Improving Logical Thinking Skills Through Jigsaw-Based Cooperative Learning Approach

2020 ◽  
pp. 162-181 ◽  
Author(s):  
Ee Xion Tan
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Computer Science ◽  
Thinking Skills ◽  
Learning Approach ◽  
Logical Thinking ◽  
Science Students ◽  
Group Setting ◽  
Problem Solving Skills ◽  
Software Analysis

Many opportunities for success are given to computer science students in their modules with minimum guidance from their instructors. Mainly, students from this field have to complete tasks on an open-ended problem that requires higher-order thinking skills. Since the students need to derive their unique answer from a given task in a group setting, cooperative learning helps them to compare with and discuss the solutions together. Hence, the individual's foundational skills of problem-solving and logical thinking skills are critical in the process of software development. However, to install such skills is usually a challenging task for academics. This study believes jigsaw-based cooperative learning approach helps the computer science students to grasp and build their logical thinking skills. The familiarity with software analysis tools as part of the online cooperative learning helps accelerate and firm-up the process of sequential logical skills. The results of pre- and post-experiment showed significant improvement (61.6%) in logical thinking and problem-solving skills among students.

scholarly journals PENGARUH MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SISWA SMK

2019 ◽  
Vol 2 (5) ◽  
pp. 221
Author(s):  
Dylla Rizka Amalia ◽  
Kartika ◽  
Muhammad Afrilianto
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Approach ◽  
Vocational High School ◽  
School Students ◽  
Problem Solving Skills ◽  
Better Than

This study aims to determine the effect of the Problem Based Learning approach through the cooperative learning model of the Team Assisted Individualization (TAI) type, toward the problem solving skills of vocational high school students. The population in this study were all students of SMK Industri Mandiri Karawang, with each 20 selected samples from class X-TKJ and AKA. The instruments used were a test of problem solving skills as many as 5 items. The result of the study show the achievement of problem solving abilities of students who get learning with the Problem Based Learning approach through the cooperative learning model Team Assited Individualization type is better than the class that uses ordinary Problem Based Learning.

Algorithmic Puzzles

2011 ◽  
Author(s):  
Anany Levitin ◽  
Maria Levitin
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Algorithm Design ◽  
Divide And Conquer ◽  
Algorithmic Problem ◽  
Design Strategies ◽  
Job Interviews ◽  
Skill Levels ◽  
Problem Solving Skills ◽  
Solution Methods

While many think of algorithms as specific to computer science, at its core algorithmic thinking is defined by the use of analytical logic to solve problems. This logic extends far beyond the realm of computer science and into the wide and entertaining world of puzzles. In Algorithmic Puzzles, Anany and Maria Levitin use many classic brainteasers as well as newer examples from job interviews with major corporations to show readers how to apply analytical thinking to solve puzzles requiring well-defined procedures. The book's unique collection of puzzles is supplemented with carefully developed tutorials on algorithm design strategies and analysis techniques intended to walk the reader step-by-step through the various approaches to algorithmic problem solving. Mastery of these strategies--exhaustive search, backtracking, and divide-and-conquer, among others--will aid the reader in solving not only the puzzles contained in this book, but also others encountered in interviews, puzzle collections, and throughout everyday life. Each of the 150 puzzles contains hints and solutions, along with commentary on the puzzle's origins and solution methods. The only book of its kind, Algorithmic Puzzles houses puzzles for all skill levels. Readers with only middle school mathematics will develop their algorithmic problem-solving skills through puzzles at the elementary level, while seasoned puzzle solvers will enjoy the challenge of thinking through more difficult puzzles.

Studying the effect of Heartfulness Meditation on Brain Activity

2018 ◽  
Author(s):  
Pallavi Gupta ◽  
Jahnavi Mundluru ◽  
Arth Patel ◽  
Shankar Pathmakanthan
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Brain Activity ◽  
Cognitive Task ◽  
Thinking Skills ◽  
Cognitive Tasks ◽  
Logical Thinking ◽  
Meditation Practice ◽  
Guided Relaxation

Long-term meditation practice is increasingly recognized for its health benefits. Heartfulness meditation represents a quickly growing set of practices that is largely unstudied. Heartfulness is unique in that it is a meditation practice that focuses on the Heart. It helps individuals to connect to themselves and find inner peace. In order to deepen ones’ meditation, the element of Yogic Energy (‘pranahuti’) is used as an aid during meditation. The purpose of this study was to determine whether consistent EEG effects of Heartfulness meditation be observed in sixty experienced Heartfulness meditators, each of whom attended 6 testing sessions. In each session, participants performed three conditions: a set of cognitive tasks, Heartfulness guided relaxation, and Heartfulness Meditation. Participants during the cognitive portion were required to answer questions that tested their logical thinking (Cognitive Reflective Test) and creative thinking skills. (Random Associative Test) The order of condition was randomly counter balanced across six sessions. It was hypothesized that Heartfulness meditation would bring increased alpha (8-12Hz) brain activity during meditation and better cognitive task scores in sessions where the tasks followed meditation. Heartfulness meditation produces a significant decrease in brain activity (as indexed by higher levels of alpha during the early stages of meditation. As the meditation progressed deep meditative state (as indexed by higher levels of delta) were observed until the end of the condition.  This lead to the conclusion that Heartfulness Meditation produces a state that is clearly distinguishable from effortful problem solving. 

scholarly journals Developing science students’ metacognitive problem solving skills online

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Rowan W. Hollingworth ◽  
Catherine McLoughlin
Keyword(s):  
Problem Solving ◽  
New England ◽  
Design Guidelines ◽  
First Year ◽  
Online Environment ◽  
Metacognitive Skills ◽  
Science Students ◽  
Problem Solving Skills ◽  
Structured Problems ◽  
Reflective Skills

<span>Technology is increasingly being harnessed to improve the quality of learning in science subjects at university level. This article sets out, by incorporating notions drawn from constructivist and adult learning theory, a foundation for the design of an online environment for the acquisition of metacognitive problem solving skills. The capacity to solve problems is one of the generic skills now being promoted at tertiary level, yet for many learners problem-solving remains a difficulty. In addition, there are few instances of instructional design guidelines for developing learning environments to support the metacognitive skills for effective problem solving. In order to foster the processes of metacognitive skills explicitly in first year science students, we investigated areas where cognitive support was needed. The aim was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enabled them to define, plan and self monitor their thinking during problem solving. In tertiary science, both well-structured and ill-structured problems are encountered by students, thus a repertoire of skills must be fostered. A model for supporting metacognitive skills for problem solving is presented in the context of an online environment being developed at the University of New England.</span>

scholarly journals Pembelajaran Berdasarkan Senario dalam Mengajar Model Penyelesaian Masalah

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Shanthi Tamilselvam ◽  
Johari Surif
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Secondary School Teachers ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Transcription Process ◽  
Education Levels ◽  
University Lecturers

This study aims to evaluate the suitability of the Scenario Based Learning Module (SBL), which has been designed in the topic of Problem Solving Models. The study also aims to examine the advantages of SBL in universities and secondary education levels.  In addition, this study was conducted to find out the barriers and constraints in the designated SBL.  Lecturers from a university and a secondary school participated in this study which is conducted as an interview.  The interview is aimed to gather information on the suitability and features of the module, as well as the advantages and obstacles in the SBL module.  The data obtained from the interviews are qualitatively analyzed through the transcription process.  The findings show that the modules are designed to be practiced at university level among students. The findings also show that the module has many advantages in terms of understanding the learning content, thinking skills and problem solving skills, social and collaborative skills and intrinsic motivation of students.  Additionally, obstacles and constraints that exist in SBL are also discussed. This study benefits from the perspective of providing information on the suitability, advantages and obstacles of SBL for the Problem Solving course in Chemistry Education.  In fact, university lecturers and secondary school teachers can take this study as a reference for SBL applications in teaching and learning.  University students can also benefit from the SBL module designed and the results of this study.

scholarly journals Internationalisation of a teaching experience: ToSCA UPC education for innovation workshop at UFPS, Colombia

2018 ◽  
Author(s):  
Marta Adroer Puig ◽  
Carmen Xiomara Díaz Fuentes ◽  
Joan Lluís Zamora i Mestre
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Product Innovation ◽  
Teaching Experience ◽  
Cultural Environment ◽  
Problem Solving Skills ◽  
Technical Product ◽  
Educational Workshop

ToSCA is an optional and intensive technical product innovation workshop that aims to include education for innovation of constructive solutions in the grade architecture programme, by applying a didactic structure based on problem solving skills, combined with cooperative learning structures and involving an industry of the sector every edition a client. The workshop has been held annually at the Vallès School of Architecture, Universitat Politècnica de Catalunya, since 2007 and the results of each edition can be found at: http://www.etsav.upc.edu/assignatures/tosca. After eleven editions of ToSCA_ETSAV and one edition in TUM Munich, with a very good outcomes and by the invitation of the School of Architecture of the Francisco de Paula Santander University in Cúcuta, Colombia, we assumed, between both institutions, the challenge of internationalizing the ToSCA experience, to carry out within the Deepening Course "the ceramics in the architectural project", a first educational workshop for the innovation of technical product, suggesting the adaptability of the ToSCA methodology, in a different socio-cultural environment.

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