scholarly journals Problem Solving Processes and Group Effectiveness on a Creative Task: A case study in Physics Education

2019 ◽  
Author(s):  
Javier Pulgar ◽  
Alexis Spina
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Group Performance ◽  
Deep Understanding ◽  
School Level ◽  
Learning Activity ◽  
Group Effectiveness ◽  
High School Level ◽  
School Students ◽  
Problem Solving Process

We investigated a group of physics majors solving a creative problem in the context of a course on conceptual physics and children's thinking adapted from the Physics and Everyday Thinking (PET) curriculum. In addition to learning concep- tual physics, course participants discussed the ways that elementary and middle school students learn physics and their common pre-instructional ideas and models of physics phenomena. To explore group performance, research participants were asked to collaboratively design a physics learning activity with at least two questions either for elementary, middle or high school level. Participants' discussion was audio recorded, and analyzed with attention to emergent themes of the problem solving process. Next, we used a model of group effectiveness to identi?ed the degree to which the group met the conditions for effective performance. Results suggest the group decided the content and questions for the task following a creative process where they generated ideas on the structure of the problem and its scienti?c narrative, while also making decision regarding targeted students age, what these would do when facing the problem, and engaged in the process of requesting ideas and information. These processes shaped the conditions for e?ectiveness, which enabled a deep understanding on the team's dynamic.

scholarly journals The ability of Junior High School Science Teacher in Solving The Problems of Torque

2020 ◽  
Vol 8 (2) ◽  
pp. 73
Author(s):  
Dios Sarkity ◽  
Putri Dwi Sundari
Keyword(s):  
High School ◽  
Problem Solving ◽  
Science Teachers ◽  
Junior High School ◽  
Physics Education ◽  
Junior High ◽  
School Science ◽  
School Level ◽  
High School Science ◽  
High School Level

Understanding the concept is an important aspect of solving various physics problems. Understanding the concept will help in understanding the problems, determining problem-solving strategies, and using mathematics appropriately as a problem-solving tool. Lack of conceptual understanding results in the tendency to solve problems by relying solely on formulas without knowing the proper use of formulas according to the underlying concepts of the problem. Various problems related to rotational motion can be explained through the concept of torque. To solve the problem of torque, understanding the concept of torque and mastering the concept of vectors are needed to find solutions to the problems Many of the science teachers have a background in physics education. Science teachers who are a bachelor of physics education should master various physics concepts even though the material is not taught at the junior high school level. Therefore, the authors conducted research to determine the ability of science teachers with an education background in physics education in solving the problems of torque. The study involved 10 science teachers who teach in 10 different schools. This research was a descriptive study with data collection techniques in the form of a questionnaire using an essay question to test the science teacher's ability in solving the problems of torque. The results showed that most of the participants could not solve the problem of torque due to a lack of understanding of the concept in determining the torque generated by forces with various positions.

Contemporary Curriculum Issues: Statistics in the Middle Grades: Understanding Center and Spread

2008 ◽  
Vol 14 (1) ◽  
pp. 38-43
Author(s):  
Gary Kader ◽  
Jim Mamer
Keyword(s):  
High School ◽  
Problem Solving ◽  
Middle Grades ◽  
Statistical Problem ◽  
School Level ◽  
Elementary Grades ◽  
Statistical Thinking ◽  
High School Level ◽  
Problem Solving Process ◽  
K 12

The GAISE report emphasizes the importance of students having experience with statistical thinking throughout the pre-K-12 curriculum. Students' encounters with statistics in the middle grades should build on their foundational experiences from the elementary grades and provide a link to the inferential types of statistical thinking developed at the high school level. Middle-grades students should be actively involved in the statistical problem-solving process described in the GAISE report. That process involves (1) formulating a question that can be addressed with data, (2) collecting data to address the question, (3) analyzing the data, and (4) interpreting the results.

Feasibility and Acceptability of Classroom-Based Interventions for Students With Emotional/Behavioral Challenges at the High School Level

2016 ◽  
Vol 19 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Talida M. State ◽  
Judith R. Harrison ◽  
Lee Kern ◽  
Timothy J. Lewis
Keyword(s):  
High School ◽  
High School Students ◽  
Study Skills ◽  
School Level ◽  
Future Research ◽  
Individual Student ◽  
High School Level ◽  
School Students ◽  
Behavioral Challenges ◽  
Organizational Skills

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student–teacher interactions [PSTI]) and individual student interventions (e.g., study skills, organizational skills) in terms of priority, feasibility, and acceptability before implementation. Teachers who implemented the interventions rated their acceptability post-implementation. Results indicated that acceptability ratings varied across interventions, and it appeared that teachers rated interventions that required the least amount of time to implement (e.g., PSTI) most acceptable and those that required the most time for implementation (e.g., study skills) least acceptable. Lack of time, perceived lack of effectiveness, and poor environmental fit were often cited as reasons for lack of feasibility. Regression analyses revealed that teacher characteristics (e.g., years of experience) and type of intervention (e.g., classwide vs. individualized) contributed to teacher ratings of intervention acceptability. Implications for future research and practice are discussed.

Game Design as a Complex Problem Solving Process

2017 ◽  
pp. 217-233 ◽  
Author(s):  
Mete Akcaoglu ◽  
Antonio P. Gutierrez ◽  
Charles B. Hodges ◽  
Philipp Sonnleitner
Keyword(s):  
Problem Solving ◽  
Middle School Students ◽  
Game Design ◽  
Formal Education ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
School Students ◽  
Daily Lives ◽  
Problem Solving Process ◽  
System Knowledge

Problem solving is one of the most essential skills for individuals to be successful at their daily lives and careers. When problems become complex, solving them involves identifying relationships among a multitude of interrelated variables, to achieve multiple different possible solutions. Teaching Complex Problem Solving (CPS) skills in formal education contexts is challenging. In this research, we examined if through an innovative game-design course middle school students improved in their CPS skills. Our results showed that students showed significant improvements in their CPS skills, especially in terms of system exploration, t(10) = 2.787, p = .019; system knowledge, t(10) = 2.437, p = .35; system application, t(10) = 2.472, p = .033. In addition, there was a statistically significant change in students' interest for CPS after attending the GDL program, t(6) = 3.890, p = .008. We discuss implications regarding use of game-design tasks as contexts to teach CPS skills in formal and informal educational contexts.

scholarly journals Solving Mathematical Puzzles: A Challenging Competition for AI

AI Magazine ◽  
2017 ◽  
Vol 38 (3) ◽  
pp. 83-96 ◽  
Author(s):  
Federico Chesani ◽  
Paola Mello ◽  
Michela Milano
Keyword(s):  
Artificial Intelligence ◽  
Problem Solving ◽  
Scientific Community ◽  
Deep Understanding ◽  
Human Intervention ◽  
Foreseeable Future ◽  
Comprehensive Knowledge ◽  
Problem Solving Process ◽  
Significant Attention

Recently, a number of noteworthy results have been achieved in various fields of artificial intelligence, and many aspects of the problem solving process have received significant attention by the scientific community. In this context, the extraction of comprehensive knowledge suitable for problem solving and reasoning, from textual and pictorial problem descriptions, has been less investigated, but recognized as essential for autonomous thinking in Artificial Intelligence. In this work we present a challenge where methods and tools for deep understanding are strongly needed for enabling problem solving: we propose to solve mathematical puzzles by means of computers, starting from text and diagrams describing them, without any human intervention. We are aware that the proposed challenge is hard and of difficult solution nowadays (and in the foreseeable future), but even studying and solving only single parts of the proposed challenge would represent an important step forward for artificial intelligence.

scholarly journals Teaching Chemistry Based on the Stimulus Equivalence Model

2018 ◽  
Vol 28 ◽  
Author(s):  
Marcelo de Abreu César ◽  
Melania Moroz
Keyword(s):  
High School ◽  
High School Students ◽  
Stimulus Equivalence ◽  
Chemical Elements ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
Conditional Relations ◽  
Equivalence Model ◽  
Almost All

Abstract This study aimed to verify the effects of a procedure, based on the stimulus equivalence model, to teach naming 10 chemical elements, from their symbolic representations and their respective numbers and atomic models. Eight high school students participated. Four classes of stimuli were used: (A) name; (B) symbol; (C) atomic number; (E) atomic model of chemical elements. The following were performed: evaluation of the initial repertoire; teaching of conditional relations and testing of emergence of new conditional relations; evaluation of the final repertoire. From the teaching of three relations (AB, BC and BE), almost all participants presented at least 90% of correct answers (hits) in nine relations (BA, CB, AC, CA, EB, AE, EA, CE, EC); in the chemical elements naming (BD, CD and ED), seven participants obtained at least 80% of hits. The efficiency of teaching procedure for chemistry learning at the high school level has been verified.

Focus-Fight-Finalize (3F): Problem-Solving Steps Extracted From Behavioral Patterns in Block Based Programming

2020 ◽  
Vol 58 (7) ◽  
pp. 1279-1310 ◽  
Author(s):  
Ünal Çakıroğlu ◽  
Suheda Mumcu
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Experience ◽  
Behavioral Patterns ◽  
School Students ◽  
Programming Environments ◽  
Public Secondary School ◽  
Block Based ◽  
Problem Solving Process

This exploratory study attempts to determine problem solving steps in block based programming environments. The study was carried out throughout one term within Code.org. Participants were 15 6th grade secondary school students enrolled in an IT course at a public secondary school. Observations, screenshots and interviews were analyzed together to find out what students do and what they think during problem solving process. As a result, three main steps (focus, fight and finalize) were extracted from students’ behavioral patterns. The results suggest that three steps occur in linear or cyclic manner with regard to the programming constructs required for the solution of the problem. Implications for instructors who desire to provide a better learning experience on problem solving through block-based programming are also included.

Higher Education Policy as Secondary School Reform: Texas Public High Schools After Hopwood

2007 ◽  
Vol 29 (3) ◽  
pp. 200-217 ◽  
Author(s):  
Thurston Domina
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Higher Education Policy ◽  
School Level ◽  
Public High Schools ◽  
High School Level ◽  
School Students ◽  
Higher Education Policies

The higher education diversity programs that Texas enacted after Hopwood v. University of Texas banned affirmative action had unexpected positive consequences for the state’s high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and Century Scholarship programs, and the Towards Excellence, Access and Success Grant program each explicitly linked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K–16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas’s post- Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students’ academic engagement.

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