Predictors of Academic Motivation: Epistemological Beliefs, Learning Approaches and Problem Solving Skills

2017 ◽  
Author(s):  
Hakan Karataş ◽  
Münire Erden
Keyword(s):  
Problem Solving ◽  
Epistemological Beliefs ◽  
Academic Motivation ◽  
Learning Approaches ◽  
Problem Solving Skills

Developing problem-solving skills in mathematics: a lesson study

2017 ◽  
Vol 6 (1) ◽  
pp. 32-44 ◽  
Author(s):  
Zoe Bradshaw ◽  
Amanda Hazell
Keyword(s):  
Problem Solving ◽  
Lesson Study ◽  
Academic Motivation ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Problem Solving Skills ◽  
Content Type ◽  
Stage 4 ◽  
Problem Solve ◽  
The Uk

Purpose Problem solving is a skill in mathematics which although always relevant has heightened priority due to the changes in the new mathematics GCSE (Department for Education, 2013). It has previously been a skill which is deemed underdeveloped within mathematics and therefore is a theme which teachers are seeking to improve and nurture in order to align with the new changes. The GCSE is the formal qualification that students take at the end of Key Stage 4 (KS4) in the UK. The paper aims to discuss these issues. Design/methodology/approach The focus of the enquiry was to explore, using lesson studies, the differences in students’ approaches to problem solving. Consequently, key themes relating to the mediation of gender, ability, and academic motivation surfaced. Considering these themes, the paper subsequently reflects upon pedagogical practices which might effectively develop students’ ability to problem solve. The study took part in a mixed gender comprehensive secondary school with students taking part in the observation lesson ranging in age from 11 to 12 years old. The authors are the teachers who took part in the lesson study. The teachers implemented observation techniques in the form of video and peer observation with the accompanying teacher. In addition, students provided feedback on how they approached the problem-solving tasks through a form of semi-structured interviews, conducted via the use of video diaries where no teachers were present to prevent power bias. Following this, a thematic analysis of both the observations and student video diaries generated conclusions regarding how said key themes shaped the students’ approaches to problem solving. Findings Students’ frustration and competitive need to find a specific answer inhibited their ability to thoroughly explore the problem posed thus overseeing vital aspects needed to solve the problem set. Many students expressed a passion for problem solving due to its freedom and un-rigid nature, which is something teachers should nurture. Originality/value Generally, teachers are led by a culture in which attainment is the key. However, an atmosphere should be developed where the answer is not the key and students can explore the vibrant diversity mathematics and problem solving can offer.

scholarly journals Peningkatan Kemampuan Pemecahan Masalah dan Berpikir Kritis Matematis Siswa melalui Pendekatan Metakognitif

2018 ◽  
Vol 5 (2) ◽  
pp. 53-64 ◽  
Author(s):  
Ainuna Fasha ◽  
Rahmah Johar ◽  
M. Ikhsan
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Design Research ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Learning Approaches ◽  
Control Group Design ◽  
Problem Solving Skills

Mathematical problem solving and critical thinking is two skills that need to be improved through learning mathematics. Metacognitive approach is one approach to improve them. This study aims to examine differences in the improvement of problem solving skills and mathematical critical thinking between students who get learning with a metacognitive approach and students who get conventional learning. This research is an experimental study with a pre-test post-test control group design research design. The population was all students of class XI of SMAN 3 Banda Aceh by taking samples of two classes, namely the experimental class and the control class through purposive sampling technique. Data collection was carried out using problem solving ability tests and mathematical critical thinking tests. Data analysis used t-test and analysis of variance. The results show that overall the improvement of students' mathematical problem solving and critical thinking skills that are learning with a metacognitive approach are better than students who obtain conventional learning, and there is an interaction between learning approaches and student ratings on mathematical problem-solving abilities

scholarly journals Development of a Pandemic Awareness STEM Outreach Curriculum: Utilizing a Computational Thinking Taxonomy Framework

2021 ◽  
Vol 11 (3) ◽  
pp. 109
Author(s):  
Pamela O. Gilchrist ◽  
Alonzo B. Alexander ◽  
Adrian J. Green ◽  
Frieda E. Sanders ◽  
Ashley Q. Hooker ◽  
...  
Keyword(s):  
Public Health ◽  
Problem Solving ◽  
Informal Education ◽  
Teaching And Learning ◽  
Data Science ◽  
Computational Thinking ◽  
Outreach Program ◽  
Learning Approaches ◽  
Health Crisis ◽  
Problem Solving Skills

Computational thinking is an essential skill in the modern global workforce. The current public health crisis has highlighted the need for students and educators to have a deeper understanding of epidemiology. While existing STEM curricula has addressed these topics in the past, current events present an opportunity for new curricula that can be designed to present epidemiology, the science of public health, as a modern topic for students that embeds the problem-solving and mathematics skills of computational thinking practices authentically. Using the Computational Thinking Taxonomy within the informal education setting of a STEM outreach program, a curriculum was developed to introduce middle school students to epidemiological concepts while developing their problem-solving skills, a subset of their computational thinking and mathematical thinking practices, in a contextually rich environment. The informal education setting at a Research I Institution provides avenues to connect diverse learners to visually engaging computational thinking and data science curricula to understand emerging teaching and learning approaches. This paper documents the theory and design approach used by researchers and practitioners to create a Pandemic Awareness STEM Curriculum and future implications for teaching and learning computational thinking practices through engaging with data science.

An experiential learning-integrated framework to improve problem-solving skills of engineering graduates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kuldip Singh Sangwan ◽  
Rajni Singh
Keyword(s):  
Problem Solving ◽  
Experiential Learning ◽  
Engineering Education ◽  
Learning Strategies ◽  
Model Building ◽  
Learning Approaches ◽  
Problem Solving Skills ◽  
Content Type ◽  
Knowing How ◽  
Definition Of

PurposeProblem solving skills (PSS), an important component of learning outcomes, is one of the desirable skills in engineering graduates as stated by many employers, researchers and government bodies in India for a strong foothold in professional world. There is a need to develop comprehensive understanding and integration of theory (concept) and practice (process) of PSS in the context of experiential learning (EL).Design/methodology/approachThe present study is qualitative in nature using a conceptual research design focussing on synthesis and model building framework. The key elements of the study are PSS, EL and their integration. The study seeks to develop conceptual integration of PSS across multiple theories and perspectives. It offers an enhanced view of a concept of PSS by summarising and integrating extant knowledge. It presents the complete and comprehensive meaning/definition of PSS. Subsequently, it also explores EL and synthesises the different variants of EL that can be used to develop PSS. Finally, the study builds a theoretical framework that proposes integration and interplay between PSS and EL.FindingsProblem-solving operates at three levels: problem concept (nature and context), process (stages with strategies) and solution (open-ended). EL can be used as a tool to develop PSS in an integrated manner. It is found that EL and problem-solving interplay with each other as both are cyclic in nature and have commonalities strengthening each other.Practical implicationsThe proposed framework can be adopted in engineering education for making the engineering graduates job ready.Originality/valueThe study proposes a framework based on integration of EL and problem-solving focusing on specific aims and goals of the course, learning approaches, learning strategies and authentic learning (learning environment). This integration would bridge the gap between engineering education and industry requirements. EL integrated problem-solving focus on pedagogical knowledge (knowing how to facilitate discussion among learners and curricular knowledge) and instructional knowledge (knowing how to introduce, organise different methods and assess).

scholarly journals Authentic Learning Berbasis Inquiry dalam Program STEM terhadap Literasi Saintifik Siswa Berdasarkan Tingkatan Kemampuan Pemecahan Masalah Siswa

2019 ◽  
Vol 4 (8) ◽  
pp. 1024
Author(s):  
Idawati Idawati ◽  
Muhardjito Muhardjito ◽  
Lia Yuliati
Keyword(s):  
Problem Solving ◽  
Scientific Literacy ◽  
Authentic Learning ◽  
Learning Approaches ◽  
Design Data ◽  
Authentic Inquiry ◽  
Problem Solving Skills ◽  
Inquiry Based Learning ◽  
Stem Programs ◽  
Quasi Experimental

<p class="Abstrak"><strong>Abstract:</strong> Scientific literacy is one of the basic skills that must be possessed in the XXI century. The 2015 PISA results show that scientific, mathematical, and reading literacy in Indonesian students is ranked 64th out of 72 countries and it is still relatively low. In the process of learning physics students are very weak in applying physics concepts learned because learning is less stressed on problem solving. The purpose of this study was to determine the effect of students 'problem solving abilities in inquiry-based authentic learning in the STEM program on students' scientific literacy. This study was a quasi-experimental study using a 2x2 factorial design. Data collection was carried out by tests conducted before and after the study in the experimental class and the control class. Test results data were analyzed by different tests. The results showed that scientific literacy of students who have high problem-solving skills is higher when learning with authentic inquiry-based learning approaches in STEM programs than conventional, while scientific literacy of students who have low problem-solving abilities is higher when learning with authentic inquiry-based learning approaches in STEM programs rather than conventional.</p><strong>Abstrak:</strong> Literasi saintifik merupakan salah satu keterampilan dasar di abad XXI yang harus dimiliki peserta didik. Pada proses pembelajaran fisika, peserta didik sangat lemah dalam mengaplikasikan konsep fisika yang dipelajari karena pembelajaran kurang menekankan pada pemecahan masalah. Penelitian ini bertujuan mengetahui pengaruh kemampuan pemecahan masalah peserta didik dalam pembelajaran <em>authentic learning</em> berbasis <em>inquiry</em> dalam program STEM pada literasi saintifik peserta didik. Penelitian ini merupakan penelitian <em>quasi eksperiment</em> dengan menggunakan rancangan penelitian faktorial 2x2. Pengumpulan data dilakukan dengan tes yang dilakukan sebelum dan sesudah penelitian pada kelas eksperimen dan kelas kontrol. Data hasil tes dianalisis dengan uji lanjut Tukey. Hasil penelitian menunjukkan literasi sainstifik peserta didik yang memiliki kemampuan pemecahan masalah tinggi, lebih tinggi jika belajar dengan pendekatan <em>authentic learning</em> berbasis <em>inquiry</em> dalam program STEM daripada yang belajar dengan cara konvensional dan sedangkan literasi saintifik peserta didik yang memiliki kemampuan pemecahan masalah rendah, lebih tinggi jika belajar dengan pendekatan <em>authentic learning</em> berbasis <em>inquiry</em> dalam program STEM daripada yang belajar dengan cara konvensional.

scholarly journals Perceived problem solving skills: As a predictor of prospective teachers’ scientific epistemological beliefs

2016 ◽  
Vol 11 (3) ◽  
pp. 111
Author(s):  
Senar Temel
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Epistemological Beliefs ◽  
Applied Problem ◽  
Regression Analyses ◽  
Problem Solving Skills ◽  
Fall Semester ◽  
Academic Year ◽  
Correlational Model

This study aims to determine the level of perceived problem solving skills of prospective teachers and the relations between these skills and their scientific epistemological beliefs. The study was conducted in the fall semester of 2015-2016 academic year. Prospective teachers were applied Problem Solving Inventory which was developed by Heppner and Petersen (1982) and adapted into Turkish by Savaşır and Şahin (1997) to determine their level of perceived problem solving skills. Also their epistemological beliefs were determined by using The Scientific Epistemological Beliefs Survey which was developed by Pomeroy (1993) and adapted into Turkish by Deryakulu and Hazır Bıkmaz (2003). The correlational model was used in this study. Obtained data were analyzed by regression analyses and results were discussed.

scholarly journals Intervention Program on Adolescent's Creativity Representations and Academic Motivation

2015 ◽  
Vol 25 (62) ◽  
pp. 289-298 ◽  
Author(s):  
Maria de Fátima Morais ◽  
Saul Neves de Jesus ◽  
Ivete Azevedo ◽  
Alexandra M. Araújo ◽  
João Viseu
Keyword(s):  
Problem Solving ◽  
Academic Motivation ◽  
Intervention Program ◽  
Intervention Group ◽  
Future Research ◽  
Education Students ◽  
Problem Solving Skills ◽  
Research Perspectives ◽  
And Control ◽  
Previous Training

AbstractCreativity and its promotion are widespread concerns in education. However, few efforts have been made to implement intervention programs designed to promote creativity and other related aspects (e.g., academic motivation). The Future Problem Solving Program International (FPSPI), aimed for training creativity representations and creative problem solving skills in young people, has been one of the most implemented programs. This intervention's materials and activities were adapted for Portuguese students, and a longitudinal study was conducted. The program was implemented during four months, in weekly sessions, by thirteen teachers. Teachers received previous training for the program and during the program's implementation. Intervention participants included 77 Basic and Secondary Education students, and control participants included 78 equivalent students. Pretest-posttest measures of academic motivation and creativity representations were collected. Results suggest a significant increase, in the intervention group, in motivation and the appropriate representations of creativity. Practical implications and future research perspectives are presented.

Sign in / Sign up

Export Citation Format

Share Document