Investigation of Self-Regulation and Problem Solving Skills of Prospective Elementary Teachers

2014 ◽  
Author(s):  
Nilay Çelik Ercoşkun ◽  
Erdoğan Köse
Keyword(s):  
Problem Solving ◽  
Elementary Teachers ◽  
Self Regulation ◽  
Prospective Elementary Teachers ◽  
Problem Solving Skills

scholarly journals A Study on the Relationship Between Seventh-Grade Students’ Self-Regulation Skills and Their Problem-Solving Achievements

2019 ◽  
Vol 5 (1) ◽  
pp. 71
Author(s):  
Bünyamin Aydın ◽  
Dilek Sezgin Memnun ◽  
Emre Dinç ◽  
Sevgi Arsuk ◽  
Hilal Meriç
Keyword(s):  
Problem Solving ◽  
Skill Development ◽  
Self Regulation ◽  
Positive Relationships ◽  
Seventh Grade ◽  
Problem Solving Skills ◽  
Low Level ◽  
The Relationship ◽  
Academic Year

This study aimed to determine the relationship between routine/non-routine problem-solving achievements and self-regulation skills of seventh-grade students who are educated in Turkey. For this purpose, in the 2016-2017 academic year, 133 seventh-grade students who were randomly selected in Denizli and Bursa provinces were studied. In the scope of the study, students were asked to answer routine/non-routine problem-solving tests, prepared by the researchers and the Motivated Strategies for Learning Questionnaire (MSLQ). When the data obtained from the analysis were examined, it was explained that the seventh-grade students attending the study need to develop their routine problem-solving skills and focus more on non-routine problem-solving skill development. Also, it was concluded that there are low-level and positive relationships between students’ routine problem-solving and self-regulation skills, and non-routine problem-solving and self-regulation skills.

scholarly journals Using Coherence Analysis to Characterize Self-Regulated Learning Behaviours in Open-Ended Learning Environments

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
James R Segedy ◽  
John S Kinnebrew ◽  
Gautam Biswas
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Self Regulation ◽  
Learning Task ◽  
Coherence Analysis ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Behaviours ◽  
Insight Into

Researchers have long recognized the potential benefits of using open-ended computer-based learning environments (OELEs) to study aspects of students’ self-regulated learning behaviours. However, measuring self-regulation in these environments is a difficult task. In this paper, we present our work in developing and evaluating coherence analysis (CA), a novel approach to interpreting students’ learning behaviours in OELEs. CA focuses on the learner’s ability to interpret and apply information encountered while working in the OELE. By characterizing behaviours in this manner, CA provides insight into students’ open-ended problem-solving strategies as well as the extent to which they understand the nuances of their current learning task. To validate our approach, we applied CA to data from a recent classroom study with Betty’s Brain. Results demonstrated relationships between CA-derived metrics, prior skill levels, task performance, and learning. Taken together, these results provide insight into students’ SRL processes and suggest targets for adaptive scaffolds to support students’ development of science understanding and open-ended problem solving skills.

Scaffolding the development of problem-solving skills in chemistry: guiding novice students out of dead ends and false starts

2017 ◽  
Vol 18 (3) ◽  
pp. 486-504 ◽  
Author(s):  
Elizabeth Yuriev ◽  
Som Naidu ◽  
Luke S. Schembri ◽  
Jennifer L. Short
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Conceptual Problem ◽  
Instructional Techniques ◽  
Problem Solving Skills ◽  
Knowing How ◽  
Instructor Feedback ◽  
Problem Solving Process ◽  
Novice Students ◽  
Work Done

To scaffold the development of problem-solving skills in chemistry, chemistry educators are exploring a variety of instructional techniques. In this study, we have designed, implemented, and evaluated a problem-solving workflow – “Goldilocks Help”. This workflow builds on work done in the field of problem solving in chemistry and provides specific scaffolding for students who experience procedural difficulties during problem solving, such as dead ends (not being able to troubleshoot) and false starts (not knowing how to initiate the problem-solving process). The Goldilocks Help workflow has been designed to scaffold a systematic problem-solving process with a designation of explicit phases of problem solving, to introduce students to the types of questions/prompts that should guide them through the process, to encourage explicit reasoning necessary for successful conceptual problem solving, and to promote the development of metacognitive self-regulation skills. The tool has been implemented and evaluated over a two-year period and modified based on student and instructor feedback. The evaluation demonstrated a shift in students’ beliefs in their capacities to use the strategies required to achieve successful problem solving and showed their capacity to employ such strategies.

scholarly journals EFFECT OF CREATIVE INDEPENDENCE PROBLEM SOLVING (CIPS)-BASED TRAINING MODULE ON PROFESSIONALISM OF RURAL INDONESIAN ELEMENTARY SCHOOL TEACHERS

2021 ◽  
Vol 13 (1) ◽  
pp. 37-54
Author(s):  
Erni Munastiwi ◽  
Jailani Md Yunos ◽  
Maizam Alias ◽  
Aini Nazura Paimin
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Control Group ◽  
Training Module ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Self Actualization ◽  
Quasi Experimental

Training is needed to ensure that teachers acquire the knowledge necessary to teach problem-solving skills. Furthermore, a specifically designed training material such as a module is especially needed when teachers work in remote areas with fewer resources. Meanwhile, six educational problem-solving skills development needs among teachers in rural Indonesian elementary schools were identified: teacher mentoring, self-actualization, competency, creativity, problem-solving, and independence. A training module was designed based on the needs which were assessed using the CIPS model. The study aimed to investigate the effects of the CIPS-based Training Module on the professionalism of elementary school teachers. In addition, the training module consists of five (5) stages, which include pre-entering, plan, setting, action, and evaluation. The quasi-experimental research was conducted on 63 elementary teachers from Nunukan and Sebatik Island, North Kalimantan, Indonesia, assigned randomly to either an experiment or a control group. Before the training, a pre-test was conducted, followed by training using the module for the experiment groups, and no training for the control group. Furthermore, a post-test was conducted in both groups to identify the effectiveness of the training module. The independent sample t-test showed that the experimental group obtained a higher mean score than the control group. In conclusion, the CIPS-based Training Module effectively develops professionalism in teaching problem-solving skills among the experimental group's elementary teachers. Meanwhile, the study implies that rural elementary teachers need to be prepared to teach problem-solving skills.

scholarly journals Strengthening mathematical problem solving skills: Through the use of digital technology

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Jasdeep Ubhi
Keyword(s):  
Problem Solving ◽  
Elementary Teachers ◽  
Digital Technology ◽  
Online Survey ◽  
Research Study ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Mathematical Success ◽  
Problem Solve

In this study I propose to explore how digital technology can strengthen problem-solving skills in mathematics. To address this I composed a literature review on scholarly sources. I also conducted an online survey consisting of 20 participants from Mount Royal University. Lastly, I interviewed a professional and professor in the mathematics field, Dr. Pamini Thangararah, to draw upon her experience and views on problem solving in mathematics using technology. My data determines that digital technology is a tool utilized to problem solve in mathematics. According to my findings, technology is preferred to be used in math and to help problem solve. The significance to this research study is to identify whether students can use digital technology for math and to encourage high levels of problem solving skills. It is important for elementary teachers to utilize technology as a resource to enhance their students understanding of mathematics, thus leading to mathematical success.

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 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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