scholarly journals Game-based collaborative learning framework for computational thinking development

2020 ◽  
pp. 113-123
Author(s):  
Angelo Magno De Jesus ◽  
Ismar Frango Silveira
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Computational Thinking ◽  
Game Based Learning ◽  
Skill Sets ◽  
Learning Framework ◽  
Problem Solving Strategies ◽  
Apply Problem ◽  
Problem Solvers

Computational Thinking (CT) can amplify learners’ skill sets so that they become excellent problem-solvers. Game-Based Learning and Collaborative Learning are two approaches that may aid in the development of CT skills. This paper describes a framework based on Game and Problem-Based Learning Strategies which aims to enhance the CT teaching and improves students’ social skills, considering aspects of fun. The framework stands out for including collaborative learning features defined in the main literature. Also, the strategy was developed specifically to fit the games’ dynamics. The approach was evaluated via metacognitive and transactive analysis and by a survey. The results showed evidence that the method is able to stimulate interaction among students to apply problem-solving strategies.

scholarly journals Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

2016 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
Problem Solving ◽  
Procedural Knowledge ◽  
Mental Image ◽  
Research Subjects ◽  
Maximum Score ◽  
Mathematical Problems ◽  
Problem Solving Strategies ◽  
Thinking Process ◽  
Problem Solvers ◽  
Holistic Rubric

Solving problem is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores of 0 or 1 for both problems (naive problem solvers). The score was determined by using a holistic rubric with maximum score of 4. Each subject was interviewed by the researcher separately based on the subject’s solution. The results showed that the naive problem solvers read the problems for several times in order to understand them. The naive problem solvers could determine the known and the unknown if they were written in the problems. However, they faced difficulties when the information in the problems should be processed in their mindsto construct a mental image. The naive problem solvers were also failed to make an appropriate plan because they did not have a problem solving schema. The schema was constructed by the understanding of the problems, conceptual and procedural knowledge of the relevant concepts, knowledge of problem solving strategies, and previous experiences in solving isomorphic problems.

scholarly journals Using Grey-based Mathematical Equations of Decision-making as Teaching Scaffolds: from an Unplugged Computational Thinking Activity to Computer Programming

2018 ◽  
Vol 2 (2) ◽  
pp. 29-46
Author(s):  
Meng-Leong How ◽  
Chee-Kit Looi
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Computational Thinking ◽  
Computer Code ◽  
Daily Lives ◽  
Decision Making Processes ◽  
Mathematical Equations ◽  
Problem Solving Strategies ◽  
Software Code ◽  
Crucial Part

Computational Thinking (CT) is pervasive in our daily lives and is useful for problem-solving. Decision-making is a crucial part of problem-solving. In the extant literature, problem-solving strategies in educational settings are often conveniently attributed to intuition; however, it is well documented that computer programmers might even have difficulty describing about their intuitive insights during problem-solving using natural language (such as English), and subsequently convert what has been described using words into software code. Hence, a more analytical approach using mathematical equations and descriptions of CT is offered in this paper as a potential form of rudimentary scaffolding, which might be useful to facilitators and learners of CT-related activities. In the present paper, the decision-making processes during an unplugged CT activity are delineated via Grey-based mathematical equations, which is useful for informing educators who may wish to explain to their learners about the various aspects of CT which are involved in the unplugged activity and simultaneously use these mathematical equations as scaffolds between the unplugged activity and computer code programming. This theoretical manuscript may serve as a base for learners, should the facilitator ask them to embark on a software programming activity that is closely associated to the unplugged CT activity.

scholarly journals Efektivitas worked example dengan strategi pengelompokan siswa ditinjau dari kemampuan pemecahan masalah dan cognitive load

2019 ◽  
Vol 6 (1) ◽  
pp. 62-74
Author(s):  
Muhammad Ferry Irwansyah ◽  
Endah Retnowati
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Strategies ◽  
Worked Example ◽  
Grouping Strategy ◽  
Significant Difference ◽  
Grouping Students ◽  
8Th Grade ◽  
Problem Solving Strategies ◽  
Study Participants

Pada penelitian ini bertujuan untuk mendeskripsikan dan membandingkan efektivitas strategi pembelajaran worked example dan problem solving dengan strategi pengelompokan siswa (kolaboratif dan individual) ditinjau dari kemampuan pemecahan masalah dan cognitive load. Penelitian ini melibatkan 64 siswa kelas 8 sebagai partisipan penelitian yang dibagi menjadi empat kelompok secara acak dengan menggunakan desain eksperimen 2 × 2 (worked example vs. problem solving) × kolaboratif vs. individual). Hasil penelitian ini mengindikasikan bahwa tidak terdapat perbedaan signifikan penerapan strategi worked example dengan pengelompokan kolaboratif dan individual ditinjau dari kemampuan pemecahan masalah. Ditinjau dari cognitive load, strategi worked example efektif ketika siswa belajar individual, namun tidak efektif ketika siswa belajar secara kolaboratif. Ketika siswa belajar secara individual, strategi worked example dapat mengaktifkan cognitive load lebih rendah daripada strategi problem solving, sedangkan ketika siswa belajar secara kolaboratif, strategi worked example dan problem solving tidak berbeda dalam mereduksi cognitive load. The effectiveness of worked example with students’ grouping strategy viewed from problem-solving abilities and cognitive load AbstractThe study aimed to describe and compare the effectiveness of learning strategies (worked example and problem-solving) with the strategy of grouping students (collaborative and individual) viewed from problem-solving abilities and cognitive load. There were 64 of 8th-grade students as study participants divided into four groups randomly using experimental design 2 × 2 (worked example vs. problem-solving × collaborative vs. individual). The results of the study indicate that there is no significant difference implementation of worked example strategy between the collaborative strategies and individuals viewed from problem-solving abilities. Viewed from the cognitive load, the worked example strategy was effective when students learn individually, but it was not effective when students learn collaboratively. When students learn individually, worked example strategies could activate cognitive load lower than problem-solving strategies, whereas when students learn collaboratively, worked example strategies and problem-solving were no different in reducing cognitive load.

scholarly journals PENGARUH PENERAPAN STRATEGI PEMBELAJARAN KOLABORATIF FISHBOWL TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA KELAS VII SMP NEGERI 6 RENGAT

2018 ◽  
Vol 3 (2) ◽  
pp. 190-200
Author(s):  
Sri Yunita Ningsih ◽  
Nurseha Nurseha
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Hypothesis Test ◽  
Mathematical Problem ◽  
Control Group ◽  
Test Results ◽  
Control Group Design ◽  
Mathematical Problems

Abstract. The research is motivated by the low ability of problem solving in student math SMP Negeri 6 Rengat, the activity of students in following the lesson is still relatively low. The us of fishbowl collaborative learning strategy is throught to be able overcome the problem solving ability of student math which is still low. The purpose of this research is to know the ability of problem solving of student mathematics by using fishbowl collaborative learning strategy. This type of research is experimental research. The research design used was randomized subjects posttest only control group design. The population in these villages is class VII. The class selected to be the experimental class is the class VIIA and the control class is the class VIIB. The data collection technique used in this research is the ability problem solving test in the form of essay. Data analysis techniques in this test use t test based on hypothesis test results obtained t count = -4,321 and t table = -2,010. Based on hypothesis test results t arithmetic < t table with the real level used is 0,05. Ho rejected. So, it can be concluded that the ability to solve mathematical problem with the application of fishbowl collaborative learning strategy is better than the ability to solve mathematical problems with the application of conventional learning strategies in the class VII SMP Negeri 6 Rengat. Keywords: Collaborative Learning Strategy Fishbowl, Problem Solving 

scholarly journals Behavioral flexibility and problem solving in an invasive bird

2015 ◽  
Author(s):  
Corina J. Logan
Keyword(s):  
Invasive Species ◽  
Problem Solving ◽  
Learning Strategies ◽  
Behavioral Flexibility ◽  
Changing Environments ◽  
Species Invasions ◽  
Important Trait ◽  
Problem Solvers ◽  
Use Behavior ◽  
High Level

ABSTRACTBehavioral flexibility is considered an important trait for adapting to environmental change, but it is unclear what it is, how it works, and whether it is a problem solving ability. I investigated behavioral flexibility and problem solving abilities experimentally in great-tailed grackles, an invasive species and thus a likely candidate for possessing behavioral flexibility. I found that grackles are behaviorally flexible and good problem solvers, they vary in behavioral flexibility across contexts, flexibility did not correlate with problem solving ability, and those that are more flexible did not necessarily use more learning strategies. It appears that behavioral flexibility can be an independent trait that varies across contexts. Maintaining such a high level of variation could be a mechanism underlying successful species invasions. These results highlight the need to investigate how individuals use behavior to react to changing environments.

Problem Solving by Multiple Experts in a Distributed Diagnostic Context

1989 ◽  
Vol 33 (20) ◽  
pp. 1464-1467
Author(s):  
Douglas G. Hoecker
Keyword(s):  
Problem Solving ◽  
Diagnostic Strategy ◽  
Verbal Protocols ◽  
Risky Decision ◽  
Problem Solving Strategies ◽  
Rich Data ◽  
Problem Solvers ◽  
Multiple Experts ◽  
The Cost ◽  
Decision Making Behavior

This paper outlines results, both behavioral and methodological, of a pilot study whose objective was to develop a method for learning why experienced technicians' diagnoses of a supposedly self-diagnostic avionics system appeared to be false at rates approaching 50%, and for recommending actions to improve diagnostic performance. In this context, the cost of falsely removing a replaceable avionics module was high: thorough testing of a false ‘pull’ typically would require the better part of a day for a skilled specialist using costly test equipment, only to conclude: ‘re-tests ok’. Fifteen subject-matter experts solved three problems concerning avionics diagnosis in a counterbalanced experimental design. Results from analysis of scored verbal protocols suggest a multiplicity of problem-solving strategies used both across as well as within individuals. They also suggest that an important factor in developing a problem-specific diagnostic strategy is the user's estimate of cost for obtaining the needed data; often the cost is estimated to be too high, and the data are foregone, even when they are believed to be available ‘somewhere in the system’. Thus, problem-solvers appeared to knowingly engage in risky decision-making behavior that reflected compromises among conflicting goals. Another result was methodological: the ‘leveraged expert’ approach to scenario-driven problem solving provides rich data and useful insights into dealing with multiple experts in a problem domain.

Game-Based Learning in Higher Education

2022 ◽  
pp. 138-163
Author(s):  
Sunitha Abhay Jain ◽  
Nilofer Hussaini ◽  
Sunil John ◽  
Daisy Alexander ◽  
Bidisha Sarkar
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Growing Up ◽  
Game Based Learning ◽  
Pedagogical Tool ◽  
Skill Sets ◽  
Traditional Teaching Methods ◽  
Technological Developments

The technological developments and innovations have thrown open many challenges in the field of higher education. We are growing up in a society of digital natives who are exposed to the digital environment from their birth. Of late, the focus has shifted from traditional teaching methods to finding innovative ways and means to engage the students. Competence building instead of rote learning is the need of the hour. In order to prepare the students to face the challenges of the real world and make them future ready, it is important for higher educational institutions to focus on imparting to learners 21st century skill sets such as creativity, problem solving, and critical thinking, amongst others. Game-based learning is gaining momentum and is becoming a popular pedagogical tool as it is learner-centric and fosters creativity.

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