PROBLEM SOLVING SKILLS IN DIFFERENTIAL CALCULUS: A SEFAKO MAKGATHO HEALTH SCIENCES UNIVERSITY FIRST-YEAR STUDENTS' CASE

2016 ◽  
Author(s):  
L.C. Ntimane ◽  
Joel Lehlaba Thabane ◽  
Solly Seeletse
Keyword(s):  
Problem Solving ◽  
Differential Calculus ◽  
Health Sciences ◽  
First Year ◽  
First Year Students ◽  
Problem Solving Skills

scholarly journals New Physics Curriculum

2016 ◽  
pp. 17-21
Author(s):  
Lynn Moran
Keyword(s):  
Problem Solving ◽  
Core Curriculum ◽  
New Physics ◽  
Undergraduate Teaching ◽  
First Year ◽  
First Year Students ◽  
Problem Solving Skills ◽  
The University ◽  
Physics Curriculum

Developing the critical thinking and problem-solving skills of students as rapidly as possible is a key requirement in improving learning outcomes at every stage of their degree. The Department of Physics at the University of Liverpool has entirely redeveloped years 1 and 2 of the undergraduate degree with a focus on students becoming independent learners as early as possible. The aims are to better integrate the undergraduate teaching provision and to complete the Institute of Physics core curriculum in years 1 and 2, in order to focus on research led teaching and independent projects in years 3 and 4. This new programme, entitled New Physics, starts in Welcome Week with the Undergraduate Physics Olympics and continues through the Year 1 Project (Mission to Mars) in the first week of semester one. The aim is to set the standard for collaborative achievement and introduce students to the way that physicists think. Innovative problem solving classes incorporating active learning such as peerassessment,group learning and exemplars designed to improve these skills andenhance the quality of learning among its first-year students have been introduced.

scholarly journals A Laboratory-Centered Approach to Introducing Engineering Students to Electric Circuit and Electric Systems Concepts

2012 ◽  
Author(s):  
Cyrus Shafai ◽  
Behzad Kordi
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Electric Circuit ◽  
Historical Background ◽  
First Year ◽  
Computer Engineering ◽  
First Year Students ◽  
Problem Solving Skills ◽  
Electrical Systems ◽  
Different Types

The teaching of electric circuit analysis traditionally involves problem solving to ensure understanding of analysis theorems, complemented by laboratory experience. When taught to first year Engineering students, this approach lacks a motivational component and presents difficulties due to the weaker mathematics and problem solving skills of first year students. This paper presents a laboratory-centered approach to introduce engineering students to electric devices and systems. Using open-ended design projects, students explore and construct different types of electrical systems. Laboratories are selected so as to develop student intuition in electrical concepts, scientific fundamentals, provide a historical background, and demonstrate systems-level design issues. Over the past three years in our Department, using this approach, increased student motivation and engagement has been observed, supported by a significant increase in Electrical and Computer Engineering enrollment.

Problem solving skills of the 1st year and 4th year nursing students

2011 ◽  
Vol 26 (S2) ◽  
pp. 883-883
Author(s):  
Y. Sayin ◽  
M. Farimaz
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Nuclear Family ◽  
Personal Information ◽  
Relevant Literature ◽  
Personal Control ◽  
First Year ◽  
First Year Students ◽  
Problem Solving Skills

IntroductionOne of the objectives of nursing education is helping nursing students acquire the knowledge, skills, and behaviors needed to deal with various problems.ObjectivesThe study is descriptive.AimsTo determine the “problem solving skills” of the 1st-year and 4th-year students.MethodsThe study is a descriptive one. The study sample comprised a total of 153 students in their 1st-year and 4th-year in Department of Nursing, Cumhuriyet University, Turkey. The research data were collected by means of the “Personal Information Form” developed in light of the relevant literature review and the “Problem Solving Inventory” which was developed by Heppner and Peterson (1982) and tested in Turkey in 1990 by Taylan in terms of fist validity-reliability properties.ResultsOf the first year students, 84.9% lived in a nuclear family, 61.6% lived in a city, 39.5% were first-born children. Of the fourth year students, 81.0% lived in a nuclear family, 67.2% lived in a city, 37.3% were first-born children. All of the students financial needs were met by their parents. There was no difference between the total “problem solving confidence” scores of the first year students (85.942 ± 16.649) and the fourth year students (81.866 ± 19.168) (p > 0.05). According to the sub-scales of the inventory, the first year students received higher scores than the fourth year students in “problem solving confidence”, “approach-avoidance behavior” and “personal control” (p > 0.05).ConclusionsThe education received by the students did not make a difference in the development of their problem solving skills.

scholarly journals Developing science students’ metacognitive problem solving skills online

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Rowan W. Hollingworth ◽  
Catherine McLoughlin
Keyword(s):  
Problem Solving ◽  
New England ◽  
Design Guidelines ◽  
First Year ◽  
Online Environment ◽  
Metacognitive Skills ◽  
Science Students ◽  
Problem Solving Skills ◽  
Structured Problems ◽  
Reflective Skills

<span>Technology is increasingly being harnessed to improve the quality of learning in science subjects at university level. This article sets out, by incorporating notions drawn from constructivist and adult learning theory, a foundation for the design of an online environment for the acquisition of metacognitive problem solving skills. The capacity to solve problems is one of the generic skills now being promoted at tertiary level, yet for many learners problem-solving remains a difficulty. In addition, there are few instances of instructional design guidelines for developing learning environments to support the metacognitive skills for effective problem solving. In order to foster the processes of metacognitive skills explicitly in first year science students, we investigated areas where cognitive support was needed. The aim was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enabled them to define, plan and self monitor their thinking during problem solving. In tertiary science, both well-structured and ill-structured problems are encountered by students, thus a repertoire of skills must be fostered. A model for supporting metacognitive skills for problem solving is presented in the context of an online environment being developed at the University of New England.</span>

scholarly journals Emotional Intelligence and Stress Coping Strategies Among Students of Physical Education and Sport Study Programs

2020 ◽  
Vol 4 (115) ◽  
Author(s):  
Romualdas Malinauskas ◽  
Tomas Saulius ◽  
Giedrius Kaufmanas
Keyword(s):  
Social Support ◽  
Emotional Intelligence ◽  
Problem Solving ◽  
Physical Education ◽  
Coping Strategies ◽  
First Year ◽  
Stress Coping ◽  
First Year Students ◽  
Study Programs ◽  
Stress Coping Strategies

Background. Studies of various scholars confirm the relation between the application of stress coping strategies and emotional intelligence, but there is a lack of research about the relationship between individual coping strategies and emotional intelligence levels among the first- and the fourth-year students. The aim of the research was to reveal peculiarities of emotional intelligence and stress coping strategies of undergraduate students of physical education and sport study programs.Methods. The Shutte Self-Assessment Questionnaire was used to measure the level of emotional intelligence of the participants (Schutte & Malouff, 1999). The questionnaire composed by Grakauskas and Valickas (2006) was used to identify the stress coping strategies. It consists of four factors: social support factor, problem-solving factor, emotional discharge factor and avoidance factor. The research was based on the following ethical principles: confidentiality, anonymity, impartiality and privacy. The first- and the fourth-year students of the Lithuanian Sports University and Lithuanian University of Educational Sciences, Physical Education and Sports Programs were surveyed. The research sample consisted of 123 participants. Male participants comprised 66.7% of the sample, and the female participants comprised 33.3%. of the sample. The first-year undergraduates made up 57.7% of the sample, and the fourth-year undergraduates made up 42.3% of the sample.Results. Analyzing the data on the stress coping strategies according to the participants studying experience, it was found that the fourth-year students used the social support strategy more frequently in comparison with the first-year students. In addition, the fourth-year students applied emotional discharge and avoidance strategies more often than the first-year students. Comparing stress coping strategies and emotional intelligence according to the gender of participants, no statistically significant differences were found. There was a statistically significant relationship between the stress coping strategy and the ability to evaluate and express one’s emotions.Conclusions. Comparing emotional intelligence of the first- and the fourth-year students of physical education and sports study programs, no statistically significant differences were found. Comparison of stress coping strategies applied by the first- and the fourth-year students of physical education and sports degree programs revealed that the fourth-year students tended to use social support, emotional discharge and avoidance strategies more frequently than the first-year students. Comparison of stress coping strategies and emotional intelligence according to gender did not show any statistically significant differences. However, there was a statistically significant relationship between stress coping strategies and emotional intelligence, though it was a weak, but significant difference between emotional intelligence components such as the ability to express and manage emotions and problem-solving focused stress coping strategy.Keywords: stress, stress management strategies, emotional intelligence.

Sex Differences in First-Year Algebra

1980 ◽  
Vol 11 (5) ◽  
pp. 335-346 ◽  
Author(s):  
Jane O. Swafford
Keyword(s):  
Sex Differences ◽  
Problem Solving ◽  
First Year ◽  
Problem Solving Skills ◽  
Algebra Students ◽  
Consumer Problem ◽  
Algebra Achievement ◽  
Computational Skill ◽  
Slight Advantage

The study investigated sex-related differences among first-year algebra students with respect to achievement, attitude, and consumer problem-solving skills. The subjects were 329 females and 294 males enrolled in first-year algebra courses in 17 schools across the country. In the fall, no sex-related differences were evident in arithmetic computational skill or attitude about the usefulness and enjoyment of mathematics. Males showed a slight advantage on consumer items. In the spring, no sex-related differences in algebra achievement were found; a decline in attitude was observed for both groups; and the differences on consumer exercises became more pronounced.

By Measure: Creativity in Design

2007 ◽  
Vol 21 (5) ◽  
pp. 353-359 ◽  
Author(s):  
Brad Hokanson
Keyword(s):  
Problem Solving ◽  
Empirical Research ◽  
Research Methodology ◽  
Creative Thinking ◽  
First Year ◽  
Specific Training ◽  
Creative Problem Solving ◽  
First Year Students ◽  
Design Students ◽  
Creative Problem

Specific training may be required to develop creativity in design students. At the very least, training is valuable in developing creativity in first-year students. Creativity is a skill that can be examined, used and taught - and it is one that is central to designing. This paper presents the results of empirical research from a class in creative problem solving for design students. The nature of creativity and the structure of the class are described, and this is followed by an outline of the research methodology and the use of the verbal Torrance Test of Creative Thinking. Creativity, as measured through the test, significantly increased.

scholarly journals IMPROVING STUDENTS’ PROBLEM SOLVING SKILL IN MATHEMATICS THROUGH WRITING

2016 ◽  
Vol 4 (2) ◽  
pp. 231
Author(s):  
Linda Vitoria ◽  
Monawati Monawati
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Research Method ◽  
Average Score ◽  
First Year ◽  
First Year Students ◽  
Writing In Mathematics ◽  
Research Participants ◽  
Mathematical Word Problems ◽  
Written Test

This article describes the implementation of writing in Mathematics as an effort to improve students’ problem solving skill. The research method was classroom action research which was conducted in three cycles. Research participants were 24 first-year students at PGSD FKIP Syiah Kuala University. Data was collected using a written test consisted of mathematical word problems presented to the students at the end of each cycle, and interview. Students’ problem solving skill was analyzed based on the four steps of problem solving proposed by Polya: 1. the ability to understand the problem, 2. the ability to plan a strategy to solve the problem, 3. the ability to execute the plan, and 4. the ability to re-check. Result shows that writing in Mathematics improve students’ problem solving skill. In cycle 1, the average score of students’ problem solving skill was 51.7. In cycle 2, the average score was 75.6, and finally in cycle 3, the average score was 83.4. During interview, the students confessed that writing helped them organize their thinking so that they can solve a problem satisfactorily.

scholarly journals THE EFFECTS OF INDEXING PROMPTS ON PROBLEM-SOLVING IN CASE LIBRARY LEARNING

2020 ◽  
Vol 78 (3) ◽  
pp. 394-409
Author(s):  
Jongchan Park ◽  
Jinju Lee ◽  
Dongsik Kim
Keyword(s):  
Problem Solving ◽  
Control Group ◽  
First Year ◽  
Case Based Reasoning ◽  
First Year Students ◽  
Case Library ◽  
Quasi Experimental ◽  
Scaffolding Strategies ◽  
Development Course ◽  
Effective Case

Researchers have suggested that case library learning is an effective instructional method that promotes argumentation skills for ill-structured problem-solving. However, little research has examined scaffolding strategies to implement effective case library learning. The aim of this research was to examine the effects of indexing prompts as scaffolds on argumentation skills during problem-solving in case library learning. A quasi-experimental design was employed for the research. A total of 111 first-year students in a university across three sections in a career development course participated in the experiment. Participants were provided with three different indexing prompts: explanation-based indexing prompts (focused on self-explaining anomalies of individual cases), difference-based indexing prompts (focused on self-explaining similarities and differences between cases), and no prompts (allowing spontaneous self-explanations when studying cases). Learners’ argumentation essays comprising initial arguments, counterarguments, and rebuttals were collected. The results found that learners who were prompted to generate mental indices outperformed the learners in the control group when constructing argumentation. More specifically, explanation-based indices were beneficial in making counterarguments and rebuttals, and difference-based indices were helpful when making rebuttals. These findings suggest that indexing cases based on both exploration of the anomalies of each case and comparisons between cases improves argumentation by facilitating case retention, retrieval, and reuse. Keywords: argumentation skills, case library learning, case-based reasoning, indexing prompts.

Sign in / Sign up

Export Citation Format

Share Document