scholarly journals A Detailed Characterization of the Expert Problem-Solving Process in Science and Engineering: Guidance for Teaching and Assessment

2021 ◽  
Vol 20 (3) ◽  
pp. ar43
Author(s):  
Argenta M. Price ◽  
Candice J. Kim ◽  
Eric W. Burkholder ◽  
Amy V. Fritz ◽  
Carl E. Wieman
Keyword(s):  
Problem Solving ◽  
Disciplinary Knowledge ◽  
Science And Engineering ◽  
Detailed Characterization ◽  
Problem Solving Skills ◽  
Problem Solving Process

A study of the problem-solving process used by skilled practitioners across science, engineering, and medicine revealed that their process can be characterized by a set of 29 specific decisions. They select and use frameworks of disciplinary knowledge to make those decisions. This work will enable better assessment and teaching of problem-solving skills.

Cognitive Functionality of Multimedia in Problem Solving

2008 ◽  
pp. 1233-1247
Author(s):  
Robert Zheng
Keyword(s):  
Information Retrieval ◽  
Problem Solving ◽  
Cognitive Load ◽  
Mental Representation ◽  
Cognitive Functions ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Problem Solving Skills ◽  
Teaching Problem ◽  
Problem Solving Process

Teaching problem solving can be a challenge to teachers. However, the challenge is oftentimes not due to a lack of skills on the part of learners but due to an inappropriate design of media through which the problem is presented. The findings of this study demonstrate that appropriately designed multimedia can improve learners’ problem solving skills because of the cognitive functions such media have in facilitating mental representation and information retrieval and maintenance, as well as reducing cognitive load during the problem solving process. Suggestions were made on how to apply interactive multimedia to teaching and learning.

scholarly journals Students’ Problem-Solving Skill in Physics Teaching with Virtual Labs

2018 ◽  
Vol 2 ◽  
pp. 10 ◽  
Author(s):  
Gunawan Gunawan ◽  
Ni Made Yeni Suranti ◽  
Nina Nisrina ◽  
Lovy Herayanti
Keyword(s):  
Problem Solving ◽  
Solution Process ◽  
Control Group ◽  
Virtual Labs ◽  
Physics Teaching ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Problem Solving Process ◽  
High Level ◽  
Essay Test

Problem-solving is a high-level ability to find solution to a problem. In the problem-solving process, students have to identify and understand the problems, plan the solutions, execute the plans and review the resolution process. This ability is needed by students to produce meaningful knowledge. This article discusses the effect of virtual labs in physics learning toward student’s problem-solving abilities. The improvement of problem-solving skills was analyzed in each step of the solution process. This quasi-experimental study was conducted at three different senior high schools. There were 165 students participating in this study, all of whom were divided into three experimental groups and three control groups. The research instrument used was five to eight questions of essay test. The results showed that the problem-solving ability of the experimental group was higher than that of the control group at each school. The analysis of each problem-solving step showed that, in each school, the students' ability to identify and define the problem and also to establish goals and objectives show a similar result. Students have an excellent ability in identifying problem up to plan for problem-solving, whereas for the step of analyzing the choice of ideas and step to follow up of problem-solving overall still need to be improved. Students who are unable to complete a particular problem-solving step will not be able to complete the next step well.

scholarly journals PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH PADA MATERI POLA BILANGAN DI KELAS VII SEKOLAH MENENGAH PERTAMA

2018 ◽  
Vol 7 (1) ◽  
pp. 63-74
Author(s):  
Iyam Maryati
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Problem Based Learning ◽  
Learning Model ◽  
Problem Solving Skills ◽  
Teachers And Students ◽  
Essential Knowledge ◽  
Problem Solving Process ◽  
High Level ◽  
Phase Analyze

AbstrakArtikel ini menyajikan bagaimana model Pembelajaran Berbasih Masalah diterapkan pada materi pola bilangan di kelas VII Sekolah Menengah Pertama. Pembelajaran Berbasis Masalah (Problem Based Learning) adalah suatu pendekatan pembelajaran yang menggunakan masalah dunia nyata sebagai suatu konteks bagi siswa untuk belajar tentang cara berfikir kritis dan keterampilan pemecahan masalah, serta untuk memperoleh pengetahuan dan konsep yang esensial dari materi pelajaran. Pembelajaran berbasis masalah digunakan untuk merangsang berfikir tingkat tinggi dalam situasi berorientasi masalah, termasuk didalamnya belajar bagaimana belajar. Adapun langkah-langkah dari model pembelajaran tersebut  memiliki 5 tahapan yaitu 1) Tahap orientasi peserta didik pada masalah, 2) Tahap mengorganisasi peserta didik dalam belajar. 3) Tahap membimbing penyelidikan secara individu maupun kelompok. 4) Tahap mengembangkan dan menyajikan hasil karya. 5) Tahap  menganalisa dan mengevaluasi proses pemecahan masalah. Selanjutnya bagaimana aktifitas guru dan siswa dalam model Pembelajaran Berbasis Masalah (Problem Based Learning) dalam materi pola bilangan akan dibahas dalam artikel ini. AbstractThis article presents how the Problem-Based Learning model is applied to the numerical pattern material in Grade VII of Junior High School. Problem Based Learning is a learning approach that uses real-world problems as a context for students to learn about critical thinking and problem-solving skills, and to acquire essential knowledge and concepts from subject matter. Problem-based learning is used to stimulate high-level thinking in problem-oriented situations, including learning how to learn. The steps of the learning model have 5 stages namely 1) Stage orientation learners on the problem, 2) Stage of organizing learners in learning. 3) Stage guiding individual and group investigations. 4) Stage of developing and presenting the work. 5) Phase analyze and evaluate problem solving process. Furthermore, how the activities of teachers and students in the model of Problem Based Learning (Problem Based Learning) in the matter of number patterns will be discussed in this article.

scholarly journals Analysis of Mathematical Problem Solving Capabilities : Impact of Improve and OSBORN Learning Models on Management Education

2020 ◽  
Vol 3 (1) ◽  
pp. 17-26
Author(s):  
Munifah Munifah ◽  
Windi Septiyani ◽  
Indah Tri Rahayu ◽  
Rahmi Ramadhani ◽  
Hasan Said Tortop
Keyword(s):  
Problem Solving ◽  
Design Method ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Sample Test ◽  
Problem Solving Process ◽  
The Impact

Objectives The ability to solve problems is to gain knowledge and motivation in the problem solving process of students. The researcher used the IMPROVE and OSBORN learning models to improve problem solving skills. The IMPROVE and OSBORN learning models emphasize the development of optimal mathematical skills and generate new ideas in the process of problem solving. This research is used to see the impact of the IMPROVE learning model and OSBORN learning model which is better in mathematical problem solving abilities. This research uses the Quasy Experimental Design method. Hypothesis testing uses an independent sample test. The conclusion of the study is the mathematical problem solving ability of students who use the IMPROVE learning model is better than the mathematical problem solving abilities of students who use the OSBORN learning model.

Using Writing Strategies in Math to Increase Metacognitive Skills for the Gifted Learner

2017 ◽  
Vol 40 (1) ◽  
pp. 43-47 ◽  
Author(s):  
Heather Knox
Keyword(s):  
Academic Success ◽  
Problem Solving ◽  
Mathematics Classroom ◽  
Metacognitive Skills ◽  
Problem Solving Skills ◽  
Gifted Learners ◽  
Solution Strategies ◽  
Multiple Strategies ◽  
Problem Solving Process ◽  
Metacognitive Ability

Metacognition is vital for a student’s academic success. Gifted learners are no exception. By enhancing metacognition, gifted learners can identify multiple strategies to use in a situation, evaluate those strategies, and determine the most effective given the scenario. Increased metacognitive ability can prove useful for gifted learners in the mathematics classroom by improving their problem-solving skills and conceptual understanding of mathematical content. Implemented effectively, writing is one way to increase a student’s metacognitive ability. Journal writing in the mathematics classroom can help students by clarifying their thought process while further developing content knowledge. Implementing writing can lead to increased understanding of the problem, identification of additional strategies that can be used to solve the problem, and reflective thinking during the problem-solving process. Reflective writing in mathematics can help students evaluate solution strategies and identify strengths and areas of improvement in their mathematical understanding.

scholarly journals Public Opinion on Problem Solving Skills

2019 ◽  
Vol 9 (1) ◽  
pp. 3348-3350
Keyword(s):  
Public Opinion ◽  
Problem Solving ◽  
Chi Square ◽  
Problem Solving Skills ◽  
The Public ◽  
Descriptive Research ◽  
The People ◽  
Dependent Variables ◽  
Age Dependent ◽  
Problem Solving Process

Problem Solving may incorporate scientific or deliberate tasks and can be a measure of a person's basic reasoning aptitudes. Critical thinking in brain science alludes to the way toward discovering answers for issues experienced in life. Solutions to these issues are typically circumstance or setting particular. Problem solving enables people to take a gander at circumstances from numerous sides, and after that envision a few distinctive approaches to react. This open procedure of reasoning presents thoughts and arrangements that grow the open doors for progress. The main objective of this study is to know about the problem-solving skills among the people. For the purpose of this study descriptive research is used to portray accurately the public opinion on problem solving skills. Convenient sampling method is used to collect the samples. 1859 samples - sample size. Independent variables are gender, educational qualification, age. Dependent variables are Problem solving process, choice of overcoming the problem, mean of level of agreeability towards Problem solving skills. Independent sample t test, chi square and ANOVA are the research tools used in this research. The findings of this study suggests that Problem solving ability is fundamental for everybody to prevail in their day to day life. It is concluded that each and every person should develop problem solving skill in them in order find solution for the problems they face in their life. Solving our problems then and there will help us to lead a peaceful life.Problem Solving may incorporate scientific or deliberate tasks and can be a measure of a person's basic reasoning aptitudes. Critical thinking in brain science alludes to the way toward discovering answers for issues experienced in life. Solutions to these issues are typically circumstance or setting particular. Problem solving enables people to take a gander at circumstances from numerous sides, and after that envision a few distinctive approaches to react. This open procedure of reasoning presents thoughts and arrangements that grow the open doors for progress. The main objective of this study is to know about the problem-solving skills among the people. For the purpose of this study descriptive research is used to portray accurately the public opinion on problem solving skills. Convenient sampling method is used to collect the samples. 1859 samples - sample size. Independent variables are gender, educational qualification, age. Dependent variables are Problem solving process, choice of overcoming the problem, mean of level of agreeability towards Problem solving skills. Independent sample t test, chi square and ANOVA are the research tools used in this research. The findings of this study suggests that Problem solving ability is fundamental for everybody to prevail in their day to day life. It is concluded that each and every person should develop problem solving skill in them in order find solution for the problems they face in their life. Solving our problems then and there will help us to lead a peaceful life.

scholarly journals Enhancing Creative Thinking In A Case-Based MBA Course

2004 ◽  
Vol 1 (3) ◽  
Author(s):  
Cynthia M. Newman
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Creative Thinking ◽  
Graduate Courses ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Analysis Process ◽  
Thinking Ability ◽  
Problem Solving Process ◽  
Case Based

Improving the critical thinking ability of students is a learning outcome of many undergraduate and graduate courses.  While case-based courses encourage higher order critical thinking, students still often become rote in the application of concepts and theories to problem-solving situations.  This paper presents an example of a graduate marketing MBA course that was revised by integrating the creative problem solving process with the traditional case analysis process in order to enhance student critical thinking and problem solving skills.

From Virtual to Physical Problem Solving in Coding

2021 ◽  
pp. 677-694
Author(s):  
Kening Zhu
Keyword(s):  
Problem Solving ◽  
Computational Thinking ◽  
Class Discussion ◽  
Problem Solving Skills ◽  
Advantages And Disadvantages ◽  
Input And Output ◽  
Global Trend ◽  
Analogical Comparison ◽  
Problem Solving Process ◽  
Active Class

Using coding education to promote computational thinking and nurture problem-solving skills in children has become an emerging global trend. However, how different input and output modalities in coding tools affect coding as a problem-solving process remains unclear. Of interest are the advantages and disadvantages of graphical and tangible interfaces for teaching coding to children. We conducted four kids coding workshops to study how different input and output methods in coding affected the problem-solving process and class dynamics. Results revealed that graphical input could keep children focused on problem solving better than tangible input, but it was less provocative for class discussion. Tangible output supported better schema construction and casual reasoning and promoted more active class engagement than graphical output but offered less affordance for analogical comparison among problems. We also derived insights for designing new tools and teaching methods for kids coding.

Design Thinking in Higher Education

2016 ◽  
pp. 306-328 ◽  
Author(s):  
Julia von Thienen ◽  
Adam Royalty ◽  
Christoph Meinel
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Empirical Studies ◽  
Problem Based Learning ◽  
Creative Problem Solving ◽  
Educational Approach ◽  
Problem Solving Skills ◽  
Work Spaces ◽  
Creative Problem ◽  
Problem Solving Process

This chapter introduces design thinking as an educational approach to enhance creative problem-solving skills. It is a problem-based learning paradigm that builds on three pillars: A creative problem solving process, creative work-spaces and collaboration in multi-perspective teams. This chapter discusses central elements of design thinking education and contrasts the approach to conventional education as well as other problem-based learning paradigms. In particular, design thinking classes harness a unique “look and feel” and “verve” to help students acquire and experience creative mastery. Furthermore, the chapter overviews empirical studies on design thinking education. Four studies are described in more detail: Experiments on the three pillars of design thinking and one case study where a university class curriculum has been changed to a design thinking paradigm. Finally, the chapter provides resources for readers who want to learn more about design thinking education.

From Virtual to Physical Problem Solving in Coding

2018 ◽  
pp. 138-155
Author(s):  
Kening Zhu
Keyword(s):  
Problem Solving ◽  
Computational Thinking ◽  
Class Discussion ◽  
Problem Solving Skills ◽  
Advantages And Disadvantages ◽  
Input And Output ◽  
Global Trend ◽  
Analogical Comparison ◽  
Problem Solving Process ◽  
Active Class

Using coding education to promote computational thinking and nurture problem-solving skills in children has become an emerging global trend. However, how different input and output modalities in coding tools affect coding as a problem-solving process remains unclear. Of interest are the advantages and disadvantages of graphical and tangible interfaces for teaching coding to children. We conducted four kids coding workshops to study how different input and output methods in coding affected the problem-solving process and class dynamics. Results revealed that graphical input could keep children focused on problem solving better than tangible input, but it was less provocative for class discussion. Tangible output supported better schema construction and casual reasoning and promoted more active class engagement than graphical output but offered less affordance for analogical comparison among problems. We also derived insights for designing new tools and teaching methods for kids coding.

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