Concern Solving for IS Development

2003 ◽  
pp. 135-151
Author(s):  
Mike Metcalfe
Keyword(s):  
Problem Solving ◽  
South Australia ◽  
Working Life ◽  
Personal Meaning ◽  
Social Constructions ◽  
Senior Executives ◽  
Multiple Perspectives ◽  
Conflicting Demands ◽  
Is Development

Mitroff and Linstone’s (1993) summit work, “The Unbounded Mind,” reiterates the multiple perspectives epistemology that was introduced to IS by Churchman (1971). They explain the advantages of dealing with IS development problems as involving three domains of knowledge–technical, meaning objective; personal, meaning lifestyle and ethics; and organisational, meaning social constructions and politics. They argue these align with Freud’s professional, personal and political layers of anxiety. This chapter focuses on the ‘organisational’ or ‘political’ domain, where the key is being able to deal with conflicting demands from stakeholders. The author recently returned from two years as adviser to the Deputy Premier of South Australia. This epitomises the typical working life of senior executives, who operate almost exclusively at this ‘organisational’ or political domain of analysis. His conclusion from that experience was that ‘problem solving’ in this domain should be relabelled ‘concern solving,’ as it was so much about dealing with stakeholders’ concerns rather than objective problems.

Using Metacognitive Strategies in the STEM Field

2017 ◽  
pp. 216-230 ◽  
Author(s):  
Gina J. Mariano ◽  
Fred J. Figliano ◽  
Autumn Dozier
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Problem Solving ◽  
Student Learning ◽  
Learning Outcomes ◽  
Metacognitive Strategies ◽  
Multiple Perspectives ◽  
Learning Techniques

Too often, we teach students what to think but not how to think. This quote embodies the concept of metacognition and its importance to student learning. Students frequently do not use learning techniques to truly learn information and develop long-term understanding of the curriculum at hand. Instead they memorize information for exams without understanding the depth of what they have studied. This in turn can create a pseudo-understanding of the curriculum. The metacognitive strategies we teach students allow them to become good learners. In this chapter we discuss the relationships between metacognition and critical thinking, problem solving, motivation, and academic performance. Specifically, the STEM area of mathematics is discussed. The chapter brings together multiple perspectives on metacognition and the importance of engaging students in metacognitive activities and strategies to improve learning outcomes.

‘The view from above’: a theory of comparative philosophy

2019 ◽  
Vol 56 (1) ◽  
pp. 32-48
Author(s):  
JESSICA FRAZIER
Keyword(s):  
Problem Solving ◽  
Comparative Philosophy ◽  
Multiple Perspectives ◽  
Ways Of Thinking

AbstractWhat if doing philosophy across cultures is always implicitly a matter of metaphilosophy – of articulating more clearly the nature of philosophy itself? What if it forces us to ‘stand back’ hermeneutically and map out a ‘view from above’ of the underlying fabric of ideas – in their constitutive concepts, their relations to other ways of thinking, and their potential to be configured in alternative fascinating and fruitful ways?This article incorporates existing approaches to comparative philosophy within a single scheme of complementary philosophical activities, and a single overarching metaphilosophical project. These approaches are (1) ‘archival’ (exploring parallel but separate philosophical traditions), (2) ‘equivalentist’ (comparing traditions in terms of analogies and contrasts), and (3) ‘problem-solving’ (using multiple traditions to provide philosophical solutions). I situate these within (4) the overarching hermeneutic project of ‘mapping’ concepts and their possibilities. This entails the theory that philosophies drawing on multiple perspectives are always implicitly engaged in mapping out the underlying eidetic structure upon which philosophy does its work, and charting the conceptual possibilities surrounding any idea.

scholarly journals Calculation features of compressed-bent build-up timber columns with nonlinear-deformable shear bracings

2022 ◽  
Vol 1211 (1) ◽  
pp. 012007
Author(s):  
E V Popov ◽  
A V Karelsky ◽  
V V Sopilov ◽  
B V Labudin ◽  
V V Cherednichenko
Keyword(s):  
Problem Solving ◽  
Numerical Method ◽  
Compressive Force ◽  
Bending Moment ◽  
Longitudinal Axis ◽  
Nonlinear Dependence ◽  
System Of Equations ◽  
Loading Process ◽  
Is Development

Abstract Object of research is build-up compressed–bent and eccentrically compressed columns on yielding nonlinear – deformable shear bracings. Purpose of the research is development of a numerical method for calculation of columns, allowing to take in account the influence of deflection of elastic axis of bar on the increment of the bending moment from the action of longitudinal compressive force and the nonlinear dependence between the forces and deformations in the shear bracings. Problem-solving method consists in dividing the column into separate sections, a system of equations is compiled from the condition of equality of the increment of concentrated shears. The loading process is divided into a set number of stages, at each forces in the shear bracings, the stresses in the branches, and the buckling function of the elastic axis of the element are determined. The obtained values of forces in the shear bracings and buckling are used to specify stiffness of the bracings and component of the bending moment arising due to eccentric application of the longitudinal compressive force when longitudinal axis of the element is deflecting. To obtain the resulting values, the obtained forces, deflections and stresses in the branches at each calculation stage are summed up.

scholarly journals Pengembangan Bahan Ajar (LKPD) Berbasis Problem Solving pada Materi Usaha dan Energi

Kappa Journal ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 250-255
Author(s):  
Fartina Fartina ◽  
◽  
Badrul Wajdi ◽  
Keyword(s):  
Problem Solving ◽  
Average Score ◽  
Development Research ◽  
Energy Materials ◽  
Student Responses ◽  
Scientific Approach ◽  
Student Questionnaire ◽  
Is Development ◽  
The Cost

This study aims to develop problem-solving based teaching materials (LKPD) with to business and energy materials. This type of research is development research / research and development. The development model used in this research is the 4D model, namely define, design, develop, and disseminate. Testing of problem solving-based student worksheet development products with a scientific approach is carried out through validation from material experts, media experts, subject matter teachers, and student questionnaire responses. The data technique used non-test (questionnaire and expert validation sheet). The technique of analyzing data from the distribution of questionnaires was carried out by tabulating the data from each validator, calculating the average score, and comparing the total score with a scale of five. Based on the results of 3 material experts, it shows that the quality of the LKPD is in the feasible category with a percentage value of 80%. Meanwhile, the results of 3 media experts show that the quality of LKPD is in the decent category with the proportion of the value of 77.15%. And based on the results of 2 subject teachers, it shows that the quality of the LKPD is in the decent category with a proportion of 82.5%. Meanwhile, the cost of student responses is in the very good category with an actual score of 78.4.

Making Knowledge Management System an Effective Tool for Learning and Training

2004 ◽  
pp. 124-148 ◽  
Author(s):  
Albert C.K. Leung
Keyword(s):  
Knowledge Management ◽  
Problem Solving ◽  
Management System ◽  
Knowledge Management System ◽  
Training Effectiveness ◽  
Online Support ◽  
Multiple Perspectives ◽  
User Control ◽  
Design Factors ◽  
And Training

In view of the need of using knowledge management (KM) systems for learning and training, this chapter discusses six major design factors of such KM systems based on learning literatures, namely media of representation, multiple perspectives, complexity, user control, online support and navigation aids. Their implications toward learning and training effectiveness as well as various strategies and implementation methods are investigated in four categories: content, motivation, support and accessibility. It is believed that by considering the factors involved and their potential impacts on learning in the design of KM systems, the effectiveness of using these systems for learning, training and problem solving will be significantly improved.

ANALYSIS OF METHODOLOGICAL APPROACHES TO PROBLEM SOLVING SKILL IN MATHS TEXTBOOKS FOR GRADES 5-6

2019 ◽  
Vol 2 ◽  
pp. 255
Author(s):  
Elfrīda Krastiņa ◽  
Anita Sondore ◽  
Elga Drelinga
Keyword(s):  
Problem Solving ◽  
Text Analysis ◽  
Word Problems ◽  
Working Life ◽  
Mathematics Word Problems ◽  
Learning Mathematics ◽  
Solution Design ◽  
Methodological Approaches

One of the most important cross-cutting skills in the competence approach, which is developed in learning mathematics, is problem-solving. Solving mathematics word problems with practical content includes both text analysis, visualization of content, planning, and searching for different solution steps, argumentation of one’s opinion, solution design, as well as research. During his working life Professor J. Mencis (senior) has developed a methodological system of word problems. What is the offer of other authors? The aim of the article is to analyse the implementation of methodological approaches by various authors in the 5-6th grade maths textbooks, which develop the problem-solving skill, in order to find out the strengths and weaknesses of these methodological solution.

scholarly journals GRADE 12 STUDENTS’ PERCEIVED SELF-EFFICACY TOWARDS WORKING LIFE SKILLS AND CURRICULUM CONTENT PROMOTED THROUGH SCIENCE EDUCATION

2018 ◽  
Vol 17 (5) ◽  
pp. 838-850 ◽  
Author(s):  
Regina Soobard ◽  
Helen Semilarski ◽  
Jack Holbrook ◽  
Miia Rannikmäe
Keyword(s):  
Science Education ◽  
Problem Solving ◽  
Self Efficacy ◽  
Life Skills ◽  
Science Curriculum ◽  
Working Life ◽  
School Science ◽  
Science Content ◽  
Curriculum Content ◽  
Problem Solving Skills

This research was based on the concern that students didn’t see the need for the acquisition of science skills and knowledge perceived as important in relation to different society issues and the world of work. The aim was to determine gymnasium students perceived self-efficacy towards working life skills as well as science curriculum, content-related topics. The sample was composed of grade 12 (N=1375) 18-19-year-old students. Data were obtained using a 4-point Likert scale questionnaire seeking to determine students’ perceived self-efficacy towards working life skills and topics in the science curriculum linked to disciplinary core ideas. In general, students perceived their self-efficacy to be above average towards most needed working life skills. However, it was much lower in areas related to problem-solving skills and understanding the nature of science. Results also indicated that the self-efficacy associated with purely Physics curriculum-related topics stood out as being much lower than for the other school science subject areas. Findings suggested there was a need to re-thinking the way science content was presented to students and to consider whether and how this could be restructured around core ideas in science in order to promote the development of problem-solving skills as an important aspect in enhancing working life skills. Keywords: core ideas, working life skills, self-efficacy, science curriculum topics, science education.

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