3-Step Charrette: A Framework for Teaching Students to Solve Complex Problems in a Real-World Environment

2019 ◽  
pp. 237929811985570
Author(s):  
Paul Arthur Bodine ◽  
Natasha Palesa Mothapo ◽  
Karen Reardon
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Design Thinking ◽  
Research Teams ◽  
Business Architecture ◽  
Needed Information ◽  
Consulting Design ◽  
Strategy Consulting ◽  
World Environment ◽  
Real World Problems

The 3-Step Charrette problem-solving methodology turns the classroom into a consulting firm. It trains participants to solve complex, real-world problems cooperatively and systematically. Participants identify needed information and perform several research cycles in teams to gain knowledge to examine the root causes of a presented problem. Participants then re-form into different groups to find solutions, ultimately consolidating their chosen solutions into a plan of action. The jigsaw transposition from research teams to solving groups ensures that participants acquire needed expertise and properly characterize the problem before attempts to fashion solutions even begin. As participants follow the procedure, the instructor guides them using in-stream debriefing. Designed for use with a live client, this experiential exercise is useful for capstone, strategy, consulting, design thinking, and business architecture courses.

From Problem-Solving Paradigm to Co-Ontogenic Drift: How Do Learning Narratives Self-Generate?

Leonardo ◽  
2011 ◽  
Vol 44 (2) ◽  
pp. 133-138
Author(s):  
Johann van der Merwe ◽  
Julia Brewis
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Design Education ◽  
Design Theory ◽  
Social Situation ◽  
Theory And Practice ◽  
Use Of Self ◽  
Real World Problems

It is now an accepted maxim in design theory and practice that real-world problems needing the attention of design practitioners are not neat and well-structured, but ill-structured and “wicked”—part of a larger, complex social situation. For design education, then, to take its lead from contemporary social, political and economic structures, it will have to seriously re-think its problem-solving paradigms. The authors investigate the use of self-generating learning narratives in the classroom and contrast the approach they introduce with the still-too-prevalent notion that knowledge can be transferred from teacher to student. Their methodology draws from ideas formulated by Maturana and Varela on autopoiesis, specifically the notion of co-ontogenic drift.

What Is in the Daily News? Problem-Solving Opportunities!

1999 ◽  
Vol 5 (7) ◽  
pp. 390-394
Author(s):  
Robyn Silbey
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Daily News ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
The Everyday ◽  
Everyday World ◽  
Real World Problems

In An Agenda for Action, the NCTM asserted that problem solving must be at the heart of school mathematics (1980). Almost ten years later, the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stated that the development of each student's ability to solve problems is essential if he or she is to be a productive citizen. The Standards assumed that the mathematics curriculum would emphasize applications of mathematics. If mathematics is to be viewed as a practical, useful subject, students must understand that it can be applied to various real-world problems, since most mathematical ideas arise from the everyday world. Furthermore, the mathematics curriculum should include a broad range of content and an interrelation of that content.

Is Participation in the Volunteer Income Tax Assistance (VITA) Program Associated with Students' Problem-Solving Skills and Professional Commitment?

2015 ◽  
Vol 31 (1) ◽  
pp. 71-90 ◽  
Author(s):  
Anne L. Christensen ◽  
Angela M. Woodland
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Real World ◽  
Income Tax ◽  
Learning By Doing ◽  
Accounting Education ◽  
Accounting Students ◽  
Professional Commitment ◽  
Problem Solving Skills ◽  
Real World Problems

ABSTRACT The Accounting Education Change Commission (AECC 1990, 309) states accounting students “should identify and solve unstructured problems that require the use of multiple information sources. Learning by doing should be emphasized.” The Pathways Commission (2012) also emphasizes the importance of exposing students to complex, real-world problems. Volunteer Income Tax Assistance (VITA) participation is an experiential learning opportunity with real-world problems and real clients in a professional setting. Using survey data obtained from students at seven U.S. universities, we test whether students who participate in VITA programs have greater professionalism as measured by problem-solving skills and professional commitment. Our results generally indicate participation in VITA programs is positively and significantly associated with problem-solving skills, but not with commitment to the profession. We do not find strong evidence that the association between VITA participation and problem solving differs significantly between traditional (age 25 and under) and nontraditional students (over age 25) or that the association differs significantly for students who intend to pursue tax careers and those who do not. Our study contributes to the extant literature on the effectiveness of experiential learning, to our understanding of attributes of professionalism in students, and to the specific benefits of the VITA program.

Swarm Intelligence for Electromagnetic Problem Solving

2017 ◽  
pp. 69-100 ◽  
Author(s):  
Luciano Mescia ◽  
Pietro Bia ◽  
Diego Caratelli ◽  
Johan Gielis
Keyword(s):  
Stochastic Process ◽  
Sensitivity Analysis ◽  
Problem Solving ◽  
Swarm Intelligence ◽  
Real World ◽  
Computational Burden ◽  
Electromagnetic Problems ◽  
Definition Of ◽  
Quantum Pso ◽  
Real World Problems

The chapter will describe the potential of the swarm intelligence and in particular quantum PSO-based algorithm, to solve complicated electromagnetic problems. This task is accomplished through addressing the design and analysis challenges of some key real-world problems. A detailed definition of the conventional PSO and its quantum-inspired version are presented and compared in terms of accuracy and computational burden. Some theoretical discussions concerning the convergence issues and a sensitivity analysis on the parameters influencing the stochastic process are reported.

Problem-Solving Sociology

2021 ◽  
Author(s):  
Monica Prasad
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
Real World ◽  
Social Problems ◽  
Sociological Research ◽  
Research Projects ◽  
Contemporary Sociology ◽  
Do So ◽  
Real World Problems

Problem-solving sociology attempts to use the traditions of sociological research to solve real-world problems, and uses the attempt to grapple with real-world problems as a way to reformulate understandings of society and renew or reinvent those traditions. This book provides advice for how to turn an interest in solving major social problems into research projects that begin to do so. The book provides suggested methods and tools, models of successful problem-solving research conducted by established scholars as well as by undergraduate and graduate students, defenses against some common objections, and an exploration of where this kind of work fits in contemporary sociology.

Developing Pre-Service Teachers' STEM Skills With Raspberry Pi Activities

2021 ◽  
pp. 327-351
Author(s):  
Georgios Bampasidis ◽  
Apostolia Galani ◽  
George Koutromanos
Keyword(s):  
Problem Solving ◽  
Qualitative Analysis ◽  
Real World ◽  
Raspberry Pi ◽  
Effective Strategy ◽  
Learning Potential ◽  
Primary School Teachers ◽  
School Knowledge ◽  
Real World Problem ◽  
Real World Problems

The aim of this study was to explore the development of pre-service primary school teachers' STEM skills with Raspberry Pi activities. Data were collected from 16 pre-service teachers through semi-constructed interviews, reports, and a questionnaire. The results of the qualitative analysis showed that the participants developed the STEM skills mentioned in the literature such as confidence, computing, problem-solving, creativity, technological skills, and enhanced the learning potential of robotics. Moreover, the ready-to-use Python codes on Raspberry Pi platform could be an effective strategy for pre-service teachers with lack of programming to provide solutions on real-world problems. In addition, the participants successfully connected the Raspberry Pi, sensor kits, and Python scripts with real-world problems. This equipment motivated them to transpose a real-world problem to school knowledge. According to the results the combination of Raspberry Pi, sensors, and Python helped the participants upskill in computing.

The Thought Machine

2021 ◽  
pp. 1-30
Author(s):  
Monica Prasad
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Social Problems ◽  
Difficult Problem ◽  
Sociological Research ◽  
Real World Problems

This chapter introduces problem-solving sociology and addresses three practices within the discipline that make it difficult. Problem-solving sociology is scholarship that attempts to use the traditions of sociological research to solve real-world problems, and uses the attempt to grapple with real-world problems as a way to reformulate understandings of society and renew or reinvent those traditions. It may be difficult for students because they are expected to produce theory (the theory/practice issue), because they are hesitant to name social problems (the resistibility/solidarity dilemma), and because they often end up simply describing problems rather than attempting to solve them (the traps of description).

Studies in Interactive Communication: I. The Effects of Four Communication Modes on the Behavior of Teams During Cooperative Problem-Solving

1972 ◽  
Vol 14 (6) ◽  
pp. 487-509 ◽  
Author(s):  
Alphonse Chapanis ◽  
Robert B. Ochsman ◽  
Robert N. Parrish ◽  
Gerald D. Weeks
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Behavioral Measures ◽  
Interactive Communication ◽  
Cooperative Problem Solving ◽  
Computer Assistance ◽  
Communication Modes ◽  
Real World Problems

Two-man teams solved credible, “real-world” problems for which computer assistance has been or could be useful. Conversations were carried on in one of four modes of communication: (1) typewriting, (2) handwriting, (3) voice, and (4) natural, unrestricted communication. Two groups of subjects (experienced and inexperienced typists) were tested in the typewriting mode. Performance was assessed on three classes of dependent measures: time to solution, behavioral measures of activity, and linguistic measures. Significant and meaningful differences among the communication modes were found in each of the three classes of dependent variable. This paper is concerned mainly with the results of the activity analyses. Behavior was recorded in 15 different categories. The analyses of variance yielded 34 statistically significant terms of which 27 were judged to be practically significant as well. When the data were transformed to eliminate heterogeneity, the analyses of variance yielded 35 statistically significant terms of which 26 were judged to be practically significant.

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