The Development of Skill Knowledge in Conservation

2019 ◽  
Vol 40 (3-4) ◽  
pp. 287-310
Author(s):  
Irene Brückle
Keyword(s):  
Problem Solving ◽  
Conservation Education ◽  
Practical Skills ◽  
Skills Acquisition ◽  
Emergency Case ◽  
Skill Levels ◽  
Guided Learning ◽  
Fundamental Part ◽  
Explicit And Implicit Knowledge ◽  
Psychology And Medicine

Abstract In conservation, the practical ability to implement treatment on objects of cultural heritage requires skills as an essential part of conservation expertise and constitutes an fundamental part of learning in conservation education. The acquisition of practical skills, which include cognitive and practical elements, is governed by laws that are primarily explained by means of organizational psychology and medicine where they have evolved in the form of step models. Stages of explicit and implicit knowledge are distinguished as well as factual-theoretical and practical-performative knowledge. Forms of learning are, in addition to guided learning, the experiment, the emergency, case studies and implicit forms of problem solving. The development of the expert can also be traced by the development of practical skills in five stages from beginner to expert. The stages of skills acquisition can be explained by reference to the European Qualifications Framework for Lifelong Learning (EQF) and the skill levels defined by the European Confederation of Conservator-Restorers’ Organizations (E.C.C.O.).

Algorithmic Puzzles

2011 ◽  
Author(s):  
Anany Levitin ◽  
Maria Levitin
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Algorithm Design ◽  
Divide And Conquer ◽  
Algorithmic Problem ◽  
Design Strategies ◽  
Job Interviews ◽  
Skill Levels ◽  
Problem Solving Skills ◽  
Solution Methods

While many think of algorithms as specific to computer science, at its core algorithmic thinking is defined by the use of analytical logic to solve problems. This logic extends far beyond the realm of computer science and into the wide and entertaining world of puzzles. In Algorithmic Puzzles, Anany and Maria Levitin use many classic brainteasers as well as newer examples from job interviews with major corporations to show readers how to apply analytical thinking to solve puzzles requiring well-defined procedures. The book's unique collection of puzzles is supplemented with carefully developed tutorials on algorithm design strategies and analysis techniques intended to walk the reader step-by-step through the various approaches to algorithmic problem solving. Mastery of these strategies--exhaustive search, backtracking, and divide-and-conquer, among others--will aid the reader in solving not only the puzzles contained in this book, but also others encountered in interviews, puzzle collections, and throughout everyday life. Each of the 150 puzzles contains hints and solutions, along with commentary on the puzzle's origins and solution methods. The only book of its kind, Algorithmic Puzzles houses puzzles for all skill levels. Readers with only middle school mathematics will develop their algorithmic problem-solving skills through puzzles at the elementary level, while seasoned puzzle solvers will enjoy the challenge of thinking through more difficult puzzles.

scholarly journals DEVELOPMENT OF TRANSVERSAL SKILLS IN PRIMARY SCHOOL (CLASSES 1-3): CONTEXT OF LIFELONG LEARNING

2021 ◽  
Vol 2 ◽  
pp. 468-480
Author(s):  
Ivita Pelnēna ◽  
Arturs Medveckis
Keyword(s):  
Education Reform ◽  
Primary School ◽  
Learning Process ◽  
Digital Literacy ◽  
Scientific Literature ◽  
Educational Process ◽  
Skills Acquisition ◽  
Guided Learning ◽  
The Impact ◽  
Creativity And Innovation

The primary task of the 21st century education is not anymore to transfer continuous information, but the skill to acquire independently and learn this knowledge during lifetime. In the future, the development of transversal skills plays an important role in the educational process. Transversal skills, such as critical thinking and problem-solving, creativity and innovation, self-guided learning, cooperation, civic participation and digital literacy, are raised in the framework of Education Reform in Latvia (Skola 2030, 2017). The beginning of the learning process during the stage of primary school is an essential step in transversal skills acquisition, particularly emphasizing the impact of the Classes 1-3 stage, on the further learning process. According to the outcomes determined in the standard of primary education to be achieved, it is necessary to develop significantly transversal skills in this stage, as well as observe carefully the changes in children’s age development that affect the possibilities of transversal skills development.The goal of the research:  analyse the development of transversal skills in primary school (Classes 1-3).Research method: content analysis of the education content regulating documents and scientific literature. 

Nurturing Creativity and Design Teaching: Are We Doing All We Can?

2011 ◽  
Author(s):  
Gu¨l E. Okudan ◽  
Ann McKenna ◽  
Carolyn Plumb ◽  
Hyun K. Ro ◽  
Alexander Yin
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Engineering Students ◽  
Supporting Evidence ◽  
Major Theme ◽  
Skill Levels ◽  
Engineering Programs ◽  
Quantitative Results ◽  
Contextual Awareness ◽  
Faculty And Administrators

In this paper, we report on the results from a qualitative study of six exemplary engineering programs focusing on the ways and the extent of nurturing creativity in engineering students. The study (P360: Prototyping the Engineering of 2020) included data collection from students, faculty, and administrators at the six institutions. This data collection focused mainly on three student outcomes, including design and problem solving. Creativity and how creativity was nurtured, both inside the classroom and outside, often emerged as a major theme. We also support our qualitative findings with quantitative data. Overall, the results indicate that although students improve their creativity in design settings, this result is mostly a by-product of design teaching, and creativity is not taught per se. Quantitative results show that program emphasis on creativity and innovation significantly correlates to skill levels in design problem solving, interdisciplinarity, contextual awareness, and recognizing perspectives. Qualitative data provide supporting evidence for this.

scholarly journals Digitalization - relationship with the research area and education. One of the principal strategic directions of growth of agricultural land users

2021 ◽  
Vol 42 (01) ◽  
pp. 14-21
Author(s):  
Valery P. DYACHKOV ◽  
◽  
Elena V. SOFINA ◽  
Keyword(s):  
Problem Solving ◽  
Financial Management ◽  
Agricultural Land ◽  
Research Area ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Electronic Textbook ◽  
Knowledge Based ◽  
New Material

The article reveals a new structure for the implementation of the electronic textbook for the study of the discipline "Financial Management" in the form of a system of electronic educational complexes (EEC). This system includes twelve independent electronic educational complexes, each of which consists of five modules necessary for studying new material, developing practical skills in applying theoretical knowledge based on problem solving, and also testing generated competencies through testing.

Problem Solving in Mechatronic Competency Training Related to Field Practice

2011 ◽  
Author(s):  
Andzrej B. Sierota ◽  
Grzegorz Kłapyta ◽  
Jerzy Gustowski
Keyword(s):  
Problem Solving ◽  
Social Life ◽  
Global Economy ◽  
Production Systems ◽  
Real Field ◽  
Shop Floor ◽  
Skills Acquisition ◽  
Technical Program ◽  
Functional Features ◽  
Training Protocol

Global economy and growing competiveness on international market require consolidated approach in the Problem Solving process, that cover a variety of issues and functions in social life and economy; also in vocational education and industrial training [1]. The paper outlines a concept of Competence Based Problem Solving Training Protocol for modular mechatronic training by DATAMAS, developed to upgrade mechatronic competence of staff performing maintenance and repair jobs in automated plants in Poland. The concept presumes, that to achieve the very best training outcomes resulting in fast and effective diagnose and solving field problems, it is necessary to better adjust specialized training curricula and procedures to the problem of staff intellectual potential and capability. Such approach is reflected in the process of delivering DATAMAS training modules, flexible and adaptable to different production systems and conditions thus, able to effectively upgrade the maintenance staff competences and solve a variety of functional and other problems. Due to their didactic content combining knowledge and hard skills acquisition as well as soft skills, behaviors and attitudes advancement, the modules are the base training material, modified and applied for a variety of customized, on demand training courses “on the shop-floor”. They exercise how to more effectively solve real field problems by engaging trainees to some creative activity and emotional involvement. The modules are equipped with DATAMAS Training Protocol which provides methodological and organizational frame for the company’s trainers. DATAMAS Training Protocol was designed to follow the SSM approach [2]. The Protocol is mapping many functional features and training procedures that follow technical program saturated with the ongoing “mind storm” animation and argumentation. Since the DATAMAS Training Protocol concept has been under continuing scrutiny, only some limited data on its application are available. The paper outlines the concept, discus the problem solving cycle applied and explains some features of the Protocol. Problem solving cycle proposed by DATAMAS is outlined in Annex A, while a section of DATAMAS Training Protocol is shown in Annex B.

The Effects of Distractible Child Behavior on Adults in a Problem-Solving Setting

1982 ◽  
Vol 5 (2) ◽  
pp. 126-132 ◽  
Author(s):  
Susan Osborne Ianna ◽  
Daniel Hallahan ◽  
Richard Q. Bell
Keyword(s):  
Special Education ◽  
Multivariate Analysis ◽  
Problem Solving ◽  
Child Behavior ◽  
Analysis Of Variance ◽  
The Other ◽  
Multivariate Analysis Of Variance ◽  
Skill Levels ◽  
Adult Behavior ◽  
Educational Implications

Twenty-four women enrolled in undergraduate special education classes interacted with a child confederate while solving three tasks in one of two conditions. In one condition, the child exhibited distractible behavior; in the other the child exhibited similar skill levels but remained on task. Based on videotapes of the sessions, eleven categories of adult behavior and five categories of child behavior were coded. Analysis of the data using multivariate analysis of variance techniques supported the hypothesis that adults respond differently to particular characteristics of child behavior. Adults interacting with the confederate in the distractible condition made significantly more demands on the child's attention, provided more instruction, and more often asked the child about his performance and the demands of the task. Educational implications of the effects of child behavior on adults are discussed.

Determining leadership levels with the Dreyfus model

2018 ◽  
Vol 30 (8) ◽  
pp. 626-639 ◽  
Author(s):  
Luther Maddy ◽  
LaChelle Rosenbaum
Keyword(s):  
Self Efficacy ◽  
Pearson Correlation ◽  
Skill Level ◽  
Clear Correlation ◽  
Strong Positive Correlation ◽  
Skills Acquisition ◽  
Self Assessment ◽  
Skill Levels ◽  
Leadership Skill ◽  
Content Type

Purpose To effectively develop leaders, human resources and career development professionals need an effective method of determining leadership skill levels. For example, sending a novice leader to training meant for experts would likely be ineffective and frustrating for both the instructor and individual. Promoting a novice leader to a position requiring expert leadership skills could be disastrous. The purpose of this study was to determine if the Dreyfus (2004) model of skills acquisition could be applied to general leadership. Design/methodology/approach A total of 124 surveys were collected from five employers. Participants self-assessed their leadership skill level from novice to expert using Dreyfus level descriptions in 18 leadership self-efficacy dimensions identified by Anderson, Krajewski, Goffin and Jackson (2008). For comparison, leadership self-efficacy (LSE) was also measured with a self-assessment of proficiency in 88 specific leadership and management behaviors also identified in the Anderson et al. (2008) study. Findings Pearson correlation coefficient computations between total LSE and average Dreyfus level dimensions reported a strong positive correlation [r (124) = 0.644, p < 0.001] between total leadership self-efficacy and the average participant Dreyfus level self-assessments in each of the 18 leadership self-efficacy dimensions. Of the 18 LSE dimensions participants assessed their skill levels, 4 were found to be significant predictors of LSE [F (4,119) = 67.6887, p < 0.001] with an R2 = 0.482. Predicted leadership self-efficacy is equal to 187.14 + 16.327 (Project Credibility) + 8.046 (Mentor) + 6.971 (Build) + 9.342 (Solve). Research limitations/implications The majority of the individuals in the sample in this research study were from one employer, a local college (n = 88). The entire sample was from one small, somewhat isolated community. The majority of this sample was female (n = 81, 65 per cent) and white (n = 118, 95.2 per cent). A larger and more diverse sample may provide differing results. It also possible that other factors affected overall LSE, but using that score as a comparison, a clear correlation was shown between LSE and Dreyfus levels. Practical implications Based on the results of this study an individual who self-categorizes his or her leadership skill as novice, advanced beginner, competent, proficient or expert is likely correct. Should the findings of this study prove generalizable, an individual’s perceived leadership skill level could be closely approximated with a simple, four-item instrument. Originality/value The concept of leadership levels has appeared in many studies and popular press publications. However, quantifying leadership skill levels or determining an individual’s leadership level has not been often addressed. This study attempts to apply a skills acquisition model and apply it to general leadership. The results appear to show that leadership levels can be quantified and accurately self-determined. This study also attempted to validate a leadership self-efficacy model.

Strategy Instruction in Mathematics

1989 ◽  
Vol 12 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Susan R. Goldman
Keyword(s):  
Problem Solving ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Learning Disabled ◽  
Word Problem Solving ◽  
Solution Strategies ◽  
Guided Learning ◽  
Metacognitive Processes ◽  
Efficient Access ◽  
Self Instruction

Mathematics performance is conceptualized as a problem-solving situation consisting of cognitive and metacognitive processes associated with (a) representing the problem, (b) planning a solution, (c) carrying out the operations entailed by the plan, and (d) monitoring the course of solution. Strategies for accomplishing these activities have been instructed within a variety of instructional models, three of which are discussed: direct instruction, self-instruction, and mediated performance (guided learning). Strategy instruction studies representative of each method have been applied to mathematics computation tasks and to word problem solving. These studies are reviewed with a focus on what makes for effective strategy instruction for learning disabled children. Conclusions center on the need to deal explicitly with problem representation and conceptual understanding of the task, task-specific planning and computation skills, and general organizational frameworks for systematically monitoring solution progress. Finally, it is recommended that strategy instruction studies make provision for component practice sufficient to develop efficient access to and use of the available knowledge base as well as of the instructed strategies.

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