scholarly journals Importance and Application of Mathematics in Everyday Life

2021 ◽  
Vol 9 (11) ◽  
pp. 868-879
Author(s):  
Pranshi Sharma
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Everyday Life ◽  
Personal Growth ◽  
Growth And Development ◽  
Scientific Field ◽  
Analysis Problem ◽  
Daily Lives ◽  
Research Document ◽  
Broad Scale

Abstract: Mathematics is a field of science that studies numbers and how they are used. It includes calculations, computations, and problem solving, among other things. It is a subject that is accurate, precise, methodical, and logical. Mathematics has been defined in a variety of ways throughout history; it is an indispensible component of science and is utilized in virtually every discipline, including natural science, engineering, art, and economics. Mathematics is a vital instrument in our lives and in every scientific field that promotes personal growth and development on a broad scale. To avoid chaos and confusion, mathematics makes life smoother and more organized. Problem solving, creativity, critical thinking, and reasoning capacity are some of the traits and talents fostered by mathematics. Other unique skills include analyzing and communicating effectively. Everyone requires mathematics in their daily lives, whether they are a cook or a farmer, a carpenter or a mechanic, a shopkeeper or a doctor, an engineer or a scientist, a musician or a magician. Therefore, it would be impossible to summarize mathematics applications in each field. Through this research document, it is intended to talk about the importance and applications of mathematics in our daily lives. Keywords: Mathematics, Importance of Mathematics, Application of Mathematics, Analysis, Problem Solving and Critical Thinking Abilities.

Leading Learning Communities with Creative Practice

2021 ◽  
pp. 91-103
Author(s):  
Susannah L. Brown ◽  
Jennifer Lynne Bird ◽  
Ann Musgrove ◽  
Jillian Powers
Keyword(s):  
Instructional Technology ◽  
Problem Solving ◽  
Learning Communities ◽  
Technology Education ◽  
Interpersonal Communication ◽  
Personal Growth ◽  
Professional Growth ◽  
Growth And Development ◽  
Leadership Theories ◽  
Communication Problem

Reflective leadership stories from various fields including, instructional technology, education and humanities guide the reader to reflect upon practice. Leadership theories that support personal growth, caring, interpersonal communication, problem solving, and creativity are discussed (Bass, 2008). Furthermore, the authors describe how creative leaders can use Communities of Practice (CoPs) as a mechanism to share and build knowledge, solve problems, and foster professional growth and development.

scholarly journals Engaging Students in Critical Thinking and Problem Solving: A Brief Review of the Literature

2015 ◽  
Vol 5 (4) ◽  
pp. 100 ◽  
Author(s):  
Nancy J. McCormick ◽  
Linda M. Clark ◽  
Joan M. Raines
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Styles ◽  
Everyday Life ◽  
Student Motivation ◽  
Student Involvement ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Review Of The Literature ◽  
Research On Teaching

<p>Problem solving and critical thinking skills are beneficial across all fields of collegiate studies and provide lasting value in the workplace and everyday life.  In problem solving, students employ critical thinking skills in the analyses of problems and the synthesis and applications of previously learned concepts.  For decades, researchers and academics have deliberated on ways to engage students in the classroom to train them in these skills.  The collective research on teaching critical thinking and problem solving reveal overarching themes, which include student involvement, learning styles, student motivation, and instructor perceptions and behaviors.</p>

Basic Approaches to Adjustment Services in Rehabilitation

1984 ◽  
Vol 15 (3) ◽  
pp. 20-23 ◽  
Author(s):  
Robert H. Couch
Keyword(s):  
Problem Solving ◽  
Personal Growth ◽  
Growth And Development ◽  
State Of The Art ◽  
Rehabilitation Counselors ◽  
Training Process ◽  
Current State ◽  
Separate Treatment ◽  
Basic Approaches

Work acclimation, problem solving, personal growth and development, and education are described as four basic approaches to the treatment/training process known as Adjustment Services in Rehabilitation. Techniques common to each approach are discussed for rehabilitation counselors and facility professionals. Although not mutually exclusive, the separate treatment of each approach illustrates the current state of the art of adjustment services.

scholarly journals Aspects of Free Market Economy & Autonomy in Applied Philosophy

2019 ◽  
pp. 48-65
Author(s):  
Shafiqul Islam
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Everyday Life ◽  
Market Economy ◽  
Free Market ◽  
Free Market Economy ◽  
Problem Solving Skills ◽  
Historical Perspectives ◽  
Wide Range ◽  
Applied Philosophy

The aim of the course is to engage students in a wide variety of activities and experiences that will assist in the development of critical thinking, analysis and problem solving skills. Through exposure to a wide range of historical perspectives across different domains of knowledge (including History, Science, Art, Ethics, Psychology and Literature) and the opportunity to discuss problems and scenarios from everyday life, students will develop a deeper understanding of their personal values and the perspectives of others. This course aims to develop students into inquirers with a critical disposition and a thirst for knowledge.

Leading Learning Communities with Creative Practice

2017 ◽  
pp. 1379-1390
Author(s):  
Susannah L. Brown ◽  
Jennifer Lynne Bird ◽  
Ann Musgrove ◽  
Jillian Powers
Keyword(s):  
Instructional Technology ◽  
Problem Solving ◽  
Learning Communities ◽  
Technology Education ◽  
Interpersonal Communication ◽  
Personal Growth ◽  
Professional Growth ◽  
Growth And Development ◽  
Leadership Theories ◽  
Communication Problem

Reflective leadership stories from various fields including, instructional technology, education and humanities guide the reader to reflect upon practice. Leadership theories that support personal growth, caring, interpersonal communication, problem solving, and creativity are discussed (Bass, 2008). Furthermore, the authors describe how creative leaders can use Communities of Practice (CoPs) as a mechanism to share and build knowledge, solve problems, and foster professional growth and development.

scholarly journals INQUIRY AS A KEY TO DEEPER LEARNING

2020 ◽  
Vol 2 (11) ◽  
pp. 195-202
Author(s):  
Alla Fridrikh ◽  
Світозара Анатоліївна Бігунова ◽  
Halyna Nikolaichuk
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Everyday Life ◽  
Learning Process ◽  
Academic Life ◽  
Inquiry Based Learning ◽  
Essential Questions ◽  
Culture Of Inquiry ◽  
Motivate Learning ◽  
Successful Academic

In spite of the fact that critical thinking is a vital skill not only during studying at university but in everyday life either, students are often unprepared for critically thinking when they start their studies. That is why it is so necessary to explain how to use practical strategies for developing these skills for a successful academic life. First of all, teachers should always bear in mind Bloom’s Taxonomy as it helps them to find the correct way for teaching showing the nearest and the furthest goals in their work. The levels start from the simplest and go to the most complicated ones showing that no one can acquire a higher level without mastering the lower ones and that their acquiring is necessary for bringing up critically thinking students. Creating a culture of inquiry is constant work which grows problem-solving learners with deeper understanding of important knowledge. Being convinced that a significant tool for creating a culture of inquiry is essential questions that drive and motivate learning, the authors have designed some recommendations that can encourage inquiry-based learning process and involve students in it. As inquiry-based learning elevates students’ autonomy and collaboration, and helps to create a culture focused on researching rather than reproducing information, the authors consider that teachers should focus on question formulation technique. Besides, four phases of inquiry-based learning have been distinguished and described in details.  

scholarly journals Problem-based Learning: Nursing students’ attitude, self-reported competence, tutorial performance and self-directed learning readiness

2018 ◽  
Vol 8 (10) ◽  
pp. 11
Author(s):  
Judith C. Bruce ◽  
Melanie Lack ◽  
Nthabiseng M. Bomvana ◽  
Nomawethu Qamata-Mtshali
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Personal Growth ◽  
Health Professionals ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Learning Readiness ◽  
Directed Learning

Background and objectives: Problem-based learning (PBL) is widely recognized as progressive pedagogy for the preparation of a range of health professionals. Despite the prominence of PBL in contemporary discussions about the education of future health professionals, its value is increasingly being contested in light of shrinking resources and increasing student enrolments in universities.  The objectives were to ascertain Bachelor of Nursing (BN) students’ attitude towards the value of PBL as a learning strategy; to determine BN students’ degree of certainty about their competence in PBL processes; to determine whether student performance in PBL tutorials improve over four years of study; and to compare the self-directed learning readiness of PBL students to those who are not exposed to PBL.Methods: The study followed a descriptive and comparative survey design to collect the data. Participants were BN students who were invited to participate in the descriptive survey (n = 92), and purposively selected (n = 159) for comparison between PBL (n = 54) and non-PBL (n = 105) groups.Results: The majority of students found PBL a stimulating (59.8%; n = 55), useful (65.2%; n = 60), empowering (70.6%; n = 65) and enlightening (60.8%; n = 56) learning strategy; most students (53.2%; n = 49) expressed certainty about their competence in “accessing relevant literature/evidence” but more (56.3%; n = 52) were less certain about their ability to “integrate information into nursing care”. First year students performed poorly in PBL tutorials but showed a significant improvement in the final year of study in problem-solving (p = .0001), contribution to the group (p = .000), communication (p = .000), critical thinking (p = .001), learning skills (p = .001), personal growth (p = .000) and leadership skills (p = .041). There was no significant difference between PBL and non-PBL students’ overall readiness for self-directed learning (p = .69).Conclusions: The findings suggest that BN students generally have a positive attitude towards PBL, finding it stimulating, useful, empowering and enlightening in a transformative learning environment. However, fewer students feel that they are competent in the majority of the PBL processes. The biggest learning gains for students during PBL tutorials are in problem-solving, contributions to the group, communication, learning skills, critical thinking, personal growth and leadership. PBL and non-PBL students are similar in their self-directed learning readiness regardless of the learning strategy used.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

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