The Study of Satir’s Empirical Therapy on Communication and Problem-solving Ability Among University Students

This study investigated the impact of a 15-week outdoor experiential program on the moral reasoning of college students. One hundred and ninety-six university students volunteered to participate in this study, which utilized Rest's (1979) Defining Issues Test (DIT). The DIT investigates how individuals arrive at making decisions, and formulates a “P” (Principled moral reasoning) score for each subject. The groups were found to be homogeneous in moral reasoning at the pretest (outdoor experiential x = 36.07; control x = 33.08; F = 0.05). There was a statistically significant difference on the posttest scores of the outdoor experiential program participants (x = 40.98) in relation to the control group (x = 34.14) (F = 3.84). The results of this study demonstrated that the outdoor experiential program participants were significantly different from the control group at posttest. It is postulated that even though improved moral reasoning was not a stated objective, the outdoor experiential students, through front-loading, reflection, critical thinking, problem solving, and adherence to the full value contract, did enhance their level of moral reasoning. Through the combined modeling of behavior and discussion, changes in behavior can occur. The nature of outdoor experiential programs seems well suited to positively influence moral and ethical reasoning.

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The Effects of Problem Solving Method and Cognitive Flexibility in Improving University Students’ Metacognitive Skills

Journal for the Education of Gifted Young Scientists ◽

10.17478/jegys.652212 ◽

2020 ◽

pp. 657-680 ◽

Cited By ~ 2

Author(s):

İdawati İDAWATİ ◽

Punaji SETYOSARİ ◽

Dedi KUSWANDİ ◽

Saida ULFA

Keyword(s):

Problem Solving ◽

University Students ◽

Cognitive Flexibility ◽

Metacognitive Skills

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Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

Journal of Medical Education ◽

10.5812/jme.110069 ◽

2020 ◽

Vol 19 (3) ◽

Author(s):

Mahnaz Khayat ◽

Fariba Hafezi ◽

Parviz Asgari ◽

Marzieh Talebzadeh Shoushtari

Keyword(s):

Problem Solving ◽

University Students ◽

Flipped Classroom ◽

Teaching Method ◽

Self Determination ◽

Analysis Of Covariance ◽

Control Group ◽

Traditional Teaching ◽

Traditional Teaching Methods ◽

Experimental Group

Background: The flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. Objectives: The present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean ± SD) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. The flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (P = 0.01). The flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. Conclusions: According to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.

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Attitudes of University Students towards STEM Approach

International Journal of Technology in Education ◽

10.46328/ijte.v3i1.16 ◽

2020 ◽

Vol 3 (1) ◽

pp. 39

Author(s):

Bahjat Hamid Altakahyneh ◽

Mofeed Abumusa

Keyword(s):

Problem Solving ◽

University Students ◽

Student Attitudes ◽

Statistical Significance ◽

Validity And Reliability ◽

Knowledge And Skills ◽

Science Technology ◽

Engineering Mathematics ◽

Collaboration And Communication ◽

The University

The study aimed at investigating the attitudes of university students towards science, technology, engineering, mathematics (STEM) approach. The participants of the study consist of (60) students who were studying in bachelor and master degree, they trained in the center of training at the university, the participants acquiring the skills of STEM approach by using the WeDo2.0 application, they received knowledge and skills of STEM approach. The tool of the study was questionnaire which was validity and reliability verified. Results of the study showed that positive student attitudes toward using STEM approach Reached 86.4%. Each of the following scores is ranked as descending order: desire to apply strategy (87.4 %%), collaboration and communication (86.4%), thinking and problem solving (86%), motivation and problem solving (86%). There was no statistical significance difference between the variable type degree of study (master/bachelor) as well as the nature of employment in terms of whether the learner was either an employee or non-employee. In light of results of the study, researchers recommend using STEM approach in teaching courses in open learning systems.

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Change of Awareness and Characteristics of Student Groups in Class Creating PowerPoint Slides to Introduce Books

Journal of Studies in Education ◽

10.5296/jse.v7i3.11354 ◽

2017 ◽

Vol 7 (3) ◽

pp. 29

Author(s):

Isao Miyaji

Keyword(s):

Problem Solving ◽

Active Learning ◽

University Students ◽

Principal Components ◽

Rating Scale ◽

Computer Skills ◽

Project Planning ◽

Student Groups

This paper deals with the class where university students recommended books they are interested in by means of PowerPoint slides. In this course, they were required to create PowerPoint slides to introduce books by inserting animations and narrations. It applied active learning in combination with evaluation and revision activities to enhance their computer skills, to raise awareness towards various types of skills necessary for problem solving and to nurture active thinking. It particularly aims not only to acquire PowerPoint skills but also to develop their skills in expression, project planning and suggestion. This paper informs of the content of the course, proves change of awareness, and reports characteristics of student groups by classifying students according to principal components in rating scale values of awareness.

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