Problem solving and computer-assisted instruction in science education : analysis of research findings and the research process /

The quantitative component of this study examined the effect of computerassisted instruction (CAI) on science problem-solving performance, as well as the significance of logical reasoning ability to this relationship. I had the dual role of researcher and teacher, as I conducted the study with 84 grade seven students to whom I simultaneously taught science on a rotary-basis. A two-treatment research design using this sample of convenience allowed for a comparison between the problem-solving performance of a CAI treatment group (n = 46) versus a laboratory-based control group (n = 38). Science problem-solving performance was measured by a pretest and posttest that I developed for this study. The validity of these tests was addressed through critical discussions with faculty members, colleagues, as well as through feedback gained in a pilot study. High reliability was revealed between the pretest and the posttest; in this way, students who tended to score high on the pretest also tended to score high on the posttest. Interrater reliability was found to be high for 30 randomly-selected test responses which were scored independently by two raters (i.e., myself and my faculty advisor). Results indicated that the form of computer-assisted instruction (CAI) used in this study did not significantly improve students' problem-solving performance. Logical reasoning ability was measured by an abbreviated version of the Group Assessment of Lx)gical Thinking (GALT). Logical reasoning ability was found to be correlated to problem-solving performance in that, students with high logical reasoning ability tended to do better on the problem-solving tests and vice versa. However, no significant difference was observed in problem-solving improvement, in the laboratory-based instruction group versus the CAI group, for students varying in level of logical reasoning ability.Insignificant trends were noted in results obtained from students of high logical reasoning ability, but require further study. It was acknowledged that conclusions drawn from the quantitative component of this study were limited, as further modifications of the tests were recommended, as well as the use of a larger sample size. The purpose of the qualitative component of the study was to provide a detailed description ofmy thesis research process as a Brock University Master of Education student. My research journal notes served as the data base for open coding analysis. This analysis revealed six main themes which best described my research experience: research interests, practical considerations, research design, research analysis, development of the problem-solving tests, and scoring scheme development. These important areas ofmy thesis research experience were recounted in the form of a personal narrative. It was noted that the research process was a form of problem solving in itself, as I made use of several problem-solving strategies to achieve desired thesis outcomes.

An examination of grade three mathematics textbooks for problem solving strategies

Three grade three mathematics textbooks were selected arbitrarily (every other) from a total of six currently used in the schools of Ontario. These textbooks were examined through content analysis in order to determine the extent (i. e., the frequency of occurrence) to which problem solving strategies appear in the problems and exercises of grade three mathematics textbooks, and how well they carry through the Ministry's educational goals set out in The Formative Years. Based on Polya's heuristic model, a checklist was developed by the researcher. The checklist had two main categories, textbook problems and process problems and a finer classification according to the difficulty level of a textbook problem; also six commonly used problem solving strategies for the analysis of a process problem. Topics to be analyzed were selected from the subject guideline The Formative Years, and the same topics were selected from each textbook. Frequencies of analyzed problems and exercises were compiled and tabulated textbook by textbook and topic by topic. In making comparisons, simple frequency count and percentage were used in the absence of any known criteria available for judging highor low frequency. Each textbook was coded by three coders trained to use the checklist. The results of analysis showed that while there were large numbers of exercises in each textbook, not very many were framed as problems according to Polya' s model and that process problems form a small fraction of the number of analyzed problems and exercises. There was no pattern observed as to the systematic placement of problems in the textbooks.

Anxiety and learning / response behaviour in the context of intellectual problem solving by young children

Twenty-eight grade four students were ca.tegorized as either high or low anxious subjects as per Gillis' Child Anxiety Scale (a self-report general measure). In determining impulsivity in their response tendencies, via Kagan's Ma.tching Familiar Figures Test, a significant difference between the two groups was not found to exist. Training procedures (verbal labelling plus rehearsal strategies) were introduced in modification of their learning behaviour on a visual sequential memory task. Significantly more reflective memory recall behaviour was noted by both groups as a result. Furthermore, transfer of the reflective quality of this learning strategy produced significantly less impulsive response behaviour for high and low anxious subjects with respect to response latency and for low anxious subjects with respect to response accuracy.

The effects of teaching a mathematics problem solving strategy on the problem solving ability of grade nine students

Forty grade 9 students were selected from a small rural board in southern Ontario. The students were in two classes and were treated as two groups. The treatment group received instruction in the Logical Numerical Problem Solving Strategy every day for 37 minutes over a 6 week period. The control group received instruction in problem solving without this strategy over the same time period. Then the control group received the treat~ent and the treatment group received the instruction without the strategy. Quite a large variance was found in the problem solving ability of students in grade 9. It was also found that the growth of the problem solving ability achievement of students could be measured using growth strands based upon the results of the pilot study. The analysis of the results of the study using t-tests and a MANOVA demonstrated that the teaching of the strategy did not significaritly (at p s 0.05) increase the problem solving achievement of the students. However, there was an encouraging trend seen in the data.

A Needs Assessment: Language Instruction Stakeholders Engaging in Project Based Learning Outside the Classroom for Effective Strategic Problem Solving

Abstract A noted benefit of Project Based Learning (PBL) as a teaching strategy is how it engages the student and enhances learning outcomes as a result of working through challenges intended to depict dilemmas outside the classroom. PBL has seldom been applied outside the parameters of the classroom curriculum. The current needs assessment carried out in this research project examined current practices of language instruction and International Administrative Professionals of both the private and public Language Industry. Participants responded to survey questions on their current administrative practices, strategies, and program characteristics. The study investigated the usefulness of a handbook on the procedure of assisting administrative service teams in language instruction settings to an engaged approach to PBL for student service issues. The diverse opinions, beliefs, and ideas, along with institutional policy, can provide beneficial framework ideas for future tools.

Mathematical problem solving, modelling, applications, and links to other subjects

The paper will consist of three parts. In part I we shall present some background considerations which are necessary as a basis for what follows. We shall try to clarify some basic concepts and notions, and we shall collect the most important arguments (and related goals) in favour of problem solving, modelling and applications to other subjects in mathematics instruction. In the main part II we shall review the present state, recent trends, and prospective lines of development, both in empirical or theoretical research and in the practice of mathematics instruction and mathematics education, concerning problem solving, modelling, applications and relations to other subjects. In particular, we shall identify and discuss four major trends: a widened spectrum of arguments, an increased globality, an increased unification, and an extended use of computers. In the final part III we shall comment upon some important issues and problems related to our topic.

Applied mathematical problem solving, modelling, applications, and links to other subjects

The paper will consist of three parts. In part I we shall present some background considerations which are necessary as a basis for what follows. We shall try to clarify some basic concepts and notions, and we shall collect the most important arguments (and related goals) in favour of problem solving, modelling and applications to other subjects in mathematics instruction. In the main part II we shall review the present state, recent trends, and prospective lines of development, both in empirical or theoretical research and in the practice of mathematics instruction and mathematics education, concerning (applied) problem solving, modelling, applications and relations to other subjects. In particular, we shall identify and discuss four major trends: a widened spectrum of arguments, an increased globality, an increased unification, and an extended use of computers. In the final part III we shall comment upon some important issues and problems related to our topic.

Modelling for Problem Solving in the Large

This a short presentation which introduces how models and modelling help us to solve large scale problems in the real world. It introduces the idea that dynamic behaviour is caused by interacting components in the system. Feedback in the system makes behaviour prediction difficult unless we use modelling to support understanding

Numeracy activities : plenary, practical and problem solving.

Es un recurso didáctico para desarrollar en los alumnos de la etapa 3 (key stage 3) del curriculo nacional inglés la comprensión de las matemáticas y las habilidades para el cálculo. Incluye actividades, que pueden fotocopiarse, y que están diseñadas para trabajar de forma individual o en grupo y para que sus respuestas, resultados y objetivos se puedan mejorar mediante la repetición y la práctica. Además, son actividades flexibles, es decir, el profesor puede ampliar o modificar su contenido según las circunstancias de los alumnos. También, es vital el uso del lenguaje, tanto oral como escrito, por los alumnos para ayudarles a comprender y dominar estos conceptos matemáticos.

100 ideas for teaching problem solving, reasoning and numeracy.

Ofrece muchas ideas para ayudar a desarrollar la resolución de problemas,el razonamiento y las habilidades numéricas en los niños de hasta más de cinco años de edad. Incluye los recursos utilizados,el tamaño del grupo y las instrucciones para cada actividad.

Mathematics across the curriculum : problem-solving, reasoning and numeracy in primary schools.

Está escrito para facilitar la enseñanza y el aprendizaje en los primeros años de la escuela y en la etapa de primaria. Las matemáticas son una asignatura troncal y su uso y aplicación en actividades de resolución de problemas es fundamental para que los niños utilicen sus conocimientos y habilidades en una amplia variedad de situaciones. Muestra, además, cómo enseñar conceptos matemáticos a través de otras materias: historia, geografía, artes, ciencia y tecnología, salud y bienestar,y desarrollo físico. También, se tratan temas de planificación y evaluación, organización y práctica en la clase y el empleo de otros recursos.

Excel at problem solving.

Recurso dirigido principalmente a profesores de alumnos entre once y dieciséis años. Cada problema se acompaña de una guía que incluye información sobre conocimientos previos, esquema de la clase y notas de soluciones. Está escrito con tres ideas principales: la resolución de problemas; el uso d e hojas de cálculo para ayudar en el planteamiento o la solución de problemas, adquisición de destrezas de aprendizaje de hoja de cálculo que pueden convertir la solución de problemas en una labor menos complicada. Trata de alentar a los alumnos a ser matemáticos en el sentido de participar en actividades de resolución de problemas; pensar y comunicar sus ideas, crear e identificar los problemas matemáticos en determinados contextos. Las veintitrés actividades se pueden trabajar con toda la clase, con los alumnos, o con grupos. En el CD-ROM se incluyen recursos complementarios.

Problem Solving Teaching Guide : its Way of Use, and the Effect on Students. 'Guía docente de resolución de problemas : su modo de uso, y el efecto en los estudiantes'.

Resumen basado en el de la publicación

Factors involved in making post-performance judgments in mathematics problem-solving

Resumen tomado de la publicaci??n