scholarly journals Performance-based assessment: Self-efficacy, decision-making, and problem-solving skills in learning science

2021 ◽  
Vol 2 (3) ◽  
pp. 1-9
Author(s):  
Yvette M. Villarta ◽  
Levi T. Atibula ◽  
Flordeliza S. Gagani
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Self Efficacy ◽  
Basic Education ◽  
Transfer Task ◽  
Positive Influence ◽  
Learning Science ◽  
Problem Solving Skills ◽  
Performance Based Assessment ◽  
Assessment Activity

Performance-based assessment is a purposive-oriented assessment activity in revealing student understanding of unwrapped concepts, skills, and big ideas. This study aimed to determine the effects of performance task assessment on the students' self–efficacy, problem–solving, and decision–making skills in learning science that used the quantitative and correlation methods of research. There were 35 Grade 9 students of the University of San Carlos, Basic Education Department – South Campus in science class as respondents of the study. The assessment was given after the engagement session of the instructional plan to be accomplished after the transfer task session and evaluated using specific rubrics. A modified Albert Bandura's Instrument was used to measure self–efficacy and Mind Tool: Essential Skill for Excellent Career questionnaires for the problem–solving and decision–making skills of the students in learning science. The study's findings indicated that the Performance Assessment developed students' self–efficacy in learning science and had a significant impact on how students think, feel, and behave in the process of learning. Moreover, the assessment conveyed positive influence in developing students' problem–solving and decision–making skills. This assessment encouraged students to apply the scientific processes in evaluating the identified options before deciding the problem's solution.

scholarly journals Examination of the relationship between metacognitive thinking skills and scientific research self-efficacy via regression analysis and structural equation modelÜst biliş düşünme becerileri ve bilimsel araştırma özyeterliği arasındaki ilişkinin regresyon analizi ve yapısal eşitlik modeli ile incelenmesi

2017 ◽  
Vol 14 (2) ◽  
pp. 1273 ◽  
Author(s):  
Murat Tuncer ◽  
Ömer Yılmaz
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Structural Equation Model ◽  
Self Efficacy ◽  
Structural Equation ◽  
Scientific Research ◽  
Thinking Skills ◽  
Equation Model ◽  
Problem Solving Skills ◽  
Mediator Role

This study analyzed the relation between scientific research self-efficacy and metacognitive thinking skills of prospective teachers. Hence this study was executed in relational screening method. The findings of our study unveiled that a significant relation existed between Metacognition thinking subskill domains and scientific research self-efficacy. Accordingly thinking, problem solving, decision making and alternative evaluation skills explained approximately 27% of the score variance of scientific research self-efficacy. In this study three models devised on the principle of structural equation model were tested. It was concluded at the end of this study that decision-making skills played a mediator role between thinking skills and conclusion and discussion skills. Further to that it was identified that thinking skills played a mediator role between literature skills and problem-solving skills. Lastly it was identified that thinking skills played a mediator role between problem solving and conclusion and discussion skills. ÖzetBu çalışmada öğretmen adaylarının bilimsel araştırma öz-yeterlikleri ile üst biliş düşünme becerileri arasındaki ilişki araştırılmaktadır. Dolayısıyla araştırma ilişkisel tarama yöntemine göre yürütülmüştür. Araştırma sonucunda Üst biliş düşünme alt beceri alanlarıyla bilimsel araştırma özyeterliği arasında anlamlı bir ilişki olduğu belirlenmiştir. Buna göre düşünme, problem çözme,  karar verme ve alternatif değerlendirme becerileri bilimsel araştırma özyeterliğine yönelik puanlara ait varyansın yaklaşık %27’sini açıklamaktadır. Araştırmada yapısal eşitlik modeline göre kurulan üç model test edilmiştir. Araştırma sonucunda düşünme becerileri ve sonuç ve tartışma becerileri arasında karar verme becerilerinin aracılık etkisinin olduğu belirlenmiştir. Bunun yanında alanyazın becerileri ve problem çözme becerileri arasında düşünme becerilerinin aracılık etkisinin olduğu gözlenmiştir. Son olarak problem çözme ve sonuç tartışma becerileri arasında düşünme becerilerinin aracılık etkisinin olduğu saptanmıştır.

scholarly journals Promoting Problem Solving About Health Management: A Mixed-Methods Pilot Evaluation of a Digital Health Intervention for Older Adults With Pre-Frailty and Frailty

2021 ◽  
Vol 7 ◽  
pp. 233372142098568
Author(s):  
Annie T. Chen ◽  
Frances Chu ◽  
Andrew K. Teng ◽  
Soojeong Han ◽  
Shih-Yin Lin ◽  
...  
Keyword(s):  
Older Adults ◽  
Mixed Methods ◽  
Health Literacy ◽  
Problem Solving ◽  
Self Efficacy ◽  
Health Management ◽  
Digital Health ◽  
Post Intervention ◽  
Problem Solving Skills ◽  
Health Related

Background: There is a need for interventions to promote health management of older adults with pre-frailty and frailty. Technology poses promising solutions, but questions exist about effective delivery. Objectives: We present the results of a mixed-methods pilot evaluation of Virtual Online Communities for Older Adults (VOCALE), an 8-week intervention conducted in the northwestern United States, in which participants shared health-related experiences and applied problem solving skills in a Facebook group. Methods: We performed a mixed-methods process evaluation, integrating quantitative and qualitative data, to characterize the intervention and its effects. We focus on four areas: health-related measures (health literacy and self-efficacy), participation, problem solving skills enacted, and subjective feedback. Results: Eight older adults with pre-frailty and frailty (age = 82.7 ± 6.6 years) completed the study. There was an upward trend in health literacy and health self-efficacy post-intervention. Participants posted at least two times per week. Content analysis of 210 posts showed participants were able to apply the problem solving skills taught, and exit interviews showed participants’ increased awareness of the need to manage health, and enjoyment in learning about others. Conclusion: This mixed-methods evaluation provides insight into feasibility and design considerations for online interventions to promote health management among vulnerable older adults.

Effectiveness of a Problem-Solving Training Program

1995 ◽  
Vol 76 (2) ◽  
pp. 507-514 ◽  
Author(s):  
Johan W. Wege ◽  
André T. Möller
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Undergraduate Students ◽  
Internal Control ◽  
Self Efficacy ◽  
Group Analysis ◽  
External Control ◽  
Problem Solving Skills ◽  
Control Orientation ◽  
Problem Solvers

The relationship between problem-solving efficiency, defined in terms of the quality of alternative soludons selected, and measures of behavioral competence (self-efficacy and locus of control) was investigated as well as the effectiveness of a problem-solving training program. Subjects were 29 undergraduate students assigned to an effective ( n = 16) and an ineffective ( n = 13) problem-solving group. Analysis indicated that the ineffective problem-solvers appraised their problem-solving skills more negatively and reported low self-efficacy expectations and an external control orientation. Problem-solving training led to improved general self-efficacy expectancies, greater confidence in problem-solving, a more internal control orientation, and improved problem-solving skills. These improvements were maintained at follow-up after two months.

scholarly journals Influence of Auditory Intellectually Repetition (AIR) and Self Efficacy Learning Models on HOTS Problem-Based Problem Solving Ability

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Rizal Kamsurya ◽  
Veni Saputri
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Analysis Data ◽  
Cluster Sampling ◽  
Learning Models ◽  
School Students ◽  
Problem Solving Skills ◽  
Research Population ◽  
Quasi Experimental

This research aims to determine the differences in problem-solving skills in students taught using auditory intellectual repetition (AIR) learning models and conventionally reviewed from the self-efficacy level. The type of research used is a quasi-experimental design. The research population is high school students in the South Jakarta area. Determination of samples using random cluster sampling and stratified random sampling. The instruments used are problem-solving tests and non-test instruments that are questionnaires. Analyze data using two-lane Variance Analysis. Data analysis shows that; (1) there are significant differences in problem-solving skills in students using air learning models and conventional learning, (2) there are differences in problem-solving skills in students with high, medium, and low self-efficacy, (3) there is a significant interaction between AIR learning and self-efficacy to problem-solving ability, (4) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning that have high self-efficacy, (5) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have moderate self-efficacy, and (6) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have low self-efficacy.

scholarly journals Introducing Computational Thinking Practices in Learning Science of Elementary Schools [Research-in-Progress]

10.28945/4327 ◽  
2019 ◽  
Keyword(s):  
Science Education ◽  
Problem Solving ◽  
Computational Thinking ◽  
Learning Science ◽  
Future Research ◽  
Full Potential ◽  
Science Program ◽  
Next Generation ◽  
Science Field ◽  
Problem Solving Skills

Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school. Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-progress research assesses the CT skills, along with science concepts, of students participating in a science program in school. The program pertains learning science by modeling and simulating real world phenomenon using an agent-based modeling practice. Methodology: This is an intervention research of a science program. It takes place as part of structured learning activities of 4th and 5th grade classes which are teacher-guided and are conducted in school. Both qualitative and quantitative evaluations are parts of the mixed methods research methodology using a variety of evaluation technique, including pretests and posttests, surveys, artifact-based interviews, in class observations and project evaluations. Contribution: CT is an emerging skill in learning science. It is requiring school systems to give increased attention for promoting students with the opportunity to engage in CT activities alongside with ways to promote a deeper understanding of science. Currently there is a lack of practical ways to do so and lack of methods to assess the results therefore it is an educational challenge. This paper presents a response to this challenge by proposing a practical program for school science courses and an assessment method. Findings: This is a research in progress which finding are based on a pilot study. The researches believe that findings may indicate improved degree of students' science understanding and problem-solving skills. Recommendations for Practitioners: Formulating computer simulations by students can have great potential on learning science with embedded CT skills. This approach could enable learners to see and interact with visualized representations of natural phenomena they create. Although most teachers do not learn about CT in their initial education, it is of paramount importance that such programs, as the one described in this research, will assist teachers with the opportunity to introduce CT into science studies. Recommendation for Researchers: Scientific simulation design in primary school is at its dawn. Future research investment and investigation should focus on assessment of aspects of the full Computational Thinking for Science taxonomy. In addition, to help teachers assess CT skills, new tools and criteria are required. Impact on Society: STEM related professions are lacking the man power required therefore the full potential of the economy of developed countries is not fulfilled. Having students acquire computational thinking skills through formal education may prepare the next generation of world class scientists and attract larger populations to these fields. Future Research: The inclusion of computational thinking as a core scientific practice in the Next Generation Science Standards is an important milestone, but there is still much work to do toward addressing the challenge of CT-Science education to grow a generation of technologically and scientifically savvy individuals. New comprehensive approaches are needed to cope with the complexity of cognitive processes related to CT.

scholarly journals The Effectiveness of Leadership Skills Development Program for University Students / Üniversite Öğrencilerine Yönelik Liderlik Becerileri Geliştirme Programının Etkililiği

2017 ◽  
Vol 6 (3) ◽  
pp. 65 ◽  
Author(s):  
Ramazan Cansoy
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Goal Setting ◽  
Communication Skills ◽  
Education Program ◽  
Leadership Skills ◽  
Emotional Awareness ◽  
Problem Solving Skills ◽  
Skills Group ◽  
Skills Education

<p><strong>Abstract</strong></p><p>The aim of this study was to examine the effectiveness of a leadership skills education program for higher education students. In this program, education was provided to improve the desire for struggle and goal setting, communication skills, group skills, problem-solving skills, decision-making skills, responsibility awareness, trusting and trustworthiness awareness, leadership awareness and emotional awareness within the framework of leadership skills. The study group of the research consists of final-year students with the average age of 23.8 years studying at the Faculty of Economics of Karabük University in the 2016-2017 academic year.  The data of the study were collected with the “Youth leadership characteristics scale”, “Emotional self-awareness scale” and “Awareness of leader and leadership scale”.  The retrospective pretest-posttest experimental model was used in the study.  The differentiation levels of the pretest and posttest scores of the students included in the education program were examined with the Wilcoxon signed-rank test. It was observed at the end of the study that the desire for struggle and goal setting, communication skills, group skills, problem-solving skills, decision-making skills, responsibility awareness, trusting and trustworthiness awareness, leadership awareness and emotional awareness levels of the students who participated in the education program significantly increased from a moderately sufficient level to a quite sufficient level. It was indicated that the applied leadership skills education program was effective.</p><p><strong>Öz</strong></p><p>Bu araştırmanın amacı, yükseköğretim öğrencilerine dönük olarak geliştirilen bir liderlik becerileri eğitimi programının etkililiğinin incelenmesidir. Bu programda liderlik becerileri çerçevesinde mücadele isteği ve hedef koyma, iletişim becerileri, grup becerileri, problem çözme becerileri, karar verme becerileri, sorumluluk farkındalığı, güven duyma ve güvenilir olma farkındalığı, liderlik farkındalığı ve duygusal farkındalığı geliştirmeye yönelik bir eğitim verilmiştir. Araştırmanın çalışma grubunu 2016-2017 yılında Karabük Üniversitesi’ndeki ortalama yaşı 23.8 olan iktisat fakültesi son sınıf öğrencileri oluşturmaktadır. Araştırmanın verileri “Gençlik Liderlik Özellikleri Ölçeği”, “Duygusal Benlik Bilinci Ölçeği” ve “Lider ve Liderlik Hakkinda Farkindalik Ölçeği” ile toplanmıştır. Çalışmada geçmişe dayalı öntest-son test deneysel modeli kullanılmıştır.  Eğitim programında yer alan öğrencilerin öntest ve sontest puanlarının farklılaşma düzeyleri Wilcoxon işaretli sıralar testi ile sınanmıştır. Araştırma sonunda eğitim programına katılan öğrencilerde mücadele isteği ve hedef koyma, iletişim becerileri, grup becerileri, problem çözme becerileri, karar verme becerileri, sorumluluk farkındalığı, güven duyma ve güvenilir olma farkındalığı, liderlik farkındalığı ve duygusal farkındalık düzeylerinin orta derecede yeterli düzeyden   oldukça yeterli düzeye  anlamlı bir şekilde yükseldiği görülmüştür. Uygulanan liderlik becerileri eğitimi programının etkili olduğu ortaya konulmuştur.</p>

Teaching Executive Functions, Self-Management, and Ethical Decision-Making through Popular Videogame Play

2013 ◽  
pp. 771-785
Author(s):  
Randy Kulman ◽  
Gary Stoner ◽  
Louis Ruffolo ◽  
Stephanie Marshall ◽  
Jennifer Slater ◽  
...  
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Clinical Population ◽  
Attention And Memory ◽  
Problem Solving Skills ◽  
Hyperactivity Disorder ◽  
Executive Functioning Skills

Numerous studies support the contention that videogames can be useful in developing specific attention and memory skills. Videogames and other digital technologies also require the practice of critical-thinking and executive-functioning skills, but there is little evidence that these skills, which lead to decision-making and problem-solving skills, can be generalized from the game to the real world. This chapter examines strategies that use videogames to enhance the development of these problem-solving and ethical decision-making skills. This chapter discusses the use of these strategies with a clinical population of children with Attention Deficit Hyperactivity Disorder (ADHD) and learning disabilities and considers methods for parents, teachers, and game publishers to make popular videogames a potent teaching tool for developing decision-making skills in children.

The effect of simulator use on students' skill enhancements

2017 ◽  
Vol 4 (2) ◽  
pp. 253-256
Author(s):  
Seda Karacay Yikar
Keyword(s):  
Decision Making ◽  
Nursing Education ◽  
Problem Solving ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Learning Opportunities ◽  
Specific Situation ◽  
Psychomotor Skills ◽  
Problem Solving Skills ◽  
Knowledge And Skills

Nursing education is a training that requires many cognitive and psychomotor skills to be given to the students. Especially, it is expected that students should do every application skillfully before going out to hospital practice.This study was carried out in order to determine the effect of simulation usage on nursing skill development.These work is a review.There are many advantages to using the simulation in nursing education. These; critical thinking, clinical decision-making and problem-solving skills, a specific situation,skill in simulated education and a case example case can be revitalized versatile. Thus, it is possible to provide students with active learning opportunities to create coherent and comparable experiences; Help students integrate knowledge and skills. Through simulation laboratories, students develop their practice and as a result, mistakes they may make can be reduced.  Keywords: Simulation; nursing education; skill development in nursing.   

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