Problem-Solving With Data and Information

2022 ◽  
pp. 1-21
Keyword(s):  
Problem Solving ◽  
Breakthrough Technology ◽  
Computer Based ◽  
Problem Solvers ◽  
The Right

This chapter begins by looking at how humans learn and solve problems with data and information. However, the authors note that the actual steps for problem-solving remain a mystery to most problem solvers. They also look at learning and problem solving with technology in this chapter. This chapter also presents digital advisors as a breakthrough technology for assisting humans in problem solving. While promising, this approach relies on humans to ask the right questions. At the end of this chapter, the authors saw that computer-based Socratic problem solving addresses this shortcoming by guiding the user through all the “right” questions needing answers to solve the problem at hand.

Critical Thinking and the Socratic Method

2022 ◽  
pp. 22-40
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Confidence Level ◽  
Socratic Method ◽  
Complex Problems ◽  
Computer Based ◽  
Problem Solvers ◽  
Combine Evidence

This chapter starts by answering the question, “What is critical thinking?” As it turns out, not everyone agrees on what critical thinking is. Nevertheless, researchers agree that critical thinking allows many people to reason together for solutions to complex problems. Also, in this chapter, the authors look at how computing capabilities enhance Socratic problem solving. A computer-based Socratic problem-solving system can keep problem solvers on track, document the outcome of a problem-solving session, and share those results with participants and a larger audience. In addition, Socrates DigitalTM can also help problem solvers combine evidence about their quality of reasoning for individual problem-solving steps and the overall confidence level for the solution.

Conclusion and Further Work

2010 ◽  
pp. 167-174
Author(s):  
Manjit Singh Sidhu
Keyword(s):  
Problem Solving ◽  
Problem Solving Skills ◽  
Desktop Virtual Reality ◽  
Time Period ◽  
Straight Line ◽  
Development Processes ◽  
Computer Based ◽  
Learning Software ◽  
The Right ◽  
Mathematical Relationships

Mechanical engineering course subjects such as Mechanics Dynamics, combine a mix use of mathematics, schematic diagrams, and text descriptions. Frequently, students are unclear of basic principles of Engineering Mechanics Dynamics, and as such they do not know which mathematical relationships are to be applied in solving a particular problem. Additionally, as the name “dynamics” implies, the very nature of this subject is not “static” and thus requires learners to visualize motion; for example, in a given time period, a particle may be moving in a straight line and after some seconds the particle may experience a curvilinear motion. If the learner fails to see this, the learner will not be able to employ the right equations to solve the problem. As such, an effort was made to evaluate the feasibility and effectiveness of employing technologies such as multimedia and desktop virtual reality to enhance the problem solving skills and learning of students. In this book, the development of computer-aided learning software termed as technology assisted problem solving (TAPS) packages is demonstrated in Chapter 7. The book provided an overview of developing TAPS packages using multi design approaches. The work is one of the pioneering efforts to address the need for computer based problem solving software packages for the domain of engineering. The development processes of TAPS packages are shown in (Figure 1). More specifically, the conclusions of the study are as follows.

Problem-Based Learning for Traditional and Interdisciplinary Classrooms

1993 ◽  
Vol 16 (4) ◽  
pp. 338-357 ◽  
Author(s):  
William J. Stepien ◽  
Shelagh A. Gallagher ◽  
David Workman
Keyword(s):  
Problem Solving ◽  
Curriculum And Instruction ◽  
Problem Based Learning ◽  
Habits Of Mind ◽  
Structured Problems ◽  
Elective Course ◽  
Problem Solvers ◽  
The Right ◽  
Mathematics And Science

Classroom instruction in problem solving often takes the form of presenting neat, verification-style problems to students at the end of a period of learning. This practice stands in stark contrast to professional problem solving, where the problem comes first, and is a catalyst for investigation and learning. Problem-based learning provides students with an opportunity to grapple with realistic, ill-structured problems using the same kinds of techniques and habits of mind professionals use. The problem-based curriculum and instruction design puts students in the role of professional problem solvers by designing instruction around the investigation of an ill-structured problem. Teachers act as metacognitive coaches and tutors instead of “experts” who have the “right answer” to the problem. Two different applications of problem-based learning at the Illinois Mathematics and Science Academy are described in this article. One application is in an interdisciplinary senior elective course entitled Science, Society and the Future where problems investigate modern dilemmas resulting in modern advances in science and technology; the other is in a more traditional sophomore required course, American Studies, where the problems studied provide students with a feel for the critical decisions which drove the development of the Nation. A description of research projects underway to document the effectiveness of the program is also provided.

The Genetics Lab - A new computer-based problem solving scenario to assess intelligence

2011 ◽  
Author(s):  
Philipp Sonnleitner ◽  
Martin Brunner ◽  
Ulrich Keller ◽  
Romain Martin ◽  
Thibaud Latour
Keyword(s):  
Problem Solving ◽  
Computer Based

Computer-based Information Search and Ill-Defined Problem Solving

2002 ◽  
Author(s):  
Jody J. Illies ◽  
Jennifer A. Nies ◽  
Roni Reiter-Palmon
Keyword(s):  
Problem Solving ◽  
Information Search ◽  
Computer Based

Systems thinking, a consilience of values and logic

2005 ◽  
Vol 24 (4) ◽  
pp. 259-274
Author(s):  
Sameer Kumar ◽  
Thomas Ressler ◽  
Mark Ahrens
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Systems Thinking ◽  
Qualitative Reasoning ◽  
Colleges And Universities ◽  
Decision Makers ◽  
Modern World ◽  
Problem Solving Process ◽  
Problem Solvers

This article is an appeal to incorporate qualitative reasoning into quantitative topics and courses, especially those devoted to decision-making offered in colleges and universities. Students, many of whom join professional workforce, must become more systems thinkers and decision-makers than merely problem-solvers. This will entail discussion of systems thinking, not just reaching “the answer”. Managers will need to formally and forcefully discuss objectives and values at each stage of the problem-solving process – at the start, during the problem-solving stage, and at the interpretation of the results stage – in order to move from problem solving to decision-making. The authors suggest some methods for doing this, and provide examples of why doing so is so important for decision-makers in the modern world.

Good problem solvers? Leveraging knowledge sharing mechanisms and management support

2019 ◽  
Vol 23 (6) ◽  
pp. 1017-1038 ◽  
Author(s):  
Ambra Galeazzo ◽  
Andrea Furlan
Keyword(s):  
Transformational Leadership ◽  
Problem Solving ◽  
Knowledge Sharing ◽  
Hierarchical Linear Modeling ◽  
Shop Floor ◽  
Management Support ◽  
Linear Modeling ◽  
Content Type ◽  
Problem Solvers ◽  
Good Problem

Purpose Organizational learning relies on problem-solving as a way to generate new knowledge. Good problem solvers should adopt a problem-solving orientation (PSO) that analyzes the causes of problems to arrive at an effective solution. The purpose of this paper is to investigate this relevant, though underexplored, topic by examining two important antecedents of PSO: knowledge sharing mechanisms and transformational leaders’ support. Design/methodology/approach Hierarchical linear modeling analyses were performed on a sample of 131 workers in 12 plants. A questionnaire was designed to collect data from shop-floor employees. Knowledge sharing was measured using the mechanisms of participative practices and standardized practices. Management support was assessed based on the extent to which supervisors engaged in transformational leadership. Findings Knowledge sharing mechanisms are an antecedent of PSO behavior, but management support measured in terms of transformational leadership is not. However, transformational leadership affects the use of knowledge sharing mechanisms that, in turn, is positively related to PSO behavior. Practical implications The research provides practical guidance for practitioners to understand how to manage knowledge in the workplace to promote employees’ PSO behaviors. Originality/value Though problem-solving activities are intrinsic in any working context, PSO is still very much underrepresented and scarcely understood in knowledge management studies. This study fills this gap by investigating the antecedents of PSO behavior.

scholarly journals Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

2016 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
Problem Solving ◽  
Procedural Knowledge ◽  
Mental Image ◽  
Research Subjects ◽  
Maximum Score ◽  
Mathematical Problems ◽  
Problem Solving Strategies ◽  
Thinking Process ◽  
Problem Solvers ◽  
Holistic Rubric

Solving problem is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores of 0 or 1 for both problems (naive problem solvers). The score was determined by using a holistic rubric with maximum score of 4. Each subject was interviewed by the researcher separately based on the subject’s solution. The results showed that the naive problem solvers read the problems for several times in order to understand them. The naive problem solvers could determine the known and the unknown if they were written in the problems. However, they faced difficulties when the information in the problems should be processed in their mindsto construct a mental image. The naive problem solvers were also failed to make an appropriate plan because they did not have a problem solving schema. The schema was constructed by the understanding of the problems, conceptual and procedural knowledge of the relevant concepts, knowledge of problem solving strategies, and previous experiences in solving isomorphic problems.

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