scholarly journals Interpreting Students' Experiences with Academic Disappointments Using Resourcefulness Scores as a Lens

2019 ◽  
Vol 7 (2) ◽  
pp. 136-153
Author(s):  
Rebecca D Martin ◽  
Deborah J Kennett
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
Attributional Style ◽  
Lived Experiences ◽  
Data Driven ◽  
Learned Resourcefulness ◽  
Postsecondary Students ◽  
Problem Solving Strategies ◽  
The Continuum

Most postsecondary students have to deal with academic disappointments at some point in time, with many of them succumbing to their anxieties and failing to learn from these lived experiences. Our study aimed to understand the “why and how” disappointments unfolded in a sample of 20 undergraduate students, using a design whereby interview text was concurrently analyzed across the continuum of learned resourcefulness in conjunction with an inductive, data-driven coding, and theme generation perspective. Reasons for attending university, attributional style, coping and learning, and perceptions of others markedly differed for high- and low- resourcefulness scorers. Whereas high-resourceful scorers used academic disappointments as a motivator to engage in more effort and problem-solving strategies, low scorers ruminated and tried to forget about them. Suggestions are provided on ways to effectively help students become more resourceful and in control of their studies.

scholarly journals The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology

2011 ◽  
Vol 10 (3) ◽  
pp. 268-278 ◽  
Author(s):  
Katharine Semsar ◽  
Jennifer K. Knight ◽  
Gülnur Birol ◽  
Michelle K. Smith
Keyword(s):  
Problem Solving ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Introductory Physics ◽  
Student Responses ◽  
Learning Attitudes ◽  
Attitudes About Science ◽  
Problem Solving Strategies ◽  
Biology Courses ◽  
Consensus Expert

This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology.

scholarly journals Analyzing novices' fun and programming behaviours while playing a serious blocks-based game

2021 ◽  
Vol 29 ◽  
pp. 1337-1355
Author(s):  
Adilson Vahldick ◽  
Maria José Marcelino ◽  
António José Mendes
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Middle Schools ◽  
Undergraduate Students ◽  
Perceived Learning ◽  
Trial And Error ◽  
Knowledge And Skills ◽  
Problem Solving Strategies ◽  
Programming Knowledge ◽  
High Level

Blocks-based environments have been used to promote programming learning mostly in elementary and middle schools. In many countries, isolated initiatives have been launched to promote programming learning among children, but until now there is no evidence of widespread use of this type of environment in Brazil and Portugal. Consequently, it is common that many students reach higher education with little or no programming knowledge and skills. NoBug’s SnackBar is a game designed to help promote programming learning. This study examined students' behavior and attitudes when playing the game on their initiative. It used a sample of 33 undergraduate students enrolled in an introductory programming course. The variables studied were students' performance and engagement, satisfaction, and problem-solving strategies. The main findings were (1) better performing students had a high level of perceived learning, (2) all the students had similar perceptions about their fun while playing, (3) the leader board was the most used game element not directly related to learning and (4) the top-ranked students access previous solutions to help them solve a new mission, while the others often use a trial-and-error approach.

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

scholarly journals Using process data to understand problem-solving strategies and processes for drag-and-drop items in a large-scale mathematics assessment

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Yang Jiang ◽  
Tao Gong ◽  
Luis E. Saldivia ◽  
Gabrielle Cayton-Hodges ◽  
Christopher Agard
Keyword(s):  
Problem Solving ◽  
Time Allocation ◽  
Large Scale ◽  
Solution Process ◽  
Process Data ◽  
Mathematics Assessments ◽  
Assessment Design ◽  
Eighth Grade Students ◽  
Problem Solving Strategies ◽  
Drag And Drop

AbstractIn 2017, the mathematics assessments that are part of the National Assessment of Educational Progress (NAEP) program underwent a transformation shifting the administration from paper-and-pencil formats to digitally-based assessments (DBA). This shift introduced new interactive item types that bring rich process data and tremendous opportunities to study the cognitive and behavioral processes that underlie test-takers’ performances in ways that are not otherwise possible with the response data alone. In this exploratory study, we investigated the problem-solving processes and strategies applied by the nation’s fourth and eighth graders by analyzing the process data collected during their interactions with two technology-enhanced drag-and-drop items (one item for each grade) included in the first digital operational administration of the NAEP’s mathematics assessments. Results from this research revealed how test-takers who achieved different levels of accuracy on the items engaged in various cognitive and metacognitive processes (e.g., in terms of their time allocation, answer change behaviors, and problem-solving strategies), providing insights into the common mathematical misconceptions that fourth- and eighth-grade students held and the steps where they may have struggled during their solution process. Implications of the findings for educational assessment design and limitations of this research are also discussed.

scholarly journals Teachers’ Use of Technology Affordances to Contextualize and Dynamically Enrich and Extend Mathematical Problem-Solving Strategies

Mathematics ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 793
Author(s):  
Manuel Santos-Trigo ◽  
Fernando Barrera-Mora ◽  
Matías Camacho-Machín
Keyword(s):  
Problem Solving ◽  
High School Teachers ◽  
Digital Technology ◽  
Dynamic Models ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Use Of Technology ◽  
Technology Affordances ◽  
Problem Solving Strategies

This study aims to document the extent to which the use of digital technology enhances and extends high school teachers’ problem-solving strategies when framing their teaching scenarios. The participants systematically relied on online developments such as Wikipedia to contextualize problem statements or to review involved concepts. Likewise, they activated GeoGebra’s affordances to construct and explore dynamic models of tasks. The Apollonius problem is used to illustrate and discuss how the participants contextualized the task and relied on technology affordances to construct and explore problems’ dynamic models. As a result, they exhibited and extended the domain of several problem-solving strategies including the use of simpler cases, dragging orderly objects, measuring objects attributes, and finding loci of some objects that shaped their approached to reasoning and solve problems.

Sharing of Knowledge and Problem Solving When Teammates Have Diverse Hearing Status

2021 ◽  
pp. 104649642110102
Author(s):  
Michael Stinson ◽  
Lisa B. Elliot ◽  
Carol Marchetti ◽  
Daniel J. Devor ◽  
Joan R. Rentsch
Keyword(s):  
Problem Solving ◽  
Hard Of Hearing ◽  
The Other ◽  
Postsecondary Students ◽  
Problem Solution ◽  
Group Problem ◽  
Team Members ◽  
Group Problem Solving ◽  
Complete Problem ◽  
Hearing Status

This study examined knowledge sharing and problem solving in teams that included teammates who were deaf or hard of hearing (DHH). Eighteen teams of four students were comprised of either all deaf or hard of hearing (DHH), all hearing, or two DHH and two hearing postsecondary students who participated in group problem-solving. Successful problem solution, recall, and recognition of knowledge shared by team members were assessed. Hearing teams shared the most team knowledge and achieved the most complete problem solutions, followed by the mixed DHH/hearing teams. DHH teams did not perform as well as the other two types of teams.

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.

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