scholarly journals Preschool children's verbal problem solving skills and the types of verbal problems that teachers present to children

2016 ◽  
Vol 6 (4) ◽  
pp. 549-568 ◽  
Author(s):  
Şule Sarıbaş ◽  
Yaşare Aktaş Arnas
Keyword(s):  
Preschool Children ◽  
Problem Solving ◽  
Implementation Process ◽  
Structured Interview ◽  
Problem Type ◽  
Problem Solving Skills ◽  
Individual Interviews ◽  
Problem Types ◽  
Comparison Problem ◽  
Verbal Problem

This research aims to investigate the verbal problem solving skills of preschool children in mathematics according to the type of problem and the type of unknown in the problem; and to determine the perspectives of the teachers about the implementation process of these problems. The mix method was used in this study. The sample consisted of 50 preschool children and 6 preschool teachers of these children. In the research, the data were collected by using a problem solving test and a semi-structured interview form. The data were obtained via individual interviews with children and teachers. According to the results of the research, it was concluded that in all type of problems the children were found to be more successful at separation, joining, part- whole problem types than comparison problem types. It was concluded that it was easier for children to answer the problems with ending unknown than the problems with initial unknown and change unknown. In the result of the interviews with teachers, it was revealed that most of the teachers did not use comparison problem type and the problems with initial unknown. It was determined that most of the teachers were not aware of all types of problems.

Problem-Solving Performances of First-Grade Children

1971 ◽  
Vol 2 (1) ◽  
pp. 50-64 ◽  
Author(s):  
Leslie P. Steffe ◽  
David C. Johnson
Keyword(s):  
Multivariate Analysis ◽  
Problem Solving ◽  
Analysis Of Variance ◽  
Significant Interaction ◽  
Univariate Analysis ◽  
First Grade ◽  
Problem Type ◽  
Problem Types ◽  
Main Effect ◽  
Main Effects

A sample of 111 first-grade children was partitioned into 4 categories, where the categorization was determined by an ability to make quantitative comparisons and IQ. 6 problems of each of 8 problem types were presented to each child in a randomized sequence. Approximately one-half of the children in each category were randomly assigned to 1 of 2 levels of Problem Conditions. A multivariate analysis of variance indicated that IQ was not significant. Problem Conditions was significant (p<.01p<.01). Univariate analysis indicated a significant interaction (p<.05p<.05) due to Quantitative Comparisons and Problem Conditions for 1 problem type; significant main effects (p<.01p<.01) due to Problem Conditions for the remaining 7 problem types; and a significant (p<.05p<.05) main effect due to Quantitative Comparisons for 1 of the remaining 7 problem types.

A Clinical Measure for the Assessment of Problem Solving in Brain-Injured Adults

2003 ◽  
Vol 12 (3) ◽  
pp. 333-348 ◽  
Author(s):  
Robert C. Marshall ◽  
Colleen M. Karow ◽  
Claudia A. Morelli ◽  
Kristen King Iden ◽  
Judith Dixon
Keyword(s):  
Problem Solving ◽  
Rapid Assessment ◽  
Clinical Applications ◽  
Normal Sample ◽  
Clinical Test ◽  
Problem Solving Skills ◽  
Semantic Categories ◽  
Brain Injured ◽  
Verbal Problem ◽  
Traumatically Brain Injured

Rapid Assessment of Problem Solving (RAPS) is a clinical test of verbal problem-solving skills for brain-injured persons. This modification of F. A. Mosher and J. R. Hornsby’s (1966) Twenty Questions Test (20Q) reduces the memory demands of the test for brain-injured clients. This article provides background on the 20Q Test and modifications made for RAPS. It describes RAPS materials, administration, and scoring procedures and reports RAPS results for 70 normal participants. Normal participants solved RAPS problems with an average of 5 questions. Questions were predominantly constraint seeking and focused on semantic categories or features. Normal participants also reflected substantial variability in their performance on RAPS. This appeared to be related to 2 metacognitive abilities associated with problem solving, planning, and shifting set. The performance of 3 chronic traumatically brain injured individuals is also described and compared to the normal sample to illustrate clinical applications of RAPS.

A mixed-methods investigation of psychological factors relevant to weight maintenance

2016 ◽  
Vol 24 (4) ◽  
pp. 440-452 ◽  
Author(s):  
Amanda Ellen Dibb-Smith ◽  
Emily Brindal ◽  
Janine Chapman ◽  
Manny Noakes
Keyword(s):  
Mixed Methods ◽  
Problem Solving ◽  
Weight Management ◽  
Psychological Factors ◽  
Weight Maintenance ◽  
Structured Interview ◽  
Maintenance Period ◽  
Problem Solving Skills ◽  
Original Weight

This study investigated perceptions of and engagement with the concepts of planning and problem-solving, within a weight management sample. A total of 53 participants (62% female, 20–74 years old) completed a semi-structured interview and quantitative measures after a 16-week weight maintenance period. Preliminary weight maintainers (who had maintained losses of, at least 10% of their original weight) were compared with heavier-than-baseline participants (who had re-gained more weight than was originally lost). The maintainers exhibited stronger problem-solving skills ( p < .05). The heavier-than-baseline participants tended towards non-rational problem-solving styles. Qualitatively, the maintainers described more planning events and were more accepting of mistakes than the heavier-than-baseline participants. Implications are discussed.

Developing Problem-Solving Skills to Enhance Task Persistence of Handicapped Preschool Children

1989 ◽  
Vol 13 (1) ◽  
pp. 61-72 ◽  
Author(s):  
Merle B. Karnes ◽  
Lawrence J. Johnson ◽  
Karen D.F. Beauchamp
Keyword(s):  
Preschool Children ◽  
Problem Solving ◽  
Task Persistence ◽  
Problem Solving Skills

scholarly journals Investigation of the Solutions of Prizren-Kosovo Education Faculty Teachers Mathematics Problems

2018 ◽  
Vol 2 (3) ◽  
pp. 69
Author(s):  
Münevver Muyo Yıldırım
Keyword(s):  
Problem Solving ◽  
Classroom Teacher ◽  
School Teacher ◽  
Mathematical Problem ◽  
Structured Interview ◽  
Problem Posing ◽  
Problem Solving Skills ◽  
Similar Work ◽  
Teacher Trainees ◽  
Faculty Of Education

The aim of the study was to examination of mathematical problem-solving skills and to determine the relationship of between problem posing and problem-solving skills of teacher trainees in Prizren “Ukshin Hoti” University, Faculty of Education in Kosovo. The results of this study are important because there is no a similar work in teacher training in Kosovo. For this aim, the case studies, qualitative research (case study), model was used. The research at the state Prizren “Ukshin Hoti” University has been established by Turkish Teacher trainers.  These teachers’ group was selected as a working group. The classroom teacher department NCT=26, Pre-school teacher department NPST=27 and physics-chemistry teacher department NPCT=12 teacher trainees were participated.  The total number of trainers was 65. The data were collected by semi-structured interview form and worksheets in this study. Rubrik and descriptive statistics were used as an analyzing instrument. In conclusion, the levels of problem-solving skills of teacher trainees have been determined and recommendations for the development of these levels have been included. Key words: Worksheets, Teacher Trainees, Problem Solving, Problem-Solving Skills, Problem Posing.

scholarly journals Adaptive Mobile Health Intervention for Adolescents with Asthma: Iterative User-Centered Development

10.2196/18400 ◽  
2020 ◽  
Vol 8 (5) ◽  
pp. e18400
Author(s):  
David A Fedele ◽  
Christopher C Cushing ◽  
Natalie Koskela-Staples ◽  
Susana R Patton ◽  
Elizabeth L McQuaid ◽  
...  
Keyword(s):  
Problem Solving ◽  
Mobile Health ◽  
Self Regulation ◽  
Persistent Asthma ◽  
Advisory Board ◽  
Problem Solving Skills ◽  
Individual Interviews ◽  
Qualitative Approaches ◽  
Intervention Content ◽  
User Centered

Background Adolescents diagnosed with persistent asthma commonly take less than 50% of their prescribed inhaled corticosteroids (ICS), placing them at risk for asthma-related morbidity. Adolescents’ difficulties with adherence occur in the context of normative developmental changes (eg, increased responsibility for disease management) and rely upon still developing self-regulation and problem-solving skills that are integral for asthma self-management. We developed an adaptive mobile health system, Responsive Asthma Care for Teens (ReACT), that facilitates self-regulation and problem-solving skills during times when adolescents’ objectively measured ICS adherence data indicate suboptimal rates of medication use. Objective The current paper describes our user-centered and evidence-based design process in developing ReACT. We explain how we leveraged a combination of individual interviews, national crowdsourced feedback, and an advisory board comprised of target users to develop the intervention content. Methods We developed ReACT over a 15-month period using one-on-one interviews with target ReACT users (n=20), national crowdsourcing (n=257), and an advisory board (n=4) to refine content. Participants included 13-17–year-olds with asthma and their caregivers. A total of 280 adolescents and their caregivers participated in at least one stage of ReACT development. Results Consistent with self-regulation theory, adolescents identified a variety of salient intrapersonal (eg, forgetfulness, mood) and external (eg, changes in routine) barriers to ICS use during individual interviews. Adolescents viewed the majority of ReACT intervention content (514/555 messages, 93%) favorably during the crowdsourcing phase, and the advisory board helped to refine the content that did not receive favorable feedback during crowdsourcing. Additionally, the advisory board provided suggestions for improving additional components of ReACT (eg, videos, message flow). Conclusions ReACT involved stakeholders via qualitative approaches and crowdsourcing throughout the creation and refinement of intervention content. The feedback we received from participants largely supported ReACT’s emphasis on providing adaptive and personalized intervention content to facilitate self-regulation and problem-solving skills, and the research team successfully completed the recommended refinements to the intervention content during the iterative development process.

scholarly journals The Relationship between Problem-Solving Skills and Memory Development in Preschool Children

2020 ◽  
Vol 9 (3) ◽  
pp. 43
Author(s):  
Yasemin Aydoğan ◽  
Arzu Özyürek
Keyword(s):  
Preschool Children ◽  
Problem Solving ◽  
Educational Status ◽  
School Type ◽  
Parental Age ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Scale Scores ◽  
Study Participants ◽  
The Relationship

<p>The present study aimed to investigate the correlation between problem-solving and memory skills in preschool children. The study group included 122 4-6 years olf children attending pre-school education institutions. Random sampling method was used to determine the study participants. Data were collected with Problem-Solving Skills Scale (PSSS) and Memory Scale for Children (MSC). In data analysis, Pearson's correlation coefficient was used to determine the correlation between the scale scores. The t test and one-way analysis of variance (ANOVA) were used to determine the effect of gender of the children, parental age and educational status on problem solving and memory. The study findings demonstrated that there was a significant correlation between the PSSS and MSC subscale scores, and the problem-solving skills and memories of pre-school children were not affected by gender, school type, parental age and profession, and mother's educational status. There was a difference between memory scores of the children based on the father's educational status and no significant difference was determined in problem-solving skills.</p>

scholarly journals Adaptive Mobile Health Intervention for Adolescents with Asthma: Iterative User-Centered Development (Preprint)

2020 ◽  
Author(s):  
David A Fedele ◽  
Christopher C Cushing ◽  
Natalie Koskela-Staples ◽  
Susana R Patton ◽  
Elizabeth L McQuaid ◽  
...  
Keyword(s):  
Problem Solving ◽  
Mobile Health ◽  
Self Regulation ◽  
Persistent Asthma ◽  
Advisory Board ◽  
Problem Solving Skills ◽  
Individual Interviews ◽  
Qualitative Approaches ◽  
Intervention Content ◽  
User Centered

BACKGROUND Adolescents diagnosed with persistent asthma commonly take less than 50% of their prescribed inhaled corticosteroids (ICS), placing them at risk for asthma-related morbidity. Adolescents’ difficulties with adherence occur in the context of normative developmental changes (eg, increased responsibility for disease management) and rely upon still developing self-regulation and problem-solving skills that are integral for asthma self-management. We developed an adaptive mobile health system, Responsive Asthma Care for Teens (ReACT), that facilitates self-regulation and problem-solving skills during times when adolescents’ objectively measured ICS adherence data indicate suboptimal rates of medication use. OBJECTIVE The current paper describes our user-centered and evidence-based design process in developing ReACT. We explain how we leveraged a combination of individual interviews, national crowdsourced feedback, and an advisory board comprised of target users to develop the intervention content. METHODS We developed ReACT over a 15-month period using one-on-one interviews with target ReACT users (n=20), national crowdsourcing (n=257), and an advisory board (n=4) to refine content. Participants included 13-17–year-olds with asthma and their caregivers. A total of 280 adolescents and their caregivers participated in at least one stage of ReACT development. RESULTS Consistent with self-regulation theory, adolescents identified a variety of salient intrapersonal (eg, forgetfulness, mood) and external (eg, changes in routine) barriers to ICS use during individual interviews. Adolescents viewed the majority of ReACT intervention content (514/555 messages, 93%) favorably during the crowdsourcing phase, and the advisory board helped to refine the content that did not receive favorable feedback during crowdsourcing. Additionally, the advisory board provided suggestions for improving additional components of ReACT (eg, videos, message flow). CONCLUSIONS ReACT involved stakeholders via qualitative approaches and crowdsourcing throughout the creation and refinement of intervention content. The feedback we received from participants largely supported ReACT’s emphasis on providing adaptive and personalized intervention content to facilitate self-regulation and problem-solving skills, and the research team successfully completed the recommended refinements to the intervention content during the iterative development process.

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