Using qualitative problem‐solving strategies to highlight the role of conceptual knowledge in solving problems

1996 ◽  
Vol 64 (12) ◽  
pp. 1495-1503 ◽  
Author(s):  
William J. Leonard ◽  
Robert J. Dufresne ◽  
Jose P. Mestre
Keyword(s):  
Problem Solving ◽  
Conceptual Knowledge ◽  
Problem Solving Strategies

scholarly journals Children's Use of Arithmetic Shortcuts: The Role of Attitudes in Strategy Choice

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Katherine M. Robinson ◽  
Adam K. Dubé
Keyword(s):  
Problem Solving ◽  
Strategy Choice ◽  
Inverse Relation ◽  
The Third ◽  
Positive Attitudes ◽  
Associative Relation ◽  
Problem Solving Strategies ◽  
Arithmetic Performance ◽  
Transfer Problems

Current models of strategy choice do not account for children's attitudes towards different problem solving strategies. Grade 2, 3, and 4 students solved three sets of three-term addition problems. On inversion problems (e.g., 4 + 8 − 8), if children understand the inverse relation between the operations, no calculations are required. On associativity problems (e.g., 5 + 27 − 23), if children understand the associative relation between the operations, problem solving can be facilitated by performing subtraction before addition. A brief intervention involving demonstrations of different problem solving strategies followed the first problem set. Shortcut use increased after the intervention, particularly for students who preferred shortcuts to the left-to-right algorithm. In the third set, children were given transfer problems (e.g., 8 + 4 − 8, 4 − 8 + 8, 27 + 5 − 23). Shortcut use was similar to first set suggesting that transfer did occur. That shortcut use increased the most for students who had positive attitudes about the shortcuts suggests that attitudes have important implications for subsequent arithmetic performance.

scholarly journals Synthesis problems: role of mathematical complexity in students' problem solving strategies

2016 ◽  
Author(s):  
Bashirah Ibrahim ◽  
Lin Ding ◽  
Daniel R. White ◽  
Ryan Badeau ◽  
Andrew F. Heckler
Keyword(s):  
Problem Solving ◽  
Problem Solving Strategies

Friends—Who Needs Them? Two Case Studies Illustrating the Assessment and Treatment of Boys with Peer Relationship Difficulties

1990 ◽  
Vol 18 (3) ◽  
pp. 221-233 ◽  
Author(s):  
Alison M. Conning ◽  
Donna M. Head
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Case Studies ◽  
Group Treatment ◽  
Peer Relationship ◽  
Cognitive Problem ◽  
Assessment And Treatment ◽  
Problem Solving Strategies ◽  
Selection Of

This paper presents case studies of two boys who had problems forming friendships, and who participated in a group treatment designed to enhance their social skills. The intervention consisted of both behavioural techniques and cognitive problem solving strategies. The boys' improvement was reflected in some of the formal measures of change, and in reports from parents and teachers. The paper addresses issues concerning the role of assessment, and the selection of appropriate measures of change.

scholarly journals Tolerance for Uncertainty and Patterns of Decision-Making in Complex Problem-Solving Strategies

2020 ◽  
Vol 4 (3) ◽  
pp. 58
Author(s):  
Vitalii Epishin ◽  
Nataliya Bogacheva
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Negative Attitude ◽  
Decisional Conflict ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Decision Making Factors ◽  
Problem Solving Strategies ◽  
Risk Intelligence

Current studies of complex problem-solving do not commonly evaluate the regulatory role of such personality-based variables as tolerance for uncertainty, risk-readiness, and patterns for coping with decisional conflict. This research aims to establish the contribution of those traits into individual parameters of complex problem-solving strategies. The study was conducted on 53 healthy individuals 17 to 29 years old (M = 20.42; SD = 2.34). Our own computerized complex problem task “The Anthill” was developed for this research. We identified five measurable parameters of the participants’ problem-solving strategies: preferred orientational level (POL); orientational level variability (OLV); class quotas‘ range (R); mean and median quotas shift (MS and MeS); and abrupt changes of strategy (AC). Psychodiagnostic methods included: new questionnaire of tolerance/intolerance for uncertainty; personal decision-making factors questionnaire; Melbourne Decision Making Questionnaire; Subjective Risk Intelligence Scale; Eysencks’ Impulsiveness Scale. The study showed the role of tolerance for uncertainty, risk-readiness, negative attitude toward uncertainty, and decision-making styles in the regulation of complex problem-solving strategies. Specifically, procrastination, tolerance for uncertainty, and risk-readiness were significant predictors of individual strategy indicators, such as POL, OLV, and MeS. Thus, personality traits were shown to regulate resource allocation strategies and the required level of orientation in a complex problem.

scholarly journals Analisis Hubungan antara Sikap Penyelesaian Soal dan Hasil Belajar Mahasiswa Calon Guru Fisika

2017 ◽  
Vol 3 (2) ◽  
pp. 151-156
Author(s):  
Hamdani Hamdani ◽  
Syukran Mursyid ◽  
Judyanto Sirait ◽  
Eugenia Etkina
Keyword(s):  
Problem Solving ◽  
Quantitative Approach ◽  
Physics Teachers ◽  
Correlation Problem ◽  
Physics Concepts ◽  
Problem Solving Strategies

Abstract This study aims to examine the correlation between students’ attitude and approach and achievement that involved 60 pre-service physics teachers of Tanjungpura University. A quantitative approach was applied to gather students’ attitude and approach data through problem solving survey (APESOFI) which consists of seven indicators: using representation, the role of the equation, checking the answers, the role of physics concepts, discussion and asking, problem solving strategies, and interested in solving the problem. The results show that the correlation between students’ attitude an approach and achievement is 0.24 (p = 0.06). Furthermore, one of indicator - problem solving strategies and students’ achievement – has significant correlation .33 (p = 0.01). Also, 70% of students have the same approach to experts while solving the problem. It indicates the problem solving strategies is one of the aspects that can affect students’ success to solve the problems. Accordingly, instructors should facilitate students with various strategies or approaches to problem solving. Keywords: APESOFI, correlation, problem solving strategies. Abstrak Penelitian ini bertujuan untuk mengetahui hubungan antara sikap penyelesaian soal fisika dan hasil belajar mahasiswa calon guru fisika tahun pertama program studi Pendidikan Fisika Universitas Tanjungpura yang melibatkan 60 orang. Penelitian kuantitatif digunakan untuk memperoleh data sikap mahasiswa dengan memberikan Angket Penyelesaian Soal Fisika (APESOFI) dengan tujuh indikator: penggunaan representasi, peran matematika dan rumus, memeriksa kembali jawaban, peran konsep, berdiskusi dan bertanya, strategi penyelesaian soal, dan ketertarikan menyelesaikan soal. Kemudian nilai akhir mata kuliah Fisika Dasar dijadikan sebagai data hasil belajar. Hasil analisis data menunjukkan bahwa korelasi antara sikap dan hasil belajar 0,24 dengan p = 0,06. Selanjutnya, hubungan salah satu indikator yaitu strategi penyelesaian soal dengan hasil belajar menunjukkan korelasi yang signifikan yaitu 0,33 (p = 0,01). Selain itu, 70% mahasiswa memiliki sikap yang sesuai dengan strategi yang digunakan ahli dalam menyelesaikan soal. Hal ini mengindikasikan bahwa strategi penyelesaian soal merupakan salah satu yang menentukan keberhasilan mahasiswa dalam menyelesaikan soal. Dengan demikian pengajar atau dosen perlu memfasilitasi mahasiswa dengan beberapa strategi atau pendekatan dalam menyelesaikan soal. Kata-kata Kunci: APESOFI, korelasi, hasil belajar, strategi penyelesaian soal

scholarly journals The Role of Children’s Age and Gender, and Friends’ Gender in the Children’s Interaction towards Social Problem Solving Strategies in Preschool Children

2021 ◽  
Vol 3 (2) ◽  
pp. 62-71
Author(s):  
Rita Eka Izzaty
Keyword(s):  
Problem Solving ◽  
School Children ◽  
Social Problem ◽  
Social Situation ◽  
Social Problem Solving ◽  
Age And Gender ◽  
Significant Difference ◽  
Problem Solving Strategies ◽  
And Gender

Social problem-solving strategy accepted by society is the essential accomplishments in the development of pre-school children. However, until recent studies, social problem-solving strategies among pre-school children in Indonesia is still rarely conducted. This research examines the role of age, gender in children, and friends’ gender towards social problem-solving strategies. This research utilised a purposive sampling that voluntarily involved 162 children    4-6 years old. Those children were selected from an intact family consisting of a father, mother and children who lived together.    A hypothetical social situation dilemma was utilised to gather social problem-solving strategies data from the subjects.  The data were analysed with the use of cross-tabulation and chi-square test. Concerning the data analysis, the results reveal no significant difference in social problem-solving strategies when viewed in terms of age and gender of the children and friends’ gender. This suggests that children ages 4 to 6 years for boys and girls still have the same patterns of social behaviour dealing with similar gender and different ones.

Sign in / Sign up

Export Citation Format

Share Document