Measuring the influence of Cooperative Learning and Project Based Learning on problem solvin skill.

The aim of this study is to evaluate the effects obtained after applying two active learning methodologies (cooperative learning and project based learning) to the achievement of the competence problem solving. This study was carried out at the Technical University of Madrid, where these methodologies were applied to two Operating Systems courses. The first hypothesis tested was whether the implementation of active learning methodologies favours the achievement of ?problem solving?. The second hypothesis was focused on testing if students with higher rates in problem solving competence obtain better results in their academic performance. The results indicated that active learning methodologies do not produce any significant change in the generic competence ?problem solving? during the period analysed. Concerning this, we consider that students should work with these methodologies for a longer period, besides having a specific training. Nevertheless, a close correlation between problem solving self appraisal and academic performance has been detected.

Development of a method of assessment of the problem-solving competence at the technical University of Madrid.

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help lecturers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with the objective of developing a model for teaching and evaluating core competences and providing support to lecturers. This paper deals with the problem-solving competence. The first step has been to elaborate a guide for teachers to provide a homogeneous way to asses this competence. This guide considers several levels of acquisition of the competence and provides the rubrics to be applied for each one. The guide has been subsequently validated with several pilot experiences. In this paper we will explain the problem-solving assessment guide for teachers and will show the pilot experiences that has been carried out. We will finally justify the validity of the method to assess the problem-solving competence.

Assessment of problem solving in computing studies

The assessment of learning outcomes is a key concept in the European Credit Transfer and Accumulation System (ECTS) since credits are awarded when the assessment shows the competences which were aimed at have been developed at an appropriate level. This paper describes a study which was first part of the Bologna Experts Team-Spain project and then developed as an independent study. It was carried out with the overall goal to gain experience in the assessment of learning outcomes. More specifically it aimed at 1) designing procedures for the assessment of learning outcomes related to these compulsory generic competences; 2) testing some basic psychometric features that an assessment device with some consequences for the subjects being evaluated needs to prove; 3) testing different procedures of standard setting, and 4) using assessment results as orienting feedback to students and their tutors. The process of development of tests to carry out the assessment of learning outcomes is described as well as some basic features regarding their reliability and validity. First conclusions on the comparison of the results achieved at two academic levels are also presented.

Development of a method of assessment of the problem-solving competency at the Technical University of Madrid

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help lecturers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with the objective of developing a model for teaching and evaluating core competences and providing support to lecturers. This paper deals with the problem solving competence. The first step has been to elaborate a guide for teachers to provide an homogeneous way to asses this competence. This guide considers several levels of acquisition of the competence and provided the rubrics to be applied for each one. The guide has been subsequently validated with several pilot experiences. In this paper we will explain the problem-solving assessment guide for teachers and will show the pilot experiences that has been carried out. We will finally justify the validity of the method to assess the problem solving competence.

Primary school teacher’s noticing of students’ mathematical thinking in problem solving

Professional noticing of students’ mathematical thinking in problem solving involves the identification of noteworthy mathematical ideas of students’ mathematical thinking and its interpretation to make decisions in the teaching of mathematics. The goal of this study is to begin to characterize pre-service primary school teachers’ noticing of students’ mathematical thinking when students solve tasks that involve proportional and non-proportional reasoning. From the analysis of how pre-service primary school teachers notice students’ mathematical thinking, we have identified an initial framework with four levels of development. This framework indicates a possible trajectory in the development of primary teachers’ professional noticing.

Family planning methods and practice : Africa.

Item 504

Using analysis for problem solving : a guidebook for law enforcement /

"Created date: September 14, 2001"--P. [4] of cover.

Problem identification course. Administrative and instructional guide.

National Highway Traffic Safety Administration, Washington, D.C.

Industrial radioisotope tracer calculations : a guide in problem solving with typical numerical examples /

Part of the Radioisotopes in Industry Training Program of the General Motors Isotope Laboratory.

Master! problem solving in chemistry,

Mode of access: Internet.

Bibliography on synthetic detergents in water and wastes, including analytical methods and physiological effects

Mode of access: Internet.

An intensive survey of the Vermilion River Basin (Wabash River drainage) 1997 : data collection methods and summary /

"The Illinois Environmental Protection Agency monitors surface waters (i.e. lakes and streams) through a variety of programs. The most extensive is the Ambient Water Quality Monitoring Network (AWQMN) which consists of 203 stream stations statewide sampled on a 6 week cycle since October 1977." -- p. 1.

Data collection methods and summaries for the assessment of stream water quality in the Vermilion River Basin (Wabash River), 2001 /

Cover title.

Geographic base file system--uses, maintenance, problem solving : conference proceedings, November 16-17, 1971, Arlington, Tex.

Issued May 1972; revised November 1976.

Adaptation to being at-risk for Huntington's disease and the availability of genetic testing: Application of a stress and coping model

This study examined the utility of a stress/coping model in explaining adaptation in two groups of people at-risk for Huntington's Disease (HD): those who have not approached genetic testing services (non-testees) and those who have engaged a testing service (testees). The aims were (1) to compare testees and non-testees on stress/coping variables, (2) to examine relations between adjustment and the stress/coping predictors in the two groups, and (3) to examine relations between the stress/coping variables and testees' satisfaction with their first counselling session. Participants were 44 testees and 40 non-testees who completed questionnaires which measured the stress/coping variables: adjustment (global distress, depression, health anxiety, social and dyadic adjustment), genetic testing concerns, testing context (HD contact, experience, knowledge), appraisal (control, threat, self-efficacy), coping strategies (avoidance, self-blame, wishful thinking, seeking support, problem solving), social support and locus of control. Testees also completed a genetic counselling session satisfaction scale. As expected, non-testees reported lower self-efficacy and control appraisals, higher threat and passive avoidant coping than testees. Overall, results supported the hypothesis that within each group poorer adjustment would be related to higher genetic testing concerns, contact with HD, threat appraisals, passive avoidant coping and external locus of control, and lower levels of positive experiences with HD, social support, internal locus of control, self-efficacy, control appraisals, problem solving, emotional approach and seeking social support coping. Session satisfaction scores were positively correlated with dyadic adjustment, problem solving and positive experience with HD, and inversely related to testing concerns, and threat and control appraisals. Findings support the utility of the stress/coping model in explaining adaptation in people who have decided not to seek genetic testing for HD and those who have decided to engage a genetic testing service.