scholarly journals Problem Solving And Creativity And Design: What Influence Do They Have On Girls’ Interest In STEM Subject Areas?

2013 ◽  
Vol 4 (1) ◽  
pp. 27-38 ◽  
Author(s):  
Robyn Cooper ◽  
Carol Heaverlo
Keyword(s):  
Problem Solving ◽  
Extracurricular Activities ◽  
Engineering Students ◽  
After School ◽  
Hierarchical Regression ◽  
Problem Solving Skills ◽  
Regular School ◽  
Positive Attitudes ◽  
Subject Areas ◽  
Design Skills

For girls there is a distinct loss in interest, lack of confidence, and decline in positive attitudes toward STEM subject areas that begins early on in their academic experience and increases with age. According to the National Academy of Engineering, students need to begin associating the possibilities in STEM fields with the need for creativity and real world problem solving skills. Recent research has focused on the necessity of emphasizing the use of creativity and design in attracting girls to STEM academic and career fields. Many extra and after school activities (e.g., State Science Fair, math club, environmental club), provide girls with experiential learning that incorporates problem solving and/or creativity and design skills as well as providing investigative opportunities into academic areas that may not be part of the regular school day. Through hierarchical regression analyses, this study examined the extent to which middle and high school girls’ (n = 915) age, and interest and confidence in a) problem solving and b) creativity and design predicted their interest in four STEM subject areas. A follow up analysis identified the extracurricular activities in which girls with higher interests in problem solving and creativity and design were involved. Results revealed that interest in problem solving was a positive predictor for interest in all four STEM subject areas; whereas, interest in creativity and design was a positive predictor for interest in computers and engineering, but a negative predictor for interest in science. 

scholarly journals A Structured 8 Disciplines Methodology To Develop Problem Solving Skills Among Engineering Students During Internship :A Systematic Literature Review

2019 ◽  
Vol 1 (3) ◽  
pp. 8-11
Author(s):  
MURUGAN SUBRAMANIAM ◽  
Muhammad Khair Noordin
Keyword(s):  
Problem Solving ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Engineering Students ◽  
Web Of Science ◽  
Problem Solving Skills ◽  
Industrial Environment ◽  
Current Survey ◽  
Increase Productivity ◽  
The Moment

Current survey shows there are 1 out of 5 graduates are unemployed (Site, 2018). Lack of non technical skills among graduates be one of the main reason for unemployment.Data shows Problem Solving Skills is the second most important non technical skill sought by employers (To et al., 2019); The studies show that the problems cannot be solved by using the same kind of thinking approach applied at the moment it was created. Therefore, a systematic analytical skill is required to handle the engineering related problems happening at manufacturing environment or engineering workplace. The purpose of this paper is to analyze the existing literature about Problem Solving skills for graduate engineers through a systematic literature review. This paper analyses literature through electronic databases mainly from Scopus and Web of Science. This paper summarizes types of problem solving skills applied in the engineering field as of now. Based on that, engineers can differentiate and understand the approach of the problem solving skills in the industrial environment to improve the failures and increase productivity.

Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

2018 ◽  
Vol 70 (4) ◽  
pp. 319-334 ◽  
Author(s):  
Adrie A. Koehler ◽  
Peggy A. Ertmer ◽  
Timothy J. Newby
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Class Discussion ◽  
Problem Solving Skills ◽  
Cognitive Levels ◽  
Design Skills ◽  
Based Instruction ◽  
The Impact ◽  
Active Facilitator ◽  
Case Based

For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.

Student Teachers’ Stress and Social Problem-Solving Skills

2002 ◽  
Vol 2 (3) ◽  
pp. 313-313
Author(s):  
Cameron Montgomery
Keyword(s):  
Problem Solving ◽  
Student Teachers ◽  
Student Teaching ◽  
Social Problem ◽  
Teaching Experience ◽  
Social Problem Solving ◽  
After School ◽  
Quebec City ◽  
Education Student ◽  
Problem Solving Skills

In this study we examined the relationship between stress and social problem-solving skills in student teachers. Results did not show any significant increase in social problem skills at the end of student teaching in 117 primary education student teachers at Laval University in Quebec City. Similarly, stress did not significantly increase. Our results suggest that the more student teachers increase their social problem-solving skills over the course of their student-teaching experience, the less their stress increases. The training of certain social problem-solving skills (problem orientation, generation of alternative solutions, cognition and emotion strategies) could be a promising method for reducing student teachers’ stress. The more we teach student teachers to manage their emotional stress and relax after school or work (relaxation potential), the more they will succeed in reducing their anxiety and overcoming depression.

Using problem-based learning as an instructional approach in enhancing problem solving skills between engineering and business

2018 ◽  
Vol 7 (4.9) ◽  
pp. 174
Author(s):  
Zulida Abdul Kadir ◽  
Nor Hazana Abdullah ◽  
Rosmahalil Azrol Abdullah ◽  
Fadillah Ismail ◽  
Adibah Abdul Kadir ◽  
...  
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Business Students ◽  
Problem Based Learning ◽  
Interrupted Time Series ◽  
Instructional Tool ◽  
Student Centered ◽  
Problem Solving Skills ◽  
Quasi Experimental

Problem-based Learning (PBL) is one of an emerging student-centered approach in Malaysia. PBL has been proven to be one of the best approaches in helping students improve their soft skills. Complaints received from industry stating that many graduates are lacking of problem solving skills. Therefore, the objective of this study is to identify whether students’ problem solving skills could be improved using PBL as an instructional tool. A quasi-experimental interrupted time series design was used involving fifty students from business and engineering faculties in a premier Technical University in Malaysia. Students were given four treatments or problems and were assessed based on accuracy and quality of solutions of the problem given. Results show that business students enhanced their problem solving skills better than engineering students. The findings support previous findings on the effectiveness of PBL on problem solving skills. This finding substantiates the use of PBL as an effective instructional tool to improve students’ problem solving abilities. 

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