A structures approach to teaching applied problem solving through technology assessment

1986 ◽  
Vol 63 (6) ◽  
pp. 522
Author(s):  
Fritz A. Fischbach ◽  
Nancy J. Sell
Keyword(s):  
Problem Solving ◽  
Technology Assessment ◽  
Applied Problem ◽  
Approach To Teaching

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

scholarly journals Profil Berpikir Kritis Mahasiswa PGMI dalam Memecahkan Masalah Matematika Dasar

2018 ◽  
Vol 6 (1) ◽  
pp. 11 ◽  
Author(s):  
Sintha Sih Dewanti
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Reciprocal Relationship ◽  
Applied Problem ◽  
Math Ability ◽  
Descriptive Research ◽  
Mathematics Problems ◽  
Thinking Process ◽  
High Level ◽  
Complex Translation

Abstrak Tujuan penelitian ini adalah untuk mendeskripsikan profil berpikir kritis mahasiswa PGMI UIN Sunan Kalijaga Yogyakarta dalam memecahkan masalah matematika dasar. Pemecahan masalah merupakan proses mental tingkat tinggi dan memerlukan proses berpikir yang lebih kompleks termasuk berpikir kritis. Pemecahan masalah juga mempunyai hubungan timbal balik dengan berpikir kritis. Berpikir kritis pada penelitian ini mengacu pada berpikir kritis dengan kriteria FRISCO. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Pada penelitian ini diambil 9 subjek penelitian, yaitu 3 subjek pada kemampuan matematika dasar tinggi, sedang, dan rendah. Pengumpulan data dilakukan dengan pemberian soal pemecahan masalah dan wawancara. Ada 5 tipe masalah yang digunakan dalam soal pemecahan masalah yaitu: simple translation problem, complex translation problem, process problem, applied problem, dan puzzle problem. Profil berpikir kritis mahasiswa dalam memecahkan masalah matematika dasar menurut kriteria FRISCO pada setiap langkah pemecahan Polya sebagai berikut: a) Mahasiswa dengan KPM tinggi mengetahui fokus, alasan, situasi dan kejelasan dalam setiap tahap pemecahan masalah juga menjelaskan inferensinya pada setiap tahap pemecahan masalah Polya pada simple translation problem, complex translation problem, dan applied problem, tetapi belum dapat untuk 2 masalah lainnya; b) Mahasiswa dengan KPM sedang, mengetahui fokus, alasan, situasi dan kejelasan dalam setiap tahap pemecahan masalah juga menjelaskan inferensinya pada setiap tahap pemecahan masalah Polya pada simple translation problem dan applied problem tetapi belum dapat untuk 3 masalah lainnya; dan c) Mahasiswa dengan KPM rendah, mengetahui fokus, alasan, inferensi, situasi, klarifikasi dan memeriksa kembali pada setiap langkah pemecahan masalah Polya pada masalah simple translation problem, dan belum dapat pada puzzle problem, sedangkan untuk 3 masalah lainnya mengetahui fokus dan alasan hanya sampai pada langkah melaksanakan strategi, tetapi belum dapat mengetahui inferensinya. Kata kunci: berpikir kritis, pemecahan masalah, kemampuan matematika dasar Abstract The purpose of this research is to describe the critical thinking profile of PGMI UIN Sunan Kalijaga Yogyakarta students in solving basic mathematics problems. Problem solving is a high level mental process and requires a more complex thinking process including critical thinking. Problem solving also has a reciprocal relationship with critical thinking. Critical thinking in this study refers to critical thinking with the FRISCO criteria. The type of this research is descriptive research with qualitative approach. In this study, 9 subjects taken, that is 3 subject to the ability of high-basic mathematic, medium, and low. Data was collected by way of tests and interviews. There are 5 types of problems used in problem solving tests: simple translation problem, complex translation problem, problem process, applied problem, and puzzle problem. The profile of critical thinking of students in solving basic mathematics problems according to FRISCO criteria at each polya solving step as follows: a) Students with high problem solving abilitys know the focus, reason, situation and clarity in every problem solving step also explain the inferences at each stage of solving Polya problem on simple translation problem, complex translation problem, and applied problem, but not yet for 2 other problems; b) Students with medium problem solving abilitys know the focus, reason, situation and clarity in each stage of problem solving also explain the inferences at each stage of polya problem solving on simple translation problem and applied problem but not yet for the other 3 problems; and c) Students with low problem solving abilitys know the focus, reason, inference, situation, clarification and re-examine each step Polya problem solving on the problem of simple translation problem, and not yet in the puzzle problem, while for 3 other problems know the focus and reason only to the step of implementing the strategy, but not yet know the inferences. Keywords: critical thinking, problem solving, basic math ability

Problem-Based Learning (PBL)

2021 ◽  
pp. 38-56
Author(s):  
Mahmoud Hawamdeh ◽  
Idris Adamu
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Real Life ◽  
Problem Based Learning ◽  
Higher Order ◽  
Educational Institutions ◽  
Learning Skills ◽  
Knowledge And Skills ◽  
Life Problems ◽  
Approach To Teaching

This chapter discuss how Problem-Based learning (PBL) helps to achieve this century's approach to teaching and learning for students in higher educational institutions. If adopted, this method of teaching will enable student to attain learning skills (skills, abilities, problem solving, and learning dispositions that have been identified) to acquire a lifelong habit of approaching problems with initiative and diligence and a drive to acquire the knowledge and skills needed for an effective resolution. And they will develop a systematic approach to solving real-life problems using higher-order skills.

Popplet in Education

2022 ◽  
pp. 171-185
Author(s):  
Abir El Shaban
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
Graphic Organizers ◽  
Teacher Educator ◽  
Mental Image ◽  
Web Based ◽  
Teaching Pedagogy ◽  
Present Information ◽  
Teachers And Students ◽  
Approach To Teaching

Aristotle once said, “The soul never thinks without a mental image.” From the author's experience as an ESL program director, ESL instructor, technology coach, and teacher educator, this saying is absolutely true. This chapter reviews an innovative web-based platform and a technology-based approach to teaching called Popplet that can be found at www.popplet.com. Popplet is a mind mapping application and a graphic organizer that allows teachers and students to create visually pleasing graphic organizers that integrate different features such as colors, texts, images, videos, and links to organize and present information. In addition to its use to enhance students' brainstorming, presentation, and discussion techniques, Popplet can also support the students' 21st century skills such as problem solving, critical thinking, and collaboration. This chapter will highlight some of Popplet's important features for teachers who would consider implementing it in their teaching pedagogy in the future.

The Doctor of Plant Medicine Program at the University of Florida: Growers, Agricultural Agencies, and Industries Need Plant Doctors

2001 ◽  
Vol 2 (1) ◽  
pp. 19 ◽  
Author(s):  
George N. Agrios
Keyword(s):  
Plant Pathology ◽  
Problem Solving ◽  
Applied Research ◽  
Health Problems ◽  
Applied Problem ◽  
University Of Florida ◽  
Plant Medicine ◽  
New Graduate ◽  
The University ◽  
Central Void

The Doctor of Plant Medicine program is a new graduate doctorate program that ushers in a new discipline, Plant Medicine, and a new profession, the Plant Doctor. Like anything else that is new, it has its share of skeptics. Plant medicine does not compete with or supplant any of the existing disciplines. It fills a central void left by the specialization of each discipline. Plant medicine does not do either basic or applied research but it depends for it and it borrows from the research done by PhDs of all the related disciplines including soils, agronomy, horticulture, entomology, nematology, plant pathology, etc. Plant medicine is an applied, problem-solving discipline and plant doctors learn to solve health problems of plants by learning to identify the biotic or abiotic cause of any such problem and by providing recommendations for its management or control. Accepted for publication 18 July 2001. Published 24 July 2001.

Using Active Learning in Lecture: Best of "Both Worlds"

2003 ◽  
Vol 1 (1) ◽  
Author(s):  
Marilyn H Oermann
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Communication Skills ◽  
Teaching Strategies ◽  
Nurse Educators ◽  
Integrated Approach ◽  
Creative Teaching ◽  
Approach To Teaching ◽  
Large Groups

Many creative teaching strategies have been developed in recent years in nursing and other fields to promote active learning. These strategies foster development of problem solving, critical thinking, and communication skills, and they encourage students to work collaboratively with peers. However, in nurse educators’ rush to embrace active learning, lecture has been viewed negatively by some faculty. Rather than positioning active learning against lecture, another approach is to integrate active learning within lecture, gaining the benefits of both methods. An integrated approach also takes into consideration the situation of teaching large groups of students. This article examines benefits of an integrated approach to teaching and presents strategies for active learning intended for use with lecture.

Children's Conceptual Structures for Multidigit Numbers and Methods of Multidigit Addition and Subtraction

1997 ◽  
Vol 28 (2) ◽  
pp. 130-162 ◽  
Author(s):  
Karen C. Fuson ◽  
Diana Wearne ◽  
James C. Hiebert ◽  
Hanlie G. Murray ◽  
Pieter G. Human ◽  
...  
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Number Concepts ◽  
Number Words ◽  
Conceptual Structures ◽  
Common Framework ◽  
Approach To Teaching ◽  
Addition And Subtraction

Researchers from 4 projects with a problem-solving approach to teaching and learning multidigit number concepts and operations describe (a) a common framework of conceptual structures children construct for multidigit numbers and (b) categories of methods children devise for multidigit addition and subtraction. For each of the quantitative conceptual structures for 2-digit numbers, a somewhat different triad of relations is established between the number words, written 2-digit marks, and quantities. The conceptions are unitary, decade and ones, sequence-tens and ones, separate-tens and ones, and integrated sequence-separate conceptions. Conceptual supports used within each of the 4 projects are described and linked to multidigit addition and subtraction methods used by project children. Typical errors that may arise with each method are identified. We identify as crucial across all projects sustained opportunities for children to (a) construct triad conceptual structures that relate ten-structured quantities to number words and written 2-digit numerals and (b) use these triads in solving multidigit addition and subtraction situations.

A Problem-solving Approach to Teaching Second-Year Algebra

1990 ◽  
Vol 83 (6) ◽  
pp. 432-435
Author(s):  
Vera Kerekes
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
School Curriculum ◽  
Eighth Grade ◽  
Mathematical Methods ◽  
School Year ◽  
Problem Solving Strategies ◽  
Approach To Teaching ◽  
Second Year ◽  
Systematic List

Problem-solving strategies are important parts of our middle school curriculum. Teaching strategies is an excellent way to help students attack mathematical, as well as other, problems. Such strategies include guessing and checking, simplifying the problem, building a model, developing a systematic list or a chart, working backward, drawing a picture, and looking for a pattern. Our students spend an entire school year in the eighth grade to learn to use these problem- solving strategies to solve problems that would otherwise require sophisticated mathematical tools if they could be solved at all by mathematical methods. This experience promotes the development of intuition and number sense in young students.

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