Problem Solving by Multiple Experts in a Distributed Diagnostic Context

1989 ◽  
Vol 33 (20) ◽  
pp. 1464-1467
Author(s):  
Douglas G. Hoecker
Keyword(s):  
Problem Solving ◽  
Diagnostic Strategy ◽  
Verbal Protocols ◽  
Risky Decision ◽  
Problem Solving Strategies ◽  
Rich Data ◽  
Problem Solvers ◽  
Multiple Experts ◽  
The Cost ◽  
Decision Making Behavior

This paper outlines results, both behavioral and methodological, of a pilot study whose objective was to develop a method for learning why experienced technicians' diagnoses of a supposedly self-diagnostic avionics system appeared to be false at rates approaching 50%, and for recommending actions to improve diagnostic performance. In this context, the cost of falsely removing a replaceable avionics module was high: thorough testing of a false ‘pull’ typically would require the better part of a day for a skilled specialist using costly test equipment, only to conclude: ‘re-tests ok’. Fifteen subject-matter experts solved three problems concerning avionics diagnosis in a counterbalanced experimental design. Results from analysis of scored verbal protocols suggest a multiplicity of problem-solving strategies used both across as well as within individuals. They also suggest that an important factor in developing a problem-specific diagnostic strategy is the user's estimate of cost for obtaining the needed data; often the cost is estimated to be too high, and the data are foregone, even when they are believed to be available ‘somewhere in the system’. Thus, problem-solvers appeared to knowingly engage in risky decision-making behavior that reflected compromises among conflicting goals. Another result was methodological: the ‘leveraged expert’ approach to scenario-driven problem solving provides rich data and useful insights into dealing with multiple experts in a problem domain.

scholarly journals Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

2016 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
Problem Solving ◽  
Procedural Knowledge ◽  
Mental Image ◽  
Research Subjects ◽  
Maximum Score ◽  
Mathematical Problems ◽  
Problem Solving Strategies ◽  
Thinking Process ◽  
Problem Solvers ◽  
Holistic Rubric

Solving problem is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores of 0 or 1 for both problems (naive problem solvers). The score was determined by using a holistic rubric with maximum score of 4. Each subject was interviewed by the researcher separately based on the subject’s solution. The results showed that the naive problem solvers read the problems for several times in order to understand them. The naive problem solvers could determine the known and the unknown if they were written in the problems. However, they faced difficulties when the information in the problems should be processed in their mindsto construct a mental image. The naive problem solvers were also failed to make an appropriate plan because they did not have a problem solving schema. The schema was constructed by the understanding of the problems, conceptual and procedural knowledge of the relevant concepts, knowledge of problem solving strategies, and previous experiences in solving isomorphic problems.

scholarly journals Game-based collaborative learning framework for computational thinking development

2020 ◽  
pp. 113-123
Author(s):  
Angelo Magno De Jesus ◽  
Ismar Frango Silveira
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Computational Thinking ◽  
Game Based Learning ◽  
Skill Sets ◽  
Learning Framework ◽  
Problem Solving Strategies ◽  
Apply Problem ◽  
Problem Solvers

Computational Thinking (CT) can amplify learners’ skill sets so that they become excellent problem-solvers. Game-Based Learning and Collaborative Learning are two approaches that may aid in the development of CT skills. This paper describes a framework based on Game and Problem-Based Learning Strategies which aims to enhance the CT teaching and improves students’ social skills, considering aspects of fun. The framework stands out for including collaborative learning features defined in the main literature. Also, the strategy was developed specifically to fit the games’ dynamics. The approach was evaluated via metacognitive and transactive analysis and by a survey. The results showed evidence that the method is able to stimulate interaction among students to apply problem-solving strategies.

Investigating problem-solving strategies of translation trainees with high and low levels of self-efficacy

2018 ◽  
Vol 1 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Roya Araghian ◽  
Behzad Ghonsooly ◽  
Afsaneh Ghanizadeh
Keyword(s):  
Problem Solving ◽  
Self Efficacy ◽  
Verbal Protocols ◽  
Affective Factors ◽  
Complex Processes ◽  
Approaches To Study ◽  
Problem Solving Strategies ◽  
Low Levels ◽  
The Impact ◽  
Cognitive And Metacognitive Strategies

Abstract Translatology adopts psychological and cognitive approaches to study the complex processes underlying translational phenomena. As such, it deals with both translations and the translators who produce them. The present study uses think-aloud protocols and keystroke logging to explore the impact of affective factors such as self-efficacy beliefs on the selection and application of translation problem-solving strategies by a group of trainee translators completing a translation task. Four translation trainees completed a Translation Self-efficacy Questionnaire. Participants with both high and low self-efficacy rankings were asked to translate a text using the Translog keylogger while simultaneously verbalizing their mental processes. Analysis of the verbal protocols indicated considerable differences within the group regarding the cognitive and metacognitive strategies that they chose to employ. The results suggested that low self-efficacy leads subjects to spend too much time translating, due to repeated attempts at production and extensive revision. Implications of the findings for translator training are discussed.

Problem Solving in the Preservice Classroom

1991 ◽  
Vol 39 (3) ◽  
pp. 41-43
Author(s):  
Ernest Woodward
Keyword(s):  
Problem Solving ◽  
Elementary School Teachers ◽  
State University ◽  
Trial And Error ◽  
School Teachers ◽  
Problem Solving Strategies ◽  
Problem Solving Process ◽  
One Year ◽  
Problem Solvers ◽  
Required Courses

My experience has been that teachers will not become teachers of problem solving until they first become problem solvers themselves. From that perspective, those of us who are responsible for the preparation of teachers need to ensure they get appropriate problem-solving experiences. Like many other colleges and universities across the country, Austin Peay State University has a one-year mathematics requirement for prospective elementary school teachers. Problem solving is emphasized in the three required courses. The initial course begins with a unit on the problem-solving process. Various problem-solving strategies—such as look for a pattern, build a table, draw a picture, use trial and error, write an equation, work backward, and solve a simpler problem—are introduced and illustrated. Throughout the year, problem-solving situations are presented within the framework of the specific mathematics topic being studied. Students are encouraged to employ the strategies that were learned in the first unit.

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

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.

Systems thinking, a consilience of values and logic

2005 ◽  
Vol 24 (4) ◽  
pp. 259-274
Author(s):  
Sameer Kumar ◽  
Thomas Ressler ◽  
Mark Ahrens
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Systems Thinking ◽  
Qualitative Reasoning ◽  
Colleges And Universities ◽  
Decision Makers ◽  
Modern World ◽  
Problem Solving Process ◽  
Problem Solvers

This article is an appeal to incorporate qualitative reasoning into quantitative topics and courses, especially those devoted to decision-making offered in colleges and universities. Students, many of whom join professional workforce, must become more systems thinkers and decision-makers than merely problem-solvers. This will entail discussion of systems thinking, not just reaching “the answer”. Managers will need to formally and forcefully discuss objectives and values at each stage of the problem-solving process – at the start, during the problem-solving stage, and at the interpretation of the results stage – in order to move from problem solving to decision-making. The authors suggest some methods for doing this, and provide examples of why doing so is so important for decision-makers in the modern world.

scholarly journals Using process data to understand problem-solving strategies and processes for drag-and-drop items in a large-scale mathematics assessment

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Yang Jiang ◽  
Tao Gong ◽  
Luis E. Saldivia ◽  
Gabrielle Cayton-Hodges ◽  
Christopher Agard
Keyword(s):  
Problem Solving ◽  
Time Allocation ◽  
Large Scale ◽  
Solution Process ◽  
Process Data ◽  
Mathematics Assessments ◽  
Assessment Design ◽  
Eighth Grade Students ◽  
Problem Solving Strategies ◽  
Drag And Drop

AbstractIn 2017, the mathematics assessments that are part of the National Assessment of Educational Progress (NAEP) program underwent a transformation shifting the administration from paper-and-pencil formats to digitally-based assessments (DBA). This shift introduced new interactive item types that bring rich process data and tremendous opportunities to study the cognitive and behavioral processes that underlie test-takers’ performances in ways that are not otherwise possible with the response data alone. In this exploratory study, we investigated the problem-solving processes and strategies applied by the nation’s fourth and eighth graders by analyzing the process data collected during their interactions with two technology-enhanced drag-and-drop items (one item for each grade) included in the first digital operational administration of the NAEP’s mathematics assessments. Results from this research revealed how test-takers who achieved different levels of accuracy on the items engaged in various cognitive and metacognitive processes (e.g., in terms of their time allocation, answer change behaviors, and problem-solving strategies), providing insights into the common mathematical misconceptions that fourth- and eighth-grade students held and the steps where they may have struggled during their solution process. Implications of the findings for educational assessment design and limitations of this research are also discussed.

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