Taxonomies of Problems and Generic Skills

2010 ◽  
pp. 107-123
Author(s):  
Gilbert Paquette
Keyword(s):  
Problem Solving ◽  
Software Engineering ◽  
Cognitive Science ◽  
Learning Objectives ◽  
Problem Solving Skills ◽  
Generic Skills ◽  
Research In Education ◽  
Human Problem

The aim of this chapter is to define what we call “generic skills,” i.e. structured sets of intellectual actions, attitudes, values, and principles that are at the heart of human competencies. We will first examine the various systems that offer different yet convergent views regarding skills. One multi-viewpoint approach to the concept of skill first analyses the taxonomies of generic problems developed in software engineering. Generic problems correspond to human problem-solving skills as described in cognitive science. Another viewpoint is the concept of active meta-knowledge that situates skills in the realm of meta-cognition, i.e. as knowledge acting on other knowledge. A third viewpoint considers research in education that presents skills in the form of taxonomies of learning objectives in relation to cognitive, affective, social, or psychomotor domains.

What is Problem-Based Learning?

2006 ◽  
pp. 25-43
Author(s):  
Lorna Uden ◽  
Chris Beaumont
Keyword(s):  
Problem Solving ◽  
Teaching Method ◽  
Complex Mixture ◽  
Problem Based Learning ◽  
Learning Objectives ◽  
Traditional Teaching ◽  
Teaching Philosophy ◽  
Problem Solving Skills ◽  
Traditional Teaching Methods ◽  
Case Based

Employers today are demanding communication, team, and problem-solving skills. Few of these skills are evident in the classroom, as students memorise facts for regurgitation. According to Vernon and Blake (1993), problem-based learning is more than a teaching method. It is a complex mixture of general teaching philosophy, learning objectives, and goals. PBL is an instructional approach that uses problems as a context for students to acquire problem-solving skills and knowledge. This chapter describes the shift from traditional teaching methods to PBL. It discusses the characteristics of PBL and explains how it differs from other approaches, such as case-based, project-based, and lecture-based approaches.

A Taxonomy of Generic Skills

2010 ◽  
pp. 124-146
Author(s):  
Gilbert Paquette
Keyword(s):  
Cognitive Science ◽  
Learning Objectives ◽  
Cognitive Engineering ◽  
Application Domain ◽  
Generic Skills ◽  
Knowledge Models ◽  
Pedagogical Design ◽  
Integrated Taxonomy ◽  
Human Skills

As mentioned in the previous chapter, research in cognitive science, cognitive engineering, and education all support the idea that human skills can be described as generic processes. These processes develop through learning and working situations in various domains where knowledge is processed. In their relationship to knowledge, generic skills are the active part of human competencies. Depending on the viewpoint we use, generic skills are problem-solving methods, or active meta-knowledge working on other knowledge, or learning objectives to be acquired. The generic skills framework that will be presented here has been built in order to provide a clear view of the relation between knowledge in any application domain and the “intellectual actions” that enable a person to process and build knowledge. When someone has many such opportunities to exercise generic skills, they the re-construction of their own private universe of generic linkages and connections is made possible. In this chapter, we will develop an integrated taxonomy of generic skills. It will incorporate previous work in cognitive science, software and cognitive engineering, and pedagogical design, some of which was presented in Chapter 6. It is an integrated taxonomy because it can apply to different manifestations of human activity: cognitive, emotional, social, or motor, representing generic skills in the form of process-type knowledge models constituting an operational library that can be used for projects in instructional engineering.

scholarly journals Graduates Attributes: Convergence and Divergence of Different Stakeholders

2017 ◽  
Vol 13 (1) ◽  
pp. 288
Author(s):  
Vallipuram Kanagasingam
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Sri Lanka ◽  
Point Of View ◽  
Team Work ◽  
State Universities ◽  
Employment Opportunities ◽  
Problem Solving Skills ◽  
Generic Skills ◽  
Convergence And Divergence

The concept of graduates’ attributes has become the focus of increasing attention among practitioners and scholars alike. Little research, however, has been undertaken to investigate the graduates’ attributes in Sri Lanka from the perspective of stakeholder, the main objective of this study is to explore students’ attributes from different stakeholders’ point of view, particularly scholars and industrialist perspective. Further, this study concludes that most employers are looking for graduates who possess a range of generic skills and attributes, particularly, communication, team work, critical thinking and problem-solving skills. The study found that graduates are unable to find suitable employment opportunities to fulfill their expectations. They have dissatisfaction towards the employability. The main reason for unemployment and under-employment among the graduates is due to mismatch between the qualities of graduates produced by the state Universities in Sri Lanka and the quality expected by employers.

scholarly journals “Die siel van die mier”: Reflections on the battle for ‘scholarly’ intelligence

2015 ◽  
Vol 11 (2) ◽  
Author(s):  
Martin Olivier
Keyword(s):  
Artificial Intelligence ◽  
Problem Solving ◽  
20Th Century ◽  
Tertiary Education ◽  
The Other ◽  
Problem Solving Skills ◽  
Research Programmes ◽  
The Individual ◽  
Human Problem ◽  
Current Emphasis

This essay traces two research programmes in broad strokes. Both programmes start from the same observation — the behaviour of an ant (or termite) colony and the ability of the ant colony to act in a collective manner to achieve goals that the individual ant cannot. For one programme such behaviour is indicative of intelligence; for the other it is indicative of (collective) instinct. The primary intention of the essay is not to assess the claims of intelligence found, but to consider the rationale of the researchers involved in the two programmes for doing such research. It is observed that virtue in one programme is understanding (with the concomitant ability to explain — and, hence, teach), while the primary virtue in the other programme is the utility — and ultimately efficiency — that this may add to human problem solving skills. The two programmes used as illustration are Eugène Marais’s study of termites in the first half of the 20th century and the emergence of artificial intelligence projects that are inspired by ant behaviour in the second half of the 20th century. The essay suggests that the current emphasis of inquiry at tertiary education institutions embraces utility to the extent that it displaces pure insight — and hence the ability to explain and, ultimately, the ability to teach.

scholarly journals Mind Mapping Method as an Effective Tool for Teaching Database Course

2020 ◽  
Vol 9 (5) ◽  
pp. 746-750
Keyword(s):  
Problem Solving ◽  
Software Engineering ◽  
Computer Science ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Research Approach ◽  
Problem Analysis ◽  
Mind Mapping ◽  
Problem Solving Skills ◽  
The Impact

Database system (DB) is one of the most important courses in computer science and software engineering disciplines. This course demands expertise in problem-analysis and problem-solving skills. Teaching problem-analysis and problem-solving skills is not an easy job. However, visual or mind mapped teaching methods are found effective during teaching such skills. Hence, the objective of this study is to measure the impact of mind mapping, one of the visual, method in teaching and learning DB course. The empirical data are collected by using experimental research approach. Total 68 students of 4th semester participated in the experiment from DB course offered in computer science and software engineering disciplines. All the students were exposed to descriptive teaching method and mind-mapped teaching method on the course topics. Based on the results, the mind-mapped teaching method is found effective in teaching and learning DB course. Additionally, girl students appeared more effective in yielding positive results than boy students during mind mapped taught classes. Finally, apart from fewer limitations, this study recommends certain future guidelines for better understanding and development in the very topic. For instance, age and culture based mind-mapped analysis may be considered for computer science and software engineering major courses as a future research.

scholarly journals Pengembangan Perangkat Pembelajaran Model Inkuiri Terbimbing Berbantu Media PhET untuk Meningkatkan Kemampuan Pemecahan Masalah dan Keterampilan Generik Sains Fisika Peserta Didik

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Eka Nurjannah ◽  
Syahrial Ayub ◽  
Aris Doyan ◽  
Haerunisyah Sahidu
Keyword(s):  
Problem Solving ◽  
Research And Development ◽  
Research Design ◽  
Lesson Plan ◽  
Learning Tools ◽  
Model Learning ◽  
Learning Skills ◽  
Problem Solving Skills ◽  
Generic Skills ◽  
Is Research

The purpose of this study is to determine the feasibility, practicality, and effectiveness of phET media-assisted incuquencing model learning tools to improve problem solving skills and generic skills of student physics design. The research design used is Research and Development (R&D) design with 4D Model (define, design, develop, &disseminate). The learning tools developed include: syllabus, Lesson Plan, Student worksheet, Test instruments, and PhET media. The feasibility data of the defense device is obtained from the validation results of 3 expert validators and 3 practitioner validators. Validation results show syllabus, Lesson Plan, test instruments and Media PhET in very valid category and Student worksheet valid category. The reliability of the learning pre-level with an average of 92.3 % indicates that all components assessed are in the realiabel category. The practicality of learning skills is projected from the results of teacher responses, the implementation of learning is in the category of very practical and the response of learners with practical categories. The effectiveness of learning skills based on N-gain problem solving skills and generic skills of physics science learners, obtained an average of N-gain of 77 and 78 respectively with a highly effective category. Based on these results, it was concluded that the learning skills of the phet media-assisted incugate model are feasible, practical and effective to improve problem solving skills and generic skills of the students' physics

Assessing Collaborative Behavior in Students

2016 ◽  
Vol 32 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Katarina Krkovic ◽  
Sascha Wüstenberg ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Seventh Graders ◽  
Computer Assisted ◽  
Personality Tests ◽  
Problem Solving Skills ◽  
Knowledge Application ◽  
Computer Agent ◽  
Collaborative Behavior ◽  
Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

Dimensions of marital conflict and children's social problem-solving skills.

1999 ◽  
Vol 13 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Sherryl H. Goodman ◽  
Bill Barfoot ◽  
Alice A. Frye ◽  
Andrea M. Belli
Keyword(s):  
Problem Solving ◽  
Marital Conflict ◽  
Social Problem ◽  
Social Problem Solving ◽  
Problem Solving Skills

Problem Solving Skills Training for Return to Work

2013 ◽  
Author(s):  
William S. Shaw ◽  
Michael Feuerstein ◽  
Virginia I. Miller ◽  
Patricia M. Wood
Keyword(s):  
Problem Solving ◽  
Return To Work ◽  
Skills Training ◽  
Problem Solving Skills
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