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About 10,000 papers for “Problem Solving Skills Development”

Development of a problem solving evaluation instrument; Untangling of specific problem solving skills

<ns0:vcard>BEGIN:vCardVERSION:3.0FN:Wendy K. AdamsTITLE:ORG:Colorado School of MinesADR;TYPE=WORK,POSTAL,PARCEL:;;1500 Illinois St.;;Golden;CO;80401;USTEL;TYPE=:+TEL;TYPE=:+TEL;TYPE=FAX:+EMAIL;TYPE=INTERNET,:wkadams@mines.eduEMAIL;TYPE=INTERNET,:END:vCard</ns0:vcard> · The Physics Video Demonstration Database (Cornell University)

The purpose of this research was to produce a problem solving evaluation tool for physics. To do this it was necessary to gain a thorough understanding of how students solve problems. Although physics educators highly value problem solving and have put extensive effort into understanding successful problem solving, there is currently no efficient way to evaluate problem solving skill. The work presented here is unique because the evaluation tool removes the requirement that the student already have a grasp of physics concepts. The work is also unique due to its diversity of individuals examined and the range of tasks it evaluates. Chapter 1 includes an extensive literature review of problem solving in physics, math, education and cognitive science. Chapter 2 contains information about studies involving the PhET Interactive Simulations and presents design guidelines for interface design. Chapter 3 contains information on the development and validation of the Colorado Learning Attitudes about Science Survey (CLASS) for physics. Chapter 4 describes the work done by the author to develop and validate the Colorado Assessment of Problem Solving (CAPS). This problem solving evaluation tool identifies 44 separate skills (skills) necessary for solving problems. Rigorous validation studies, including work with an independent interviewer, show the skills identified by this content-free evaluation tool are the same skills that students use to solve problems in mechanics and quantum mechanics. A discussion is included about how this work extends what is currently understood about the skills that students use to solve problems and which of these skills are applicable in other disciplines. Understanding this set of component skills will help teachers and researchers address problem solving within the classroom.

Cited by 0

Test Instrument development of mathematical problem solving skills

Siti Annisah, Zulela Zulela, Endry Boeriswati et al. · 2020

Instruments that can measure mathematical problem-solving skills are very limited. The test instruments used in mathematics learning often measure memorization and knowledge skills. The purpose of this research is to develop a test instrument that can measure the ability to solve mathematical problems in prospective teachers in elementary school. This research is a research and development. Data collection techniques using questionnaires and tests. Data analysis using qualitative descriptive techniques and the Content Validity Ratio (CVR) formula. The results of this research are a test instrument consisting of a five-grain essay that measures math problem-solving skills. The instrument is of good quality and valid according to expert judgment.

Cited by 2

The Development of Addition and Subtraction Problem-Solving Skills

Thomas P. Carpenter, James M. Moser · 2020

A tacit assumption of most school mathematics programs is that addition and subtraction are best introduced through physical or pictorial representations of joining or separating sets of objects. Another common assumption is that verbal problems are difficult for children of all ages, and children must master addition and subtraction operations before they can solve even simple verbal problems. A growing body of research indicates that both assumptions may be false. The results presented in this chapter indicate that before children receive formal instruction in addition and subtraction, many of them can successfully solve basic addition and subtraction word problems. This suggests that verbal problems may give meaning to addition and subtraction and in this way could represent a viable alternative for developing addition and subtraction concepts in school.

Cited by 39

Threshold Concepts in the Development of Problem-solving Skills

Shelly L. Wismath, Doug Orr, Bruce R. MacKay · Teaching & Learning Inquiry The ISSOTL Journal · 2015

Problem-solving skills are often identified as a key component of 21st century education. This study collected data from students enrolled in a university-level Liberal Education science course called Problems and Puzzles, which introduced students to the theory and practice of problem solving via puzzles. Based on classroom observation and other qualitative data collected over three semesters, we have identified three significant changes in student behaviour at specific points in the course. These changes can be posited to reveal three underlying threshold concepts in the evolution and establishment of students’ problem-solving skills.

Cited by 10Open access

Threshold Concepts in the Development of Problem-solving Skills

Shelly L. Wismath, Doug Orr, Bruce R. MacKay · Teaching & Learning Inquiry The ISSOTL Journal · 2015

Problem-solving skills are often identified as a key component of 21st century education. This study collected data from students enrolled in a university-level Liberal Education science course called Problems and Puzzles, which introduced students to the theory and practice of problem solving via puzzles. Based on classroom observation and other qualitative data collected over three semesters, we have identified three significant changes in student behaviour at specific points in the course. These changes can be posited to reveal three underlying threshold concepts in the evolution and establishment of students’ problem-solving skills.

Cited by 23Open access

Creativity and Problem Solving Skills Development through Spatial Workshops

Dóra Szentandrási · Research in Arts and Education · 2019

GYIK Art School worked out a special methodology for teaching art in Hungary, exist for 40 years and renewing time by time. The main goal of the method is the children create their works by intuition and not copy a masterpiece while use contemporary art tools. As an architect I worked out a spatial perception skill developing program, based on GYIK's methodology for age 5-12. In the program the children gain experience by creation, developing their spatial perception, spatial thinking skills, problem solving skills and creativity. I worked out special tasks for primary school curriculum that based on this methodology.

Cited by 1Open access

DEVELOPMENT OF PROBLEM-SOLVING SKILLS IN PHYSICS THROUGH METACOGNITIVE STRATEGIES

Abdukahkhor Artikov. Candidate of Physical and Mathematical Sciences, Associate Professor, Mamatokhunov Yo. A. – Associate Professor, Doctor of Philosophy (PhD) in Pedagogical Sciences Andijan State University · Zenodo (CERN European Organization for Nuclear Research) · 2025

The article "Development of Problem-Solving Skills in Physics through Metacognitive Strategies" by Yo. A. Mamatokhunov explores the significant role that metacognitive strategies play in enhancing students’ abilities to solve complex physics problems. It underscores the need to incorporate metacognitive tools into the educational process, aiming to cultivate higher levels of self-awareness, self-regulation, and cognitive control during learning activities. The authors methodically discuss the key stages of applying metacognitive strategies, such as planning, monitoring, evaluating, and reflecting, and how these stages influence academic performance. Students who engaged in systematic metacognitive training demonstrated considerable improvements in problem recognition, logical sequencing, solution accuracy, and overall academic achievement. The study relies on experimental data comparing an experimental group that implemented metacognitive strategies with a control group adhering to traditional instruction. The results highlight a significant increase in problem-solving skills, with the experimental group outperforming the control group both in average scores and in the quality of cognitive engagement. The theoretical framework draws from foundational theories such as Barry Zimmerman's model of self-regulated learning, John Sweller’s cognitive load theory, and P. Y. Galperin’s concept of phased mental action development. Each theory supports the notion that conscious control over cognitive processes is essential for effective and independent learning, especially in subjects like physics that demand critical and systematic thinking. By promoting practices like reflection journals, "think-aloud" protocols, peer explanation exercises, and error analysis discussions, the implementation of metacognitive strategies fosters students’ ability to self-assess, adjust their learning trajectories, and internalize effective problem-solving methodologies. The research concludes that integrating metacognitive strategies into physics education not only enhances subject-specific competence but also develops transferable skills vital for lifelong learning, critical thinking, and adaptability in complex situations. The authors advocate for a broader adoption of these approaches within educational systems to empower students with sustainable cognitive and self-regulatory abilities. Keywords: metacognitive strategies, physics, problem-solving, cognitive processes, self-assessment, reflection, learning, thinking regulation, study skills, competency development.

Cited by 0Open access

Article Using Clickers to Facilitate Development of Problem-Solving Skills

Aime A. Levesque · 2011

Classroom response systems, or clickers, have become pedagogical staples of the undergraduate science curriculum at many universities. In this study, the effectiveness of clickers in promoting problem-solving skills in a genetics class was investigated. Students were presented with prob-lems requiring application of concepts covered in lecture and were polled for the correct answer. A histogram of class responses was displayed, and students were encouraged to discuss the prob-lem, which enabled them to better understand the correct answer. Students were then presented with a similar problem and were again polled. My results indicate that those students who were initially unable to solve the problem were then able to figure out how to solve similar types of problems through a combination of trial and error and class discussion. This was reflected in stu-dent performance on exams, where there was a statistically significant positive correlation between grades and the percentage of clicker questions answered. Interestingly, there was no clear correla-tion between exam grades and the percentage of clicker questions answered correctly. These results suggest that students who attempt to solve problems in class are better equipped to solve problems on exams.

Cited by 0

Development of Finnish Elementary Pupils’ Problem-Solving Skills in Mathematics

Anu Laine, Liisa Näveri, Maija Ahtee et al. · Center for Educational Policy Studies Journal · 2014

The purpose of this study is to determine how Finnish pupils’ problem-solving skills develop from the 3rd to 5th grade. As research data, we use one non-standard problem from pre- and post-test material from a three-year follow-up study, in the area of Helsinki, Finland. The problems in both tests consisted of four questions related to each other. The purpose of the formulation of the problem was to help the pupils to find how many solutions for a certain answer exist. The participants in the study were 348 third-graders and 356 fifth graders. Pupils’ fluency, i.e. ability to develop different solutions, was found to correlate with their ability to solve the problem. However, the proportions of the pupils (17% of the 3rd graders and 21% of the 5th graders) who answered that there were an infinite number of solutions are of the same magnitude. Thus, the pupils’ ability to solve this kind of problem does not seem to have developed from the 3rd to the 5th grade. The lack and insufficiency of pupils’ justifications reveal the importance of the teacher carefully listening to the pupils’ ideas in order to be able to promote pupils’ understanding of the concept of infinity, as well as the basic calculations.

Cited by 4Open access

DEVELOPMENT OF PROBLEM-SOLVING SKILLS IN PHYSICS THROUGH METACOGNITIVE STRATEGIES

Yo. A. Mamatokhunov, D. F. Kholmirzayeva · Вестник Иссык-Кульского университета. · 2025

The article deals with The development of Problem-Solving Skills in Physics through Metacognitive Strategies by Yo. A. Mamatokhunov and D. F. Kholmirzayeva explores the significant role that metacognitive strategies play in enhancing students’ abilities to solve complex physics problems. It underscores the need to incorporate metacognitive tools into the educational process, aiming to cultivate higher levels of self-awareness, self-regulation, and cognitive control during learning activities. The authors methodically discuss the key stages of applying metacognitive strategies, such as planning, monitoring, evaluating, and reflecting, and how these stages influence academic performance. Students who engaged in systematic metacognitive training demonstrated considerable improvements in problem recognition, logical sequencing, solution accuracy, and overall academic achievement. The study relies on experimental data comparing an experimental group that implemented metacognitive strategies with a control group adhering to traditional instruction. The results highlight a significant increase in problem-solving skills, with the experimental group outperforming the control group both in average scores and in the quality of cognitive engagement. The theoretical framework draws from foundational theories such as Barry Zimmerman's model of self-regulated learning, John Sweller’s cognitive load theory, and P. Y. Galperin’s concept of phased mental action development. Each theory supports the notion that conscious control over cognitive processes is essential for effective and independent learning, especially in subjects like physics that demand critical and systematic thinking. By promoting practices like reflection journals, "think-aloud" protocols, peer explanation exercises, and error analysis discussions, the implementation of metacognitive strategies fosters students’ ability to self-assess, adjust their learning trajectories, and internalize effective problem-solving methodologies. The research concludes that integrating metacognitive strategies into physics education not only enhances subject-specific competence but also develops transferable skills vital for lifelong learning, critical thinking, and adaptability in complex situations. The authors advocate for a broader adoption of these approaches within educational systems to empower students with sustainable cognitive and self-regulatory abilities.

Cited by 0Open access

Young People-Social Problem-Solving Skills: Development and Psychometric Properties

Salmi Razali, Nor Hidayah Jaris, Iman Mohamed Ali et al. · Environment-Behaviour Proceedings Journal · 2023

There is a lack of culturally suitable tools to measure social problem-solving skills among young people in Malaysia. Hence, this study was conducted to determine the reliability and validity of our newly invented 14-item Young People-Social Problem-Solving Skills (YP-SPSS) questionnaire. Cronbach’s alpha analysis shows that YP-SPSS has good reliability (α=0.7640), and the factor loadings for the fourteen items are above 0.5. Exploratory Factor Analysis suggests four factors: emotional awareness, insight into having problems, steps in solving problems, and analyzing the problems. The study shows that this questionnaire is statistically suitable to measure the social problem-solving of young people.

Cited by 2Open access

Teachers’ Self-Potential Development for Enhancing Students’ Problem-Solving Skills

Waranyoo Sochat, Witoon Thacha · International Education Studies · 2026

This research project aimed to develop an innovative online self-training program specifically designed for teachers, focusing on enhancing their problem-solving skills. The primary objective of this program is to equip educators with the necessary tools and knowledge to facilitate student learning effectively within the classroom environment. The program comprises two key components: 1) teachers actively participating in self-directed learning activities to advance their problem-solving capabilities, and 2) teachers applying these newly acquired skills in their interactions with students. The research utilized a comprehensive five-step Research and Development methodology, ensuring a robust approach to the program&amp;rsquo;s design and implementation. The concluding phase of the study involved experimental research conducted through a one-group pretest-posttest design within an educational setting. This experimental group included 14 teachers and a corresponding number of students. The research findings were significant, indicating that the &amp;ldquo;Online Self-Training Program for Developing Teachers&amp;rsquo; Self-Potential to Enhance Students&amp;rsquo; Problem-Solving Skills&amp;rdquo; met the established adequacy criteria outlined in the research hypothesis. These results strongly suggest that this educational innovation is well-positioned for broader dissemination, thereby providing substantial benefits to the targeted population of educators and students.

Cited by 0Open access

Content Validation Procedure: Development of Problem-solving Skills Test (PSST)

Farshad Bahari, Salmiza Saleh · Jurnal Pendidikan Sains Dan Matematik Malaysia · 2023

This research aimed at developing a test instrument, the Problem-solving Skills Test (PSST) for Year Four students. The researcher has carried out content validity procedures on the PSST instrument. The content validity of the test involved six content validation experts. There were ten items for the test instrument. The items on the test have been evaluated quantitatively using the Content Validity Index (CVI) to determine whether they should be retained or discarded. According to the findings, the item content validity index, I-CVI, came in at a value of 1.00 for all items. This resulted in the scale content validity index, for both S-CVI/Ave and S-CVI/UA, equal to 1.00. Therefore, the Problem-solving Skills Test (PSST) has attained a very high degree of content validity and may be administered in actual research to determine students’ problem-solving skills.

Cited by 0Open access

Development and assessment of collaborative problem-solving skills through technology

Matías Ignacio Rojas Miranda · 2022

En los últimos años, la resolución colaborativa de problemas (CPS) ha llegado a ser considera esencial en casi todas las áreas de la vida. En consecuencia, han surgido diferentes marcos teóricos e instrumentos de evaluación para medir estas habilidades. Sin embargo, se requieren más estudios aplicados sobre su implementación y evaluación en entornos educativos reales. Además, todavía hay poca investigación sobre el desarrollo de habilidades CPS entre estudiantes de primaria. En este sentido, los diseños experimentales pre-post son fundamentales para identificar nuevos métodos para desarrollar habilidades CPS. En esta tesis se abordarán dos objetivos principales, por un lado, la evaluación de las habilidades CPS, y por otro lado, el desarrollo de las habilidades CPS de estudiantes a través de la tecnología. Para ello, se aporta evidencia cuantitativa y cualitativa de una serie de estudios de intervención y experimentos de campo. Al utilizar un enfoque de investigación basada en el diseño (DBR), nuestro equipo de investigación diseñó e implementó tecnologías para avanzar en el estudio de CPS en estudiantes primaria. Luego, se realizaron sucesivos estudios de pequeña y mediana escala (entre 69 y 719 estudiantes de entre 10 y 13 años por iteración). Por tanto, este trabajo incluye: (i) el diseño y validación de una herramienta de evaluación con dos versiones equivalentes basada en un marco propuesto por la OCDE y aplicado a la actividad colaborativa. (ii) el estudio y desarrollo de un sistema de retroalimentación que utiliza técnicas de planificación automatizada para evidenciar las habilidades de CPS de estudiantes en un juego colaborativo. (iii) el diseño y estudio de un juego colaborativo que integra guiones colaborativos y herramientas de conciencia grupal que apoyan las habilidades de regulación y emociones de estudiantes de primaria. En el primer estudio, participaron un total de 719 estudiantes. Los resultados mostraron que el instrumento propuesto mide efectivamente la dimensión de resolución de problemas de las habilidades CPS. Además, los resultados permiten concluir que los puntajes obtenidos en la evaluación fueron equivalentes para las dos formas creadas y para ambos géneros. Finalmente, no hubo diferencias significativas al evaluar CPS en grupos humano-humano versus grupos humano-agente usando el instrumento propuesto. Luego, en el segundo estudio, describimos un estudio experimental en el que participaron 69 estudiantes, en el que exploramos la efectividad de la retroalimentación que se brindó en un juego colaborativo. Demostramos que la retroalimentación permitió a los estudiantes desempeñarse mejor en el juego, aumentar el diálogo de los estudiantes y de esta forma generar más instancias para demostrar sus habilidades CPS. También describimos un enfoque novedoso para monitorear planes de orden parcial de múltiples agentes que es más eficiente que los enfoques anteriores y, por lo tanto, requiere menos recursos computacionales en el aula. Finalmente, en el tercer estudio se realizó una intervención con un grupo experimental y uno de control a una muestra de 223. Las actitudes de los estudiantes hacia la colaboración se evaluaron antes y después de la intervención con un juego colaborativo. Además, una semana después de la intervención se realizó un grupo focal a 32 estudiantes de ambos grupos. El análisis cuantitativo reveló que las actitudes hacia la colaboración mejoraron significativamente entre los estudiantes del grupo experimental. Esta diferencia se puede explicar por la intervención, las actitudes iniciales de los estudiantes y sus GPA. El análisis cualitativo proporcionó evidencia de los procesos de regulación y las emociones que surgen al combinar un guión colaborativo con la conciencia grupal durante las actividades CPS. Esta tesis contribuye a la literatura de muchas formas. Primero, se proporcionó evidencia empírica de la validez de versiones equivalentes de un instrumento basado en el marco de la OCDE. Esto nos permite explorar nuevas intervenciones que buscan desarrollar habilidades CPS, además, ampliamos el conocimiento de la medición de habilidades CPS en estudiantes de primaria y agregamos hallazgos a la discusión en torno al uso de agentes virtuales en evaluación. En segundo lugar, propusimos un algoritmo de seguimiento novedoso para planes de orden parcial que se adapta mejor a los entornos educativos y que funciona mejor que otros algoritmos presentados en la literatura. También demostramos que la retroalimentación extraída de un plan permite que las habilidades de CPS de los estudiantes se evidencien durante un juego colaborativo. Finalmente, este trabajo proporciona evidencia de cómo diseñar e implementar un juego colaborativo que andamia la conciencia del grupo utilizando un guión colaborativo para apoyar las habilidades de regulación y las emociones, promoviendo así el desarrollo de las habilidades de CPS. Esta tesis contó con el apoyo de FONDECYT/CONICYT [FONDECYT 1180024].

Cited by 0