scholarly journals Productive Thinking in Place of Problem-Solving?

2018 ◽  
Vol 40 (2) ◽  
pp. 131-148
Author(s):  
Lucia Lumbelli
Keyword(s):  
Problem Solving ◽  
Intrinsic Motivation ◽  
Text Analysis ◽  
Text Comprehension ◽  
Self Regulation ◽  
Maximum Level ◽  
Thinking Aloud ◽  
Educational Implications ◽  
Comprehension Ability ◽  
Productive Thinking

Summary Why and how is the Gestalt theorists’ concept of productive thinking particularly suitable for being applied to the educational question of how student motivation can be encouraged, thus providing an important condition for self-regulated, intrinsically motivated learning? An answer to this question has been sought using an approach to the fostering of text comprehension ability, based upon the features specific to productive thinking, originally identified by Wertheimer (1945) and Duncker (1935). Firstly, these specific features are dealt with and their educational implications compared with those deriving from the definitions of problem-solving used most frequently in educational research. Secondly, an analysis is made of the process by which the features specific to productive thinking are turned into the conditions for a kind of text analysis suitable for designing an instructional project aimed at enhancing text comprehension ability and, at the same time, encouraging intrinsic motivation and self-regulation on the part of the learner. Thirdly, an educational project centred on the thinking-aloud poor reader is described, where thinking aloud and reflection–response are combined in order to guarantee the maximum level of intrinsic motivation. In the concluding section, the most important features of the project are discussed in relation to reciprocal teaching and scaffolding.

Metacognition and Meta-Affect in Young Students: Does it Make a Difference in Mathematical Problem Solving?

2017 ◽  
Vol 119 (13) ◽  
pp. 1-26
Author(s):  
Meirav Tzohar-Rozen ◽  
Bracha Kramarski
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Self Regulation ◽  
The Self ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Affective Reactions ◽  
Thinking Aloud ◽  
Young Students ◽  
The Impact

Mathematical problem solving is one of the most valuable aspects of mathematics education and the most difficult for elementary school students. Cognitive and metacognitive difficulties in this area cause students to develop negative attitudes and emotions as affective reactions, hampering their efforts and achievements. These metacognitive and meta-affective reactions are fundamental aspects of self-regulated learning (SRL), a non-innate process that requires systematic, explicit student training. This study investigated the impact of two self-regulation programs among young students (Grade 5)—metacognition (n = 64) and meta-affect (n = 54) versus a control group (n =53)—on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes of a focus group during a thinking-aloud solution. Mixed methods indicate that students who participated in the metacognitive and meta-affective intervention programs presented similar but higher achievements than the control group. Additionally, during the thinking-aloud solution, students from each group broadly implemented the self-regulation processes they were trained in, while consistently referring to all the self-regulation phases. The current study makes an important contribution to practical implications for students with diverse abilities.

scholarly journals Do Computer Science Students Understand Their Programming Task?—A Case Study of Solving the Josephus Variant Problem

2018 ◽  
Vol 11 (12) ◽  
pp. 26
Author(s):  
Andreas Febrian ◽  
Oenardi Lawanto
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Self Regulation ◽  
State University ◽  
Science Students ◽  
Thinking Aloud ◽  
Initial Task ◽  
Video And Audio ◽  
Problem Solve ◽  
Task Understanding

The ability of students to problem solve begins with interpreting the problem. When they interpret the problem inaccurately, they will likely use ineffective strategies or fail to solve the problem. Studies reported students are often incapable of identifying and articulating the problem goal, requirements/constraints, and expected output. In other words, students lack self-regulation skills, especially related to task understanding. In this study, two male and two female senior computer science students from Utah State University, USA, were recruited as research participants to learn more about their task understanding skills while engage in programming tasks. The participants were asked to answer five programming problems while thinking aloud, and their responses were video- and audio-recorded. This report focuses on one of the problems, which was a variant of the Josephus problem. Three research questions were used to guide the analysis: (a) what were the participants’ initial task understanding; (b) how did it change during the problem-solving endeavor; and (c) why did it change. All participants identified the problem goal inaccurately and as a result, selected ineffective problem-solving strategies. The analysis suggested their inaccurate task interpretations were caused by their confidence bias (i.e., a systematic cognitive error), in which they drew knowledge and strategies from irrelevant experience. Out of four participants, only one was able to defeat the confidence bias and acquired an accurate task understanding; the influencing factors and possible interventions to overcome confidence bias are discussed.

scholarly journals Inter-Relationships Among Several Person-Related Attributes in Reading and Metacomprehension: Complexity and Educational Implications

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Lin-Miao L. Agler ◽  
Larisa K Alfsen
Keyword(s):  
Text Comprehension ◽  
Research Evidence ◽  
Self Regulation ◽  
Academic Skills ◽  
Goal Orientations ◽  
Classroom Teaching ◽  
Related Factors ◽  
Academic Effort ◽  
Educational Implications ◽  
Research Findings

Reading is one of the most basic academic skills. An accurate monitor of one’s text comprehension (i.e., metacomprehension) is essential for effective reading as it guides learning and choices of appropriate strategy used to maximize overall understanding. The processes of reading comprehension and metacomprehension are affected by text-related, task-related, and reader- /person-related factors. One of the two purposes of this report is to provide a brief review of consistent research findings on the interrelationships among several person-related variables and the complexity of those associations in reading and metacomprehension. The person variables discussed include personality, motivation, goal orientations, self-regulation, reading strategy use, and academic effort expenditure. A second purpose is to highlight practical educational implications from the prominent research evidence for classroom teaching.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

scholarly journals Effects of Reward on Self‐regulation, Intrinsic Motivation and Creativity

2008 ◽  
Vol 52 (5) ◽  
pp. 439-458 ◽  
Author(s):  
Marcus Selart ◽  
Thomas Nordström ◽  
Bård Kuvaas ◽  
Kazuhisa Takemura
Keyword(s):  
Intrinsic Motivation ◽  
Self Regulation

scholarly journals Some Techniques for Translator’s Text Processing Skills Development

2020 ◽  
Vol 7 (3) ◽  
pp. 51-63
Author(s):  
L.V. Enbaeva
Keyword(s):  
Foreign Language ◽  
Text Analysis ◽  
Text Comprehension ◽  
Reading Skills ◽  
Text Processing ◽  
Human Perception ◽  
Skills Development ◽  
Structural Elements ◽  
Foreign Language Reading ◽  
And Performance

Translator’s professional skills development occurs in many respects due to cognitive processes development. The study of their formation within professional tasks performance caters to the needs of its effectiveness enhancement. The existing research of human perception and text processing skills can provide a framework for translation guidelines and translation-oriented text analysis guidelines, but is rarely employed for the sake of text analysis techniques development. The aim of this study is to work out a set of techniques which simultaneously addresses text processing skills and development of translator’s competencies, connected with source text comprehension. The resulting set of techniques was motivated by postmodernist approach to translation and its idea of text semantics instability. A few techniques employed the design of Münsterberg experiment on attention and Schulte tables which are used to identify the attention selectiveness, concentration and performance capacity. The succession of techniques in a set is built according to the three-step strategy of foreign language reading skills development that comprises before-reading, while-reading and after-reading phases. The paper presents an example set of tasks for one text; they include author’s communicative aims identification, anticipation, predicative structures and multilevel semantic links eliciting, textual semantic field identifying, analysis of alternative and invariant structural elements as imposed by the conventions of the genre.

scholarly journals KEMAMPUAN BERPIKIR REFLEKTIF SISWA DENGAN METODE PEMBELAJARAN THINKING ALOUD PAIR PROBLEM SOLVING (TAPPS) BERBANTUAN MEDIA LKPD PADA MATERI BANGUN RUANG BALOK DAN KUBUS

2019 ◽  
Vol 4 (2) ◽  
pp. 86
Author(s):  
Nadlifah Alqonita
Keyword(s):  
Problem Solving ◽  
Random Sampling ◽  
Thinking Aloud ◽  
Sequential Explanatory Design ◽  
Post Test ◽  
Sequential Explanatory ◽  
Cluster Random Sampling

Penelitian kombinasi ini dilatar belakangi oleh rendahnya kemampuan siswa dalam hal berpikir reflektif. Penelitian ini bertujuan untuk (1) mengetahui adanya perbedaan kemampuan berpikir reflektif pada kelas kontrol dengan pembelajaran konvensional dan pada kelas eksperimen dengan menggunakan metode Thinking Aloud Pair Problem Solving; dan (2) mendeskripsikan kemampuan berpikir reflektif peserta didik setelah diterapkan dengan pembelajaran menggunakan metode Thinking Aloud Pair Problem Solving materi bangun ruang balok dan kubus MTs Ma’arif Sidomukti gresik. Jenis penelitian yang digunakan adalah metode kombinasi (mix method) dengan sequential explanatory design. Pengambilan sampel dalam penelitian ini ditentukan berdasarkan teknik Cluster Random Sampling diperoleh kelas VIII-1 sebagai kelas kontrol dan VIII-2 sebagai kelas eksperimen. Data kuantitatif diperoleh melalui soal tes kemampuan berpikir reflektif, analisis data yang digunakan yaitu dengan menggunakan uji normalitas, uji homogenitas, dan uji t. sedangkan pengumpulan data kualitatif diperoleh dari wawancara, observasi, dan catatan lapangan guna untuk mendukung data kuantitatif yang digunakan. Subjek penelitian kualitatif terdiri dari 6 siswa yang masing-masing kelas terdiri dari siswa yang berkemampuan tinggi, sedang, dan rendah.  Analisis data hasil post-test kemampuan berpikir reflektif siswa yang berkemampuan rendah sebesar 10%, sedang sebesar 43,33%, tinggi sebesar 46,67%. Sedangkan rata-rata nilai siswa termasuk dalam kategori tinggi yaitu 83%. Dari beberapa analisis data tersebut menunjukkan bahwa kemampuan berpikir reflektif masuk dalam kategori tinggi setelah penerapan dengan metode pembelajaran Thinking Aloud pair Problem Solving berbantuan media LKPD.

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