct integration of science and literacy practices.

Sign in / Sign up

Export Citation Format

Share Document