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The purpose of this paper was to examine the perception pre-service teachers hold to the nature of the relationship between physics and mathematics. The study examined this relationship in reference to their performance in problem solving and strategies they used. The results of this empirical study suggested that most participants hold a naïve epistemological view that considers mathematics as an instrumental tool for learning physics. The results indicated that these views could be attributed to failure physics problem solving.

Employers often complain about a variety of limitations in employees, such as finding creative solutions in complex situations, dedicating themselves to work, and showing perseverance. While some of these complaints are considered related to the employees’ motivational processes, others are mostly related to their cognitive performances. However, these issues are not clearly understood in terms of reflecting a common fact. In other words, they need to be examined with scientific approaches that consider various factors such as employees’ socio-demographic situations, working environments, and individual differences. Therefore, this study aims to explore how creativity and problem-solving skills—one of the critical limitations—vary in ideologically diverse groups, which is one of the critical factors that can affect employees' task-related performance in the context of industrial zones. In addition, the study tries to answer the following questions: What is the level of creativity and problem-solving in groups where people share the same ideology or have parallel views? Is there a significant difference between groups formed by ideologically similar people and those formed by ideologically diverse people?

In this preregistration we lay out the procedures we will use to examine the influence of a reading intervention on math problem solving and calculation fluency. The analysis will use Bayesian growth modeling and IVE methodology on a secondary data set.

The purpose of this study was to determine if intervention instruction in encoding processes affects novice teacher problem solving ability in educational contexts of varying levels of complexity. It sought to determine the effects of intervention training in nine specific encoding processes, prerequisite to effective problem solving, on novice teacher performance in observing and making higher quality decisions in planning and teaching classroom lessons. The cognitive structure level of the novice teacher was also studied to determine its effects on the quality of professional performance. The subjects of the study were senior year preservice education majors at a large eastern university. A detailed description is given of the procedures followed in the intervention process used in the instruction received by the experimental group. These procedures were intended to increase the complexity of awareness, including perceiving, conceiving, reasoning, and judging, through adaptation to the environment and assimilation of information. A discussion of the results indicates support for the hypothesis that teacher education courses and inservice training focusing at least partially on basic encoding processes can increase novice teacher effectiveness in basic teaching and problem solving skills. (JD)

This research was to find the studying students achievement in social studies, religion and culture and ability in solving problem the instructional methods based on Cippa and Four noble truths. The samples of the study were 90 students of Mathayomsuksa I of Srinakharinwirot University Laboratory School during the second semester of the 2010 academic year. They were randomly selected by using cluster random sampling method and assigned into two experinented groups, with 45 students in each. The first experimental group was taught through learning using Cippa where as the second was taught through learning using Four noble truths. It took 18 teaching periods for each group. The research design of this study was Randomized group Pretest-Posttest. The t-test Independent sample and t-test for dependent sample (Different score) was used for data analysis. The results of this study indicated that. 1. The students approached by Cippa model with four noble truths model had achievement on social studies, religion and culture was not different. 2. The students approached by Cippa model had their higher Post-Test achievement on social studies, religion and culture than pre-test criterion at the 0.01 level of significance. 3. The students approached by Four noble truths model had their higher Post-Test achievement on social studies, religion and culture than pre-test criterion at the 0.01 level of significance. 4. The students approached by Cippa model with Four noble truths model had problem solving ability was not different. 5. The students approached by Cippa model had problem solving ability higher Post-Test than pre-test criterion at the 0.01 level of significance. 6. The students approached by Four noble truths model had problem solving ability higher Post-Test than pre-test criterion at the 0.01 level of significance.

Approved For Release 2009/09/04: CIA-RDP87M00539R002404050047-3 The Deputy Director of Central Intelligence 84- 10313 Executive Registry Someone in your shop might be interested in these observations from a knowledgeable guy. o caon ?it'i.

This volume was digitized and made accessible online due to deterioration of the original print copy.

This paper compared the efficacy of these two methods on retention, understanding and problem solving in the biology keeping in the mind the fact that student's learning style has a role as a moderator variable. The intervening effects on retention, understanding and problem solving were measured by two academic achievement tests that those have the confirmable validity and reliability indexes. The group embedded figures test were used to assess field dependence and field independence learning styles. This research based on a quasi-experiment design. The pre-organized classrooms were selected by purposive sampling as four experiment groups and two control groups. The prepared concept maps were presented in process of teaching on the two experiment group's members and the other two experiment group members constructed concept maps from the instructed subjects. Results show that the concept map presenting method has more positive effects than the concept map constructing method in conditions that the students have field dependence learning style. Vice verse the concept map constructing method has advantage on the concept map presenting method in conditions that the students have field independence learning style.

The quantum search problem is an important problem due to the fact that a general NP problem can be solved efficiently by an unsorted quantum search algorithm. Here it has been shown that the quantum search problem could be solved in polynomial time on an NMR quantum computer. The NMR ensemble quantum computation is based on the quantum mechanical unitary dynamics that both a closed quantum system and its ensemble obey the same quantum mechanical unitary dynamics instead of on the pseudopure state or the effective pure state of the classical NMR quantum computation. Based on the new principle the conventional NMR multiple-quantum spectroscopy has been developed to solve experimentally the search problem. The solution information of the search problem is first loaded on the unitary evolution propagator which is constructed with the oracle unitary operation and oracle-independent unitary operations and is used to excite the multiple-quantum coherence in a spin ensemble. Then the multiple- quantum spectroscopy is used to extract experimentally the solution information. It has been discussed how to enhance the output NMR signal of the quantum search NMR multiple-quantum pulse sequence and some approaches to enhancing the NMR signal are also proposed. The present work could be helpful for conventional high field NMR machines to solve efficiently the quantum search problem.

Please consult the pdf.

This comparison of the effects of LOGO use with the use of teacher-directed problem-solving instruction, and with conventional mathematics instruction, focused on the problem-solving ability, basic skills achievement, and attitudes of junior high school learners. Students (N=97) in five seventh grade mathematics classes were systematically assigned to three treatments: a problem-solving strategies instructional treatment that used printed worksheets, a structured LOGO treatment, and a control group. Learners were then assessed on their achievement, attitudes, and higher-level thinking skills using the Program Criterion Reference Test (PCRT), the Comprehensive Test of Basic Skills, the Revised Math Attitude Scale, the School Attitude Measure (SAM), the Test of Cognitive Skills (TCS), and the Test of Non-Routine Problem-Solving Skills. Results indicated that: (1) neither the LOGO group nor the problem-solving strategies group demonstrated any improvement in basic skills achievement as the result of the experimental intervention; (2) the problem-solving group scored significantly higher than the other two groups on both measures of problem-solving skills; and (3) while learners in the LOGO and problem-solving groups scored significantly higher than their counterparts in the control group in the Revised Math Attitude Scale, this can be, in part, attributable to a novelty effect. It is noted that the problem-solving skills fostered through LOGO use may not transfer outside the context of LOGO, since LOGO provides only a single algorithm which may not apply to many types of non-routine problems. A list of references, one graph, and 12 data tables are appended. (JB)

Problem solving is recognized as an important life skill involving a range of processes including analyzing, interpreting, reasoning, predicting, evaluating and reflecting. For that reason educating students as efficient problem solvers is an important role of mathematics education. Problem solving skill is the centre of mathematics curriculum. Students' gaining of that skill in school mathematics is closely related with the learning environment to be formed and the roles given to the students. The aim of this study is to create a problem solving based learning environment to enhance the students' problem solving skill. Within this scope, students' practiced activities and problems that provide them to proceed in Polya (1945)'s problem solving phases and throughout the study, students' success in problem solving have been evaluated. While experimental group students received problem solving based learning environment performed, control group students have continued their present program in this quasi-experimental study. Eleven problem solving activities were given to the students at the beginning, middle and end of the study and the students' performances were analyzed based on problem solving phases. The findings illustrated that the experimental group students' success in problem solving activities has increased while the control group students' success has not changed significantly.

A joint Health and Human Services Public Safety Committee hearing was held on Thursday. Officials discussed updates and recommendations on the FY20 budget. Key topics included possible funding for the Adult Drug Court, the Mental Health Court, and the Exchange and Supervised Visitation Center. For the Adult Drug Court, officials say they need funding for additional resources due to the growing opioid epidemic- which has required changes in the treatment participants need and the length of time they need to be enrolled in the program. Then there's the Mental Health Court, which officials say is a way to serve people who do not necessarily need to be in jail, but rather need to address mental and behavioral health problems. The recommended funding for the Monitored Exchange and Supervised Visitation Center totals up to about $175 thousand, which officials say will go towards expanding the hours of operation and adding more security. Montgomery Community Media (MCM) is the only independent, nonprofit organization providing access to public media (public access television and broadband media) directly to Montgomery County’s over one million residents as well as the resident non-profit organizations, associations and businesses. We engage, educate and empower individuals and the community to express diverse viewpoints. Stay up to date on news in Montgomery County! » Subscribe to MCM here: https://goo.gl/fi9sqQ » Check out MCM for more: https://www.mymcmedia.org Follow MCM on these platforms! » Facebook: https://goo.gl/89YTJN » Twitter: https://twitter.com/mymcmedia » Instagram: https://goo.gl/BkuFnD For more Montgomery County, Maryland residents can tune to Comcast channels 21 and 995

Downloaded from Centers for Disease Control and Prevention (CDC) Youtube channel on 2025-02-01 18:56:09 https://youtube.com/watch?v=fHEzYQZ9aJw -------- The child in this video is showing simple problem-solving skills by standing on a small stool to reach some things, a 30-month cognitive milestone. This video can also be viewed at https://www.cdc.gov/ncbddd/actearly/videos/2022-milestones/30-mo/30-Months-Shows-simple-problem-solving-skills-like-standing-on-a-small-stool-to-reach-something.mp4

A study examined the effects of manipulating the representation and organizational features of mathematical problems on students' abilities to solve them. Subjects for the study were 238 high school students who had demonstrated ability in computing percentages in a nonproblem solving format. The data analyzed in the study were student responses to test items varying in their representational (diagrammatic versus verbal) and organizational (pertinent versus extraneous) features. It was found that students' problem solving success was not significantly affected by representing percentage problems diagrammatically, but was powerfully affected by the presence of extraneous organizational features in the test items. The subjects' scores on those items that contained pertinent information only were significantly higher than those scores on items that also contained extraneous information. There was no specific hierarchy of difficulty found on the basis of representation and organization of features. (RL)

Using a single-subject alternating treatments reversal design, the effects of three conditions, tactile stimulation, auditory stimulation, and choice of the two, were compared on the math story problem solving of elementary students with attention problems. Students attempted and solved slightly more problems and engaged in fewer off-task behaviors in the stimulation conditions than in baseline. Effects were very modest. Students chose stimulation conditions that were related to their behavior more than their accuracy.

This study was designed to determine the effectiveness of two methods of individualized instruction compared to the traditional textbook-lecture method in teaching introductory accounting courses. The two experimental class sections and the control class section involved in the study enrolled a total of 71 students. In the first individualized instruction class, students used a study guide and a textbook. In the second individualized instruction class, students used a study guide, textbook, and audio-cassette presentations of the material. Achievement gains were measured through pre- and posttests. At the end of the semester, students were asked to respond to an attitude survey and to complete a case problem which required them to apply concepts learned to a new situation. Results indicated no significant differences in achievement gains, attitudes toward accounting, or problem-solving ability. It was also found that (1) both individualized instruction methods were equally effective, (2) students' high school rank had no effect on achievement gains, attitudes, or problem solving ability, and (3) students of higher high school rank had more positive attitudes toward the course than students of lower rank regardless of the treatment experienced. A review of pertinent literature is included and the research methodology is detailed. (DC)

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The goals of this four-phased study were to enhance the quality of educational experience for under-represented (rural, low income, and female) secondary students (N=628), and to increase their participation in mathematics and science courses beginning at the middle school level. Teachers (N=28) were asked to expand their pedagogical content knowledge, improve their student assessment techniques, and develop an integrated program linking mathematics and science to the core curriculum. During Phase 1, a consortium, organized by school districts, Southwest Missouri State University, and area business partners was established. During Phase 2, teams of teachers and consortium staff developed a 4-week interdisciplinary unit titled "PATTERNS." The project was implemented in Phase 3 and the project's effects on students and teachers were evaluated in the final phase. Results indicated: (1) teachers were generally pleased with the unified, consortium process; (2) analysis of pre- and post-test scores suggested that integrated approaches to teaching and learning that focus on formal operations are best suited to young adolescent learners who already possess some higher order thinking skills; and (3) students expressed interest and excitement in the unit. Some suggestions for further research, a teacher questionnaire, and six statistical tables complete the document. (LL)

One attribute of experts is that they are likely to learn from their own mistakes. Experts are unlikely to make the same mistakes when asked to solve a problem a second time, especially if they had access to a correct solution. Here, we discuss a study spanning several years in which advanced undergraduate physics students in a quantum mechanics course were given incentives to correct their mistakes in the midterm exam and they could get back up to 50% of the points lost on each midterm exam problem. The solutions to the midterm exam problems were provided to all students in both groups but those who corrected their mistakes were provided the solution after they submitted their corrections to the instructor. The performance on the final exam on the same problems suggests that students who were given incentives to correct their mistakes significantly outperformed those who were not given an incentive. The incentive to correct mistakes had the greatest impact on the final exam performance of students who performed poorly on the midterm exam.

SECRET July 30, 1982 MEMORANDUM TO: THE PRESIDENT FROM: George P. Shultz tfi SUBJECT: .- Progress on Solving West Beirut Problem The Arab League issued a very helpful declaration yesterday. It says the. PLO will announce its ?ecisian ta leave beirut. it does not link the departure to concessions by our side on the peace process. It calls for an international force, but.does not mention the UN. It also opens the way for the four key Arab states -- Jordan, Syria, Egypt and Iraq -- to accept PLO contingents. Thus it is supportive of our approach -- which is. to get the PLO out and and the suffering in the city. Phil Habib thus has delivered on the two points he mentioned to Begin on Wednesday: he has set up another ceasefire, and the PLO unequivocally is prepared to go. In view of this we asked Begin this morning to restore water and power and supplies to West Beirut so that Phil can have an environment in which de- tailed talks can take place on the method and timing of departure. Begin refused, apparently in the belief that continued pressure is necessary. Phil now needs our help to clear away the many obstacles that others are putting in the way of a successful outcome. Here is how I plan to proceed,.-- I I will send a message to Begin saying that we have reached a point where Phil's effort requires easing Israeli pressure on the city. I will make no promise, but tell Begin that his cooperation at this moment is crucial. -- We will call in the French Ambassador and ask that Paris be prepared to send in military liaison officers to work with Phil at the appropriate moment on multinational force questions. (Phil has asked for this). -- With Egyptian Foreign Minister Ali today we will point out that the Arab League declaration does not support Egypt's claim that the PLO will not leave; nor does it support Egypt's attempt to link West Beirut to the peace process. We will ask Egypt to commit itself to taking several thousand PLO combatants; this is key to Phil's success. State Dept. review completed Approved For Release 2008/08/13: CIA-RDP84B00049ROO1403400006-9 8222470 SECRET RDS 1,3 7/30/02 Approved For Release 2008/08/13: CIA-RDP84B00049ROO1403400006-9 THE SECRETARY OF STATE . Approved For Release 2008/08/13: CIA-RDP84B00049ROO1403400006-9 SECRET -- I will send messages to the Arab League governments involved expressing appreciation for their construc- tive declaration.' I will rededicate the U.S. to reaching an honorable outcome in West Beirut, and -. let them know that we intend to move forward toward solving the underlying Palestinian question in all its aspects. In addition to the above, Phil has asked for authority to enter -- if he feels it necessary -- into 'proximity talks" with Arafat. This would not be direct contact and would.not violate our com-nitment to Israel. It would, however, mean that Phil would be in the same building with the PLO and talking through an intermediary. it will be opposed by Begin and get much publicity. Unless you object strenuously, r will give Phil this contingency authority and inform-the Israelis of it beforehand. - =- = Finally, tomorrow is Begin's birthday. I will be preparing messages to him from you and me in which. we can reinforce some of the above points and try to ease his concerns and get.jis cooperation. Reconunendation: That'I be authorized to give Phil authority to enter into proximity talks when. he feels-it essential-to carry out his Approve Disapprove SECRET Approved For Release 2008/08/13: CIA-RDP84B00049R001403400006-9

In this paper we identify some inaccuracies in the paper by R.R. Saxena and S.R. Arora, A Linearization technique for solving the Quadratic Set Covering Problem, Optimization, 39 (1997) 33-42. In particular, we observe that their algorithm need not guarantee optimality, contrary to what is claimed. Experimental analysis with the algorithm has been carried out to evaluate its merit as a heuristic and compared with CPLEX. The results disclose that for some class of problems the algorithm is reasonably effective while for some other class, it's performance is very poor. we also discussion similar inaccuracies in another related paper.

The effectiveness of the Productive Thinking Program in developing creative thinking and problem solving abilities among 370 pupils in grades four through seven was examined. An exploratory investigation of the program's instructional content was also undertaken. At all four grade levels studied, instructed pupils' scores on Covington's Childhood Attitude Inventory for Problem Solving were significantly greater than those of controls'. There were no significant indications of transfer from the instructional program to scores on verbal tests of creative thinking, or problem solving batteries, at any of the grade levels tested. Pupils written responses were evaluated in five general categories: Memory-Organization, Production, Reorganization, Judgment-Evaluation, and Attitude. Those high and low on each of these factors were compared with a sub-sample of control pupils on each of three creative problem solving criteria, with no significant differences among these groups for any response factor across all grade levels. Results were interpreted in terms of three factors: conditions under which the program was administered, criterion difficulty, and complexity of the abilities involved. (Author/CJ)

This report serves as a tutorial on how to use object-oriented programming in LISP to program a BB by explaining the important aspects of our radar tracking BB system.

To ascertain if children's use of manipulatives and/or the teacher's presentation of the problem in parts (chunking) affect children's ability to model and/or solve addition and/or subtraction problems, 146 first-grade subjects were administered the Houston Addition and Subtraction Problem-Solving Test which provided accuracy and modeling scores for two addition and three subtraction problem types. The test was presented in holistic (not chunked) and parsimonious (chunked) forms. Results indicated that chunking significantly affects children's ability to solve nontransformational addition problems. The interaction of chunking and modeling significantly improved the subjects' ability to solve take-away subtraction problems. (Author)

In this research report, the question of the role of the teacher in problem-solving contexts is addressed, particularly in relation to the development of mathematical concepts. Data extracts from a problem-solving session are used to draw out three sorts of teaching actions that aim to push forward the mathematics in the classroom. These teaching actions are discussed in light of verbatim extracts and of available theoretical constructs from the research literature. [For the complete proceedings, see ED606531.]

In this research report, the question of the role of the teacher in problem-solving contexts is addressed, particularly in relation to the development of mathematical concepts. Data extracts from a problem-solving session are used to draw out three sorts of teaching actions that aim to push forward the mathematics in the classroom. These teaching actions are discussed in light of verbatim extracts and of available theoretical constructs from the research literature. [For the complete proceedings, see ED606531.]

This study is aimed at determining the contributions of self-efficacy and problem solving skills to the job performance of secretaries. The study also ascertained the relationship among self-efficacy, problem solving skills and job performance of the secretaries. The study employed the descriptive research design. Ten (10) secretaries were selected from thirty (30) government parastatals through simple random sampling techniques. Out of the 300 questionnaires distributed only 294 were returned. Three sets of instruments were used in collecting data, they are: General Perceived Self-Efficacy Scale (GPSS), Problem Solving Inventory (PSI) and Annual Performance Evaluation Report (APER) Form. The data collected were analyzed using Pearson Product Moment Correlation (PPMC), Multiple Regression, and Analysis of Variance (ANOVA). The result obtained indicated that the predictor variables (self-efficacy and problem solving skills) accounted for 61.1% of the variance in the job performance of secretaries in the public service of Ogun State which implies that there is a significant combined contribution of self-efficacy and problem solving skills in the prediction of job performance of secretaries in the public service of Ogun State. Also, there are significant and positive relationship among self-efficacy, problem solving skills and job performance. The findings were discussed and it was recommended among others that there should be provision for in-service training for secretaries in the public service which is expected to bring about improvement of their self-efficacy and problem solving skills.

This study is aimed at determining the contributions of self-efficacy and problem solving skills to the job performance of secretaries. The study also ascertained the relationship among self-efficacy, problem solving skills and job performance of the secretaries. The study employed the descriptive research design. Ten (10) secretaries were selected from thirty (30) government parastatals through simple random sampling techniques. Out of the 300 questionnaires distributed only 294 were returned. Three sets of instruments were used in collecting data, they are: General Perceived Self-Efficacy Scale (GPSS), Problem Solving Inventory (PSI) and Annual Performance Evaluation Report (APER) Form. The data collected were analyzed using Pearson Product Moment Correlation (PPMC), Multiple Regression, and Analysis of Variance (ANOVA). The result obtained indicated that the predictor variables (self-efficacy and problem solving skills) accounted for 61.1% of the variance in the job performance of secretaries in the public service of Ogun State which implies that there is a significant combined contribution of self-efficacy and problem solving skills in the prediction of job performance of secretaries in the public service of Ogun State. Also, there are significant and positive relationship among self-efficacy, problem solving skills and job performance. The findings were discussed and it was recommended among others that there should be provision for in-service training for secretaries in the public service which is expected to bring about improvement of their self-efficacy and problem solving skills.

This paper describes a game-format instructional strategy for administrator development based on a modified case method, the Kentucky New Administrator Standards, and the Interstate School Leaders Licensure Consortium (ISLLC) standards. This instructional strategy is intended to help prepare school leaders to assess and be assessed using authentic standards. The game strategy used is the Perceptive Eye/Ear Game (PEG). The first step for official reform of the administration-preparation program was the formation of the Kentucky Council for New Administrator Standards, a council composed of principals, superintendents, teachers, and university administrator educators, which devised some standards. The game questions used were taken directly from samples in the Principal Licensure Assessment prepared by the ISLLC and the Council of Chief State School Officers. The game consists of two modules, Evaluation of Actions of Others and Analysis of Information and Decision-Making. Vignettes are used to provide situations similar to those that school administrators are likely to encounter. The framing concept is that a student who produces a large pool of information sources is a resourceful problem-solver who is an asset to organizations. (RJM)

Volume 1 of this sourcebook is a compendium of information about tests used to assess critical thinking, problem solving, and writing. It serves as a tool for people who want comparative data about the policy relevance of specific student outcomes measured in these areas. An interactive version of Volume 1 allows users to specify their areas of interest and create a customized search of assessment measures in the three domain areas. The tests described in Volume 1 are those that are designed to measure cognitive variables for traditional students. The compendium does not describe less traditional methods such as portfolios and competencies. In addition, the evaluations of the tests are based on the way test developers represent them in their materials and, in some cases, in information from third-part reviews. Volume 2 is a companion volume that provides eight case studies of institutions that have addressed related issues through the use of assessment methods in Volume 1. Volume 1 contains the following sections: (1) "General and Specific Issues in Selecting Assessments"; (2) "Critical Thinking and Problem Solving"; (3) "Templates--Critical Thinking and Problem Solving"; (4) "Writing"; (5) "Templates--Writing Commercially Developed Tests"; and (6) "Templates--Writing Locally Developed Tests." Volume 2 discusses the eight case studies and contains four appendixes providing details about the methodology. (Volume 1 contains 10 tables and 150 references.) (SLD)

This document reports on the initial phase of a project investigating how to relate formal mathematical representational and problem solving skills to informal strategies that children naturally invent to solve simple addition and subtraction problems. A program was developed that allows pupils to solve word problems on a microcomputer. A pilot study was carried out with four first-grade children. The subjects were individually instructed for a series of nine 20-minute lessons. The results of the study indicated that the program is effective in teaching representational and problem-solving skills. Before instruction, the subjects consistently wrote incorrect sentences for incorrect problems and generally did not use their number sentences for their solutions. Following instruction, three of the four children consistently used number sentences to solve a wide variety of addition and subtraction problems. It is concluded that further investigation seems warranted, and that this pilot investigation suggests that microcomputers can have important roles in instruction. (MP)

The purpose of this article is to identify the factors which affect students' creative thinking in problem solving. The research which was performed was quasi-experimental. It used one experimental group and two control groups from three second-grade high school classes. They received either traditional, active or heuristic problem-solving training. In the traditional method, no teaching aids were used, and the material was taught traditionally. In the active method, 34 students were trained using teaching aids, such as coloured balls, and handicrafts, such as shirts and pants. They were trained to use the teaching aids in order to solve problems. In the heuristic method, the researcher introduced problems which the students thought about. After a few sessions, I commenced teaching the procedures--in each session, two heuristics were introduced. They learned to use these strategies to solve problems. Creativity and mathematics tests were given to the students, both before and after they received training in problem-solving. The findings show that parents' education (but not gender) and parents' job type affected students' ability to think creatively. Students' creative thinking was improved by active training, but not by the heuristic or traditional methods.

The main purpose of this study is to determine the time-dependent learning difficulty of "solving problems that require making four operations with natural numbers" of the sixth grade students. The study, adopting the scanning model, consisted of a total of 140 students, including 69 female and 71 male students at the sixth grade. Data was collected using an assessment tool consisting of 12 open-ended questions. The findings show that the learning group consisting of 140 students was behind the value that is closest to the full learning level by a score of 0.011. While the female students reached the lower limit of 0.989 specified for the full learning level in a period of 2.55 course hours, the male students reached this limit in 2.87 course hours. The learning amount of 0.999, which is the closest value to the full learning level, was reached by the learning group in a period of 6.1 course hours, the female students in 5.65 course hours, and the male students in 6.71 course hours. In addition to this, the data obtained showed that learning difficulties belonging to the learning groups decreased as the space below the curve of time and learning amount decreased. As a result of the study, it was recommended that it is possible to determine the closest course hours for the full learning level for each of the gains included in all levels of education and all teaching programs.

The development and implementation of a 6-month pilot electronic problem-solving network for principals is described. Twenty-four school leaders in Ontario and the Northwest Territories made up the membership of the network. Included in this report is information on user recruitment, operating procedures, technical arrangements, user perceptions of network utility, implementation obstacles, and development of a case problem file. Project results indicate that the role of the network broker is crucial for network operation and that FAX technology is the medium of choice for a network involving school principals. More significantly, it was determined that most principals' work patterns are generally incompatible with the requirements of membership in an electronic network. Recommendations are made for continuation of the network as an integrated part of a district staff development program. Appendices contain sample cases and correspondence. (17 references) (Author/LMI)

The development and implementation of a 6-month pilot electronic problem-solving network for principals is described. Twenty-four school leaders in Ontario and the Northwest Territories made up the membership of the network. Included in this report is information on user recruitment, operating procedures, technical arrangements, user perceptions of network utility, implementation obstacles, and development of a case problem file. Project results indicate that the role of the network broker is crucial for network operation and that FAX technology is the medium of choice for a network involving school principals. More significantly, it was determined that most principals' work patterns are generally incompatible with the requirements of membership in an electronic network. Recommendations are made for continuation of the network as an integrated part of a district staff development program. Appendices contain sample cases and correspondence. (17 references) (Author/LMI)

The purpose of this study was to investigate the effect of authentic assessment, an approach used in Scientific Research Methods, on problem solving skills of prospective classroom teachers. The participant groups of the study consisted of sophomore prospective teachers who study at Dicle University in the Ziya Gökalp Education Faculty Classroom Teaching Department during 2013-2014 academic spring term. The two classrooms in the department were randomly assigned as experimental group (Group B) and control group (Group A). The experimental group was given authentic tasks and asked to do them group work. The authentic tasks fulfilled by prospective teachers were analyzed in accordance with the authentic assessment approach. Authentic assessment tools such as self-assessment, group assessment, portfolio assessment, teacher-peer assessment, weekly performance assessment, and student journals were used in the experimental group. Meanwhile, control group activities were based on a subject-oriented curriculum design and teacher-centered traditional practices and assessment were carried out. Methods like verbal lectures, discussions, and question-answers were used. In addition, the evaluation process was conducted on the mid-term exam essay in traditional sense. While the pre-test and post-test results of the experimental group indicate a statistically significant positive difference for the post-test, the difference between pre- and post-test results for the control groups were not found to be statistically significant. Moreover, a comparative analysis of adjusted post-test results based on pre-test results of experimental and control groups indicated a statistically significant positive difference in favor of experimental group.

The purpose of this study was to investigate the effects of pair problem solving technique incorporating Polya's problem solving strategy on undergraduate students' performance in conceptual and algorithmic questions in chemistry. The subjects of this study were 89 students enrolled from two first year chemistry classes. The experimental group was a class of 44 students who received pair problem solving technique incorporating Polya's problem solving strategy and the control group was a class of 45 students who received only Polya's problem solving strategy. Students' achievement of conceptual and algorithmic questions in chemistry was measured using as post-tests, Conceptual Chemistry Question Test (CCQT) and Algorithmic Chemistry Question Test (ACQT). Test of Logical Thinking (TOLT) was used as a covariate in this study. The results of Analysis of Covariance (ANCOVA) showed that students in experimental group had significantly better performance on both conceptual and algorithmic questions in chemistry. The results of this study for students' problem solving performance are discussed. (Contains 4 tables.) [Abstract is provided in English and Spanish.]

Multigrid methods were developed to solve partial differential equations. Research has shown that these methods are applicable to a broader range of problems. This thesis investigates the application of multigrid techniques to minimal cost flow problems, specifically the long transportation problem. This research shows that multigrid techniques can be successfully applied to large-scale long transportation problems posed on a three- dimensional, regular grid in cost space. A V-cycle algorithm is developed for the long transportation problem. Analogies to the multigrid components of restriction, interpolation and relaxation are detailed. Performance of the algorithm is discussed, and computational cost is analyzed. Future research is likely to include the development of more sophisticated restriction and interpolation schemes to provide integer-valued flows, and the development of a method to map an irregularly spaced problem to a regular grid, and to map the regular grid solution back to the original problem domain.

This study examined the differential effects of two instructional strategies, an explicit schema-based strategy and a general cognitive strategy, on the acquisition, maintenance, and generalization of mathematical word problem solving by students with mild disabilities and at-risk students. Twenty-three second, third, fourth, and fifth graders were randomly assigned to each of the 2 treatment conditions (schema and traditional). Results indicated that both groups' performance increased from pretest to posttest. Generally, students in both groups maintained their use of word problem solving skills. However, word problem solving scores from the posttest to delayed posttest showed a slight decrease for the traditional group, while an increase in scores was noted for the schema group. The performance of the schema group (84%) surpassed that of their normally achieving peers (82%). In addition, generalization of word problem solving skills to novel word problems occurred for both groups. Contains 41 references. (Author)

Evading formation of the domain walls in cosmological phase transitions is one of key problems to be solved for explanation of the observed large-scale homogeneity of the Universe. The previous attempts to get around this obstacle led to imposing severe observational constraints on the parameters of the fields involved. Aim of the present report is to show that yet another way to overcome the above problem is accounting for Einstein-Podolsky-Rosen (EPR) effect. Namely, if the scalar (Higgs) field was presented by a single coherent quantum state at the initial instant of time, then its reduction during a phase transition at some later instant should be correlated even at distances exceeding the local cosmological horizon. Consideration of a simplest one-dimensional cosmological model with Z_2 Higgs field demonstrates that EPR correlations can substantially reduce the probability of spontaneous creation of the domain walls, and such effect seems to be even more promising in the cases of two- and three-dimensional geometry.

This study aims to determine the effectiveness of the flipped classroom-based SAVI learning model on children's problem-solving skills. This research is a type of meta-analysis research. The eligibility criteria in this study are: a) the research must be published in 2022-2024; b) this research was obtained through the Google Scholar database; Mendeley; ScienceDirect; and Wiley; c) the research must be relevant; d) the research must have complete data to calculate the effect size value; and the sample size > 30 participants. The data in this meta-analysis is analyzed with the help of JASP and Microsoft Excel applications. The results of the analysis of 19 effect sizes concluded that the summary effect size value ( d = 1.077 ; z = 8.172 ; p < 0.001) of the effect size category was strong. These findings show that the application of the effectiveness model of the flipped classroom-based SAVI learning model has a positive influence on children's problem-solving skills

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We will investigate whether encouraging gesture use would influence the participants' monitoring of spatial problem solving and if the answer is yes, in which possible ways. Use of gestures enhance task performance on spatial domains and it is a well-documented finding in the literature. We would look for whether this effect extends to metacognitive processes.

Ratio and proportional relationships are of primary importance during the upper elementary and middle school grades (Kilpatrick, Swafford, & Findell, 2001; National Council of Teachers of Mathematics, 1989, 2000; National Mathematics Advisory Panel [NMAP], 2008). These relationships, along with the interrelated topics of fractions, decimals, and percent provide a critical foundation for algebra (NMAP, 2008). Proportionality involves the concept of ratio and is central to topics in mathematics such as linear functions, scale drawings, similarity, trigonometry, and probability. Proportionality is also at the core of many important concepts in the physical and social sciences. Solving even simple proportion problems is challenging for many children and adolescents when they lack understanding of the problem situation and whether a solution strategy is applicable (Adjiage & Pluvinage, 2007; Fujimura, 2001; Lamon, 2007; Lobato et al., 2010; Miyakawa & Winslow, 2009; NMAP, 2008; Tourniaire & Pulos, 1985; Weinberg, 2002). Although students require instruction that supports the development of underlying concepts and flexible procedures to solve proportion problems (NMAP, 2008; Tourniaire & Pulos, 1985), few intervention studies have been conducted to improve students' learning of ratios and proportions. The purpose of this study was to replicate and extend the study of the schema based instruction (SBI) intervention conducted by Jitendra et al. (in press) that demonstrated impact in proportional problem solving for a homogeneous sample. The following research questions were examined: (1) What are the effects of the SBI intervention on seventh-grade students' proportional problem solving immediately following the intervention and eight weeks following treatment; (2) What are the effects of the SBI intervention on problem solving immediately following the intervention and eight weeks following treatment for students receiving special education services; (3) What are the effects of the SBI intervention on seventh-grade students' general mathematical problem solving; (4) What are the effects of the SBI intervention on general mathematical problem solving for students receiving special education services; and (5) Does the treatment moderate students' learning trajectory over time? The consistent effects in previous randomized studies suggest confidence in the positive effects of SBI in enhancing proportional problem solving (PPS) for all students. This study replicated and extended earlier findings thus enhancing external validity. An SBI effect emerged for the immediate PPS test but unlike the original study (Jitendra et al., in press), participants did not maintain this learning over time for the PPS delayed posttest and the GMADE test. Future research, including a larger sample, is needed to confirm for whom and under what conditions the SBI intervention has positive effects. Tables are appended.

Ratio and proportional relationships are of primary importance during the upper elementary and middle school grades (Kilpatrick, Swafford, & Findell, 2001; National Council of Teachers of Mathematics, 1989, 2000; National Mathematics Advisory Panel [NMAP], 2008). These relationships, along with the interrelated topics of fractions, decimals, and percent provide a critical foundation for algebra (NMAP, 2008). Proportionality involves the concept of ratio and is central to topics in mathematics such as linear functions, scale drawings, similarity, trigonometry, and probability. Proportionality is also at the core of many important concepts in the physical and social sciences. Solving even simple proportion problems is challenging for many children and adolescents when they lack understanding of the problem situation and whether a solution strategy is applicable (Adjiage & Pluvinage, 2007; Fujimura, 2001; Lamon, 2007; Lobato et al., 2010; Miyakawa & Winslow, 2009; NMAP, 2008; Tourniaire & Pulos, 1985; Weinberg, 2002). Although students require instruction that supports the development of underlying concepts and flexible procedures to solve proportion problems (NMAP, 2008; Tourniaire & Pulos, 1985), few intervention studies have been conducted to improve students' learning of ratios and proportions. The purpose of this study was to replicate and extend the study of the schema based instruction (SBI) intervention conducted by Jitendra et al. (in press) that demonstrated impact in proportional problem solving for a homogeneous sample. The following research questions were examined: (1) What are the effects of the SBI intervention on seventh-grade students' proportional problem solving immediately following the intervention and eight weeks following treatment; (2) What are the effects of the SBI intervention on problem solving immediately following the intervention and eight weeks following treatment for students receiving special education services; (3) What are the effects of the SBI intervention on seventh-grade students' general mathematical problem solving; (4) What are the effects of the SBI intervention on general mathematical problem solving for students receiving special education services; and (5) Does the treatment moderate students' learning trajectory over time? The consistent effects in previous randomized studies suggest confidence in the positive effects of SBI in enhancing proportional problem solving (PPS) for all students. This study replicated and extended earlier findings thus enhancing external validity. An SBI effect emerged for the immediate PPS test but unlike the original study (Jitendra et al., in press), participants did not maintain this learning over time for the PPS delayed posttest and the GMADE test. Future research, including a larger sample, is needed to confirm for whom and under what conditions the SBI intervention has positive effects. Tables are appended.

This study is part of a larger research agenda, which includes future doctoral study, aiming to investigate the psychological processes of thought experiments. How do thought-experimenters establish relations between their imaginary worlds and the physical one? How does a technique devoid of new sensory input result to new empirical knowledge? In this study I investigate the following claims as possible answers: that intuition grounds the behaviour of an imaginary scenario in the experienced world; and that imagistic simulation provides the thought-experimenter with a quasi-perceptual analogue to direct perception through which they acquire novel empirical knowledge. Case methodology was adopted, the case being a pair of final year A-level physics students. Data was collected through non-participant observation over two sessions of collaborative problem-solving. The tasks drew upon Newtonian mechanics. A certain type of thought-experimental reasoning prevailed in the observation protocol. These thought experiments do not aim to induce unexpected results but to make intuitions about a situation experiencable in a concrete (imaginary) scenario. I interpret thought experiments of this type as a mental analogue to inductive discovery through physical experiment. A critical question for future research is whether all thought-experimental reasoning in general emulates physical experimentation, as the answer will potentially provide insights for exploring thought experimenting as an educable skill. [Appended are: (1) Paradigmatic Cases of TES; (2) The Tasks; (3) Transcripts; and (4) Letter Requesting Access. Thesis Presented for the Degree of Master of Philosophy in Educational Research.]

Presentation scripts for two sound filmstrips are contained in this document, which accompanies a career development unit on coping in the world of work designed to assist students in developing coping strategies to deal with work entry and job adjustment problems. (Other components of the unit--instructor's handbook, student guide, and handout/transparency masters, and the filmstrips with cassette tapes--are available separately.) (TA)

The purpose of this study was to determine the effects of the Future Problem Solving Program on gifted students' ability to solve futuristic problems. Two specific research questions were asked. The first question dealt with the effects of the Future Problem Solving Program on subjects' total score on an ill-structured problem. Question two asked which components of the Future Problem Solving process differed across groups. Subjects were fourth- and fifth-grade gifted children in a suburban school district (Southeast Texas). Thirty-three students assigned to treatment had participated in the Future Problem Solving Program for at least 6 months, while the 28 control subjects were non-participants in this program. All subjects attended a Mock Future Problem Solving Bowl and completed a problem booklet similar to those used in the program. Results of analysis indicated a significant effect for treatment on total score. In addition, there were significant differences among four of the six components across groups. There was a significant overall effect for the Future Problem Solving Program on the solution of futuristic problems similar to those used in the program. With the knowledge that the subjects did not differ in their performance on two components of the process, "best solution" and "plan for acceptance", the conclusion was drawn that it is possible that experimental subjects, who had knowledge of the evaluation procedures, concentrated more on components that had a higher possible score than these two components. (Author/CL)