scholarly journals How to promote learning in problem-solving?

2019 ◽  
pp. 3-18
Author(s):  
Anu Laine
Keyword(s):  
Problem Solving ◽  
Mathematics Teacher ◽  
Working Group ◽  
Teaching And Learning ◽  
Affective Reactions ◽  
Plenary Talk ◽  
Cognitive Support ◽  
Learning Problem ◽  
Joint Conference ◽  
Attitudes Towards Mathematics

This article is based on my plenary talk at the joint conference of ProMath and the GDM working group on problem-solving in 2018. The aim of this article is to consider teaching and learning problem-solving from different perspectives taking into account the connection between 1) teacher’s actions and pupils’ solutions and 2) teacher’s actions and pupils’ affective reactions. Safe and supportive emotional atmosphere is base for students’ learning and attitudes towards mathematics. Teacher has a central role both in constructing emotional atmosphere and in offering cognitive support that pupils need in order to reach higher-level solutions. Teachers need to use activating guidance, i.e., ask good questions based on pupils’ solutions. Balancing between too much and too little guidance is not easy.

Case study of enquiry-based learning designed for rotating magnetic fields in electric machinery course

2017 ◽  
Vol 54 (4) ◽  
pp. 341-353 ◽  
Author(s):  
Liu Huijuan ◽  
Zhang Zhenyang ◽  
Song Tengfei
Keyword(s):  
Problem Solving ◽  
Engineering Education ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Problem ◽  
Rotating Magnetic Fields ◽  
Electric Machinery ◽  
Teachers And Students ◽  
Positive Support

This paper describes a case study of enquiry-based learning to teach problem solving, innovation, group working, and presentation skills for electrical engineering students in electric machinery course at Beijing Jiaotong University. The research project is designed by teachers and students go through three processes: project-based teaching and learning, problem-based derivation and simulation, and enquiry-based presentation. The multidiscipline project is innovated to meet the requirements of engineering education while keeping its traditional effectiveness in driving students to apply knowledge to practice and problem solving. The feedback from students shows positive support for the innovations.

Teaching and learning problem solving in science: Part II: Learning problem solving in a thermodynamics course

1981 ◽  
Vol 58 (1) ◽  
pp. 51 ◽  
Author(s):  
C. T. C. W. Mettes ◽  
A. Pilot ◽  
H. J. Roossink ◽  
H. Kramers-Pals
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Learning Problem ◽  
Science Part

scholarly journals Instructional Strategies to Support Creativity and Innovation in Education

2017 ◽  
Vol 6 (4) ◽  
pp. 201 ◽  
Author(s):  
Thapanee Seechaliao
Keyword(s):  
Problem Solving ◽  
Instructional Strategies ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Project Based Learning ◽  
Learning Problem ◽  
Design And Development ◽  
Innovative Teaching ◽  
Innovative Education

The purpose of the study focused on the instructional strategies that support creation of creative and innovative education. The sample for this study consisted of 11 experts in the field of instructional strategies that support innovation of education. Among them, five were specialists in design and development of teaching and learning, three were in technology and innovational education, and the other three were in the design and development of innovative teaching. Research instruments used in this study were three sets of interview questions designed for those specialists in their own expertise. Collected data was analyzed and categorized into key issues and themes based on literature. The results were presented through the form of descriptive analysis. The findings revealed that instructional strategies which support the creation of creative and innovative education should focus on system approach. The instructional strategies usually based on design based learning, problem solving, creative problem solving, creative thinking, research based learning, problem based learning, project based learning, science, or innovative teaching process could lead to innovative education creatively. Teaching that involves practicalities should also be focused. These instructional strategies have common elements and processes: problems in the beginning, solutions findings, testing, and evaluation. Also, using a variety of stimulating ideas to find possible solutions to the problems facilitates brainstorming and helps learners think about new ideas. Results also showed that instructional strategies using questions, classroom discussion, self-directed study, inductive and deductive thinking, media or social media make students engage students in learning activities and create innovation in learning.

Teaching and learning problem solving in science. Part I: A general strategy

1980 ◽  
Vol 57 (12) ◽  
pp. 882 ◽  
Author(s):  
C. T. C. W. Mettes ◽  
A. Pilot ◽  
H. J. Roossink ◽  
H. Kramers-Pals
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
General Strategy ◽  
Learning Problem ◽  
Science Part

scholarly journals Use of Learning Objects for Computer Programming-Based Problem Solving

2020 ◽  
Vol 46 (1) ◽  
Author(s):  
Abdullah Ahmad Basuhail
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Learning Objects ◽  
Learning Problem ◽  
Design And Implementation ◽  
Statistics And Probability ◽  
Hands On ◽  
E Learning ◽  
Computer Based

This paper presents an approach to implement learning objects for teaching and learning problem-solving techniques based on computer programming. The demonstrated approach exploits computer-based interactive animations and computer graphics. The main feature of this approach is its simplicity for exploring the concepts and structures of the programming that are used to implement a solution for a problem under consideration. The developed learning objects feature the possibility of reusability and adaptability in e-learning settings. Moreover, the learning objects can be utilized as a hands-on experience for the learners of a certain subject matter. The approach applied for the design and implementation of the learning objects for computer programming-based problem solving can be extended to other disciplines of science and technology. As a demonstration of the proposed methodology, we showed an application that utilizes the approach to implement a learning object for solving a well-known statistics and probability problem.

The pedagogy of inquiry and deliberation in higher education in the Arab region

2017 ◽  
Vol 10 (2) ◽  
pp. 207-227
Author(s):  
Kamal Abouchedid
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Arab Countries ◽  
Institutions Of Higher Education ◽  
Learning Problem ◽  
Arab Region ◽  
Official Discourse ◽  
Course Syllabi

This paper examines the extent to which the official discourse of 36 institutions of higher education in 15 Arab countries pronounces four meanings depicted in the extant literature on the pedagogy of inquiry and deliberation: cooperative/collaborative learning; problem-solving; critical thinking; and discussion/debate. Results derived from the discourse analysis showed a weak emphasis on cooperative learning and discussion/debate while problem solving comprised the highest number of sentences in the discourse followed by critical thinking. Information analysed from interviews and course syllabi provided a portrait of how teaching might be carried out in the universities surveyed. However, for a complete picture of pedagogy of inquiry and deliberation to be drawn, research emphasis should be shifted into action research and observational case studies that tend to yield an in-depth account of teaching and learning in higher education.

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

Penerapan Model Pembelajaran Problem Based Learning dalam Pembelajaran Matematika di Kelas VIII SMPN 28 Padang

2017 ◽  
Vol 1 (2) ◽  
pp. 225-236
Author(s):  
Andi Susanto ◽  
Sony Ariadi
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Problem Based Learning ◽  
Average Score ◽  
Control Group ◽  
Learning Problem ◽  
Math Ability ◽  
Class Viii ◽  
Randomized Control

This reseach is aimed at knowing the students ability in both solving the math problem and connection those who are taught by Problem Based Learning at class VIII of the Junior High school 28 Padang 2017/2018. This research is categorized as quasy Experimental Research, by using Randomized Control Group Only Design. After implementing the Problem Based Leaning, the student was directly given the test as the result showed that the score  of the student who belong to the experimental class in  problem solving recorded as 74,00 while those who were in the control class only refers to 72,30. The test average score on the experimental class in term of math connection ability was 68,73; while in the control class recorded as 62,43. The T- Test showed that T-Table equals to 1,64 with the degree of reliability 95% . This fact reveals that the students’ ability in solving the problem after being taught through Problem Based Learning is higher than in control class with T-count equals to 3,71; while their connection math ability through Problem Based Learning Model in the Experimental Class is higher than control with T-count 2.17.Keywords: Problem Based Learning, problem solving, mathematics connection

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