scholarly journals Developing problem solving competences through the resolution of contextualized problems with an Advanced Computing Environment

2017 ◽  
Author(s):  
Marina Marchisio ◽  
Alice Barana ◽  
Michele Fioravera
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Computer System ◽  
Three Dimensions ◽  
Computing Environment ◽  
Problematic Situation ◽  
Verbal Explanation ◽  
Different Types ◽  
Advanced Computing ◽  
User Friendly

The paper shows how problem solving competences can be developed by solving contextualized problems using an Advanced Computing Environment (ACE). An ACE is a computer system which enables its user to perform numeric and symbolic computations, graphical representations in two and three dimensions, insert embedded components and create interactive worksheet, all in the same user-friendly environment. An ACE allows students to approach a problematic situation in the way that most suits their thinking, to use different types of representations according to the chosen strategy and to display the whole reasoning together with verbal explanation in the same page: in other words, they can fulfill all the processes that problem solving involves. This paper analyzes a problem solving activity with an ACE proposed by the XXX of the ZZZ, and clarifies, also through examples, how the use of the ACE makes it possible to solve real and relevant problems, facilitates the comprehension of the situation and of the Mathematics laying behind and enhance critical thinking.

Media Literacy as a Pathway to Bridge the Digital and STEM Divides

2015 ◽  
pp. 23-43 ◽  
Author(s):  
Lesley K. Smith ◽  
Juliette N. Rooney-Varga ◽  
Anne U. Gold ◽  
David J. Oonk ◽  
Deb Morrison
Keyword(s):  
Climate Change ◽  
Critical Thinking ◽  
Problem Solving ◽  
Secondary Students ◽  
Media Literacy ◽  
Digital Resources ◽  
Student Groups ◽  
Climate Change Science ◽  
Different Types ◽  
Implementation Models

One of today's equity challenges is the need to increase media literacy among all students, especially traditionally marginalized students. Media literacy is defined by the way that particular student groups are limited in their engagement with digital resources that promote critical thinking and problem solving. This chapter provides implementation models for seven different types of media projects focused on climate change science that have been successfully piloted with 78 secondary students primarily from impoverished backgrounds. Results show that students' experiences while participating in these projects were transformational. Both the digital and STEM divides were bridged by including science-focus media projects.

Media Literacy as a Pathway to Bridge the Digital and STEM Divides

2017 ◽  
pp. 613-633
Author(s):  
Lesley K. Smith ◽  
Juliette N. Rooney-Varga ◽  
Anne U. Gold ◽  
David J. Oonk ◽  
Deb Morrison
Keyword(s):  
Climate Change ◽  
Critical Thinking ◽  
Problem Solving ◽  
Secondary Students ◽  
Media Literacy ◽  
Digital Resources ◽  
Student Groups ◽  
Climate Change Science ◽  
Different Types ◽  
Implementation Models

One of today's equity challenges is the need to increase media literacy among all students, especially traditionally marginalized students. Media literacy is defined by the way that particular student groups are limited in their engagement with digital resources that promote critical thinking and problem solving. This chapter provides implementation models for seven different types of media projects focused on climate change science that have been successfully piloted with 78 secondary students primarily from impoverished backgrounds. Results show that students' experiences while participating in these projects were transformational. Both the digital and STEM divides were bridged by including science-focus media projects.

Impact of the Locus of Causality and Internal Control on the Social Utility of Causal Explanations

2010 ◽  
Vol 69 (3) ◽  
pp. 173-179 ◽  
Author(s):  
Samantha Perrin ◽  
Benoît Testé
Keyword(s):  
Internal Control ◽  
Three Dimensions ◽  
Social Utility ◽  
External Control ◽  
Job Interview ◽  
Locus Of Causality ◽  
Causal Explanations ◽  
Professional Success ◽  
The Social ◽  
Different Types

Research into the norm of internality ( Beauvois & Dubois, 1988 ) has shown that the expression of internal causal explanations is socially valued in social judgment. However, the value attributed to different types of internal explanations (e.g., efforts vs. traits) is far from homogeneous. This study used the Weiner (1979 ) tridimensional model to clarify the factors explaining the social utility attached to internal versus external explanations. Three dimensions were manipulated: locus of causality, controllability, and stability. Participants (N = 180 students) read the explanations expressed by appliants during a job interview. They then described the applicants on the French version of the revised causal dimension scale and rated their future professional success. Results indicated that internal-controllable explanations were the most valued. In addition, perceived internal and external control of explanations were significant predictors of judgments.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

2017 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
St Fatimah Azzahra
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Problem ◽  
Group Problem ◽  
Control Group Design ◽  
Group Design ◽  
Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

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