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The purpose of this qualitative study was to examine ways in which adult education administrators define and apply critical thinking, problem solving, and learning to learn to their practices as well as in other areas of their lives. Participants included four female administrators in adult education programs at community college and state university settings. These individuals have advanced university degrees and experience with both teaching and administration. Data were collected by interview. An interview protocol was developed, designed to discover themes specifically related to participant's understanding and perceptions of: a) manifestations of critical thinking, problem solving, and learning to learn; b) similar concepts and processes by highly effective administrators; and c) similar concepts and processes as manifested by ineffective administrators. Their personal and professional backgrounds were also explored. Data were analyzed according to questions, which served as categories. Transcripts of the interviews were coded, then analyzed for themes within category. Themes that emerged from Category 1: Personal background, included educational background, daily work, career path, and understanding of themselves as adult learners. Themes within Category 2: Perceptions of critical thinking, problem solving, and learning to learn, in nonspecific terms, were organized by each of those components. Themes that emerged from both Category 3: Toward effective administration, and Category 4: Toward ineffective administration were parallel. These included overall impression, use of critical thinking, application of problem solving, learning to learn, and beliefs toward lifelong learning. One major area of concern that became evident in the data was respondents' inconsistent perception of the meaning or application of the concept of learning to learn; yet two areas of proficiency were identified by the respondents - communication and problem posing/ problem solving. Problem posing involves critical thinking and communication. Effective problem solving is facilitated by knowledge and practice of these skills and are needed to be well developed in the effective administrator. Two appendices are included: (1) Interview Protocol--Reasons behind the questions; and (2) Interview Protocol.

Knowledge and skills are the central themes of an education system. Nowadays, the main focus in on skills generally and on thinking skills specifically. The principle adapted currently is that education is not just transferring knowledge to learners or students but rather it is a process that is also directly related with the cognitive, emotional and artistic aspects. Cognition refers to reasoning and thinking skills in education. In this context, thinking skills and specifically critical thinking is to be considered in curriculum development process. The critical thinking helps the learners to express their opinions on the scientific or social issues, making decisions, constructing plans and solving their problems. This study aims to determine the impact of utilizing critical thinking skills in education. In fact, educators believe that critical thinking is important because criticism leads to creativity, criticism and creativity. The results of this process will help problem solving, innovation and development. But the challenge here is how learners can have the required critical thinking skills. The role of the teacher in developing the skills of critical thinking is another challenge. The data for this qualitative research was collected with the help of face to face interview, focus group discussion with participation of 8 teachers of Science and Religion for the intermediate stage in Palestine during 2018-2019. The data were analyzed and the findings were given under subtitles.

The challenge of better reconciling individual and collective aspects of innovative problem-solving can be productively addressed to enhance the role of PBL as a key focus of the creative process in future higher education. This should involve "active learning" approaches supported by related processes of teaching, assessment and curriculum. As Biggs & Tan (2011) have suggested, an integrated or systemic approach is needed for the most effective practice of outcomes-based education also especially relevant for addressing relatively simple as well as more complex problems. Such a model will be discussed in relation to the practical example of a Masters subject conceived with interdisciplinary implications, applications, and transferability: "sustainable policy studies in science, technology and innovation". Different modes of PBL might be encouraged in terms of the authentic kinds of "complex problem-solving" issues and challenges which increasingly confront an interdependent and changing world. PBL can be further optimized when projects or cases also involve contexts and examples of research and inquiry. However, perhaps the most crucial pillar is a model of portfolio assessment for linking and encouraging as well as distinguishing individual contributions to collaborative projects and activities.

The McKinney-Vento Homeless Assistance Act is the main federal program concerning the education of children and youth experiencing homelessness. It provides federal funding to states, which then distribute the funds to their school districts through a competitive application process; the funds are used to ensure that children and youth experiencing homelessness have access to the free, appropriate public education to which they are entitled under federal law. This publication was developed from the McKinney-Vento Act and Individuals with Disabilities Education Act (IDEA) administrators one-day web-based policy forum co-hosted by the National Center for Homeless Education (NCHE) and Project Forum at the National Association for State Directors of Special Education (NASDSE). In June 2008, NASDSE and NCHE convened online state and local teams of McKinney-Vento and IDEA Part B and Part C administrators from Colorado, Texas, and Virginia. The purpose of this forum was to develop a collaborative process and identify strategies to enable state and local IDEA and McKinney-Vento staff to think through complex issues from an administrative and policy perspective. This brief was developed to assist in addressing complex issues that arise in applying the McKinney-Vento Act and IDEA to children who experience homelessness and have disabilities. [This brief was collaboratively developed with the National Association for the Education of Children and Youth.]

The second in a series of four papers on computer use in mathematics education, this paper reviews some of the pedagogical rationales and research evidence related to the use of computers as a problem-solving tool in mathematics classes. A discussion on philosophies and objectives, effects of computer programming on mathematics achievement, motivation and attitudes, and influence on problem-solving ability are included. For other papers in this series, see SE 016 289 through SE 016 292. (Author/DT)

A randomized posttest-only control group experimental design was used to determine the effects of think-aloud pair problem solving (TAPPS) on the troubleshooting performance of 34 secondary-level career and technical education students. There was no significant difference in success rate between TAPPS students and students who worked alone ([chi][superscript 2] (1) = 0.747, p = 0.39, [phi] = 0.148). There was no significant difference in completion time between students who successfully completed the troubleshooting task using TAPPS and those who were successful working alone (t (9) = -0.74, p = 0.48, d = 0.45). The researchers tentatively concluded that the use of TAPPS may not be an appropriate strategy at the secondary level if the agricultural instructors' focus is a higher success rate and a reduction in the time to complete the task. However, agricultural instructors may have other legitimate reasons for using TAPPS such as a way to facilitate collaborative learning or as a way for instructors to identify student misunderstandings that could be used to inform decisions about individualized or even group instructional interventions. (Contains 2 figures and 1 table.)

2015Feb12 - Stress Management for Better Problem Solving - Programme at SAMETI - AP State Agricultural Management and Extension Training Institute - Hyderabad, conducted by Extension Education Institute of Agricultural University.  A programme was conducted titled Criticial Thinking Skills for Better Problem Solving. This is a live recording of the session, in Telugu, to a group of participants of a 3 Day Programme organized by SAMETI. A power point presentation was used, and those who are interested in having a copy of the same are requested to drop a line to: [email protected]

There are many factors that affect student engagement in science, technology, engineering and mathematics (STEM). Underlying this are the views of the broader community--and parents in particular--about the relevance of STEM, and the approach to the teaching and learning of STEM from the early years and continuing throughout schooling. Connected to this is the way industry articulates the importance of STEM related-skills that extend beyond traditional STEM occupations. University admissions policies also have a strong influence on student choices in the senior secondary years. The purpose of the strategy is to build on a range of reforms and activities already underway. It aims to better coordinate and target this effort and sharpen the focus on the key areas where collaborative action will deliver improvements to STEM education. The national strategy is focused on action that lifts foundational skills in STEM learning areas, develops mathematical, scientific and technological literacy, and promotes the development of the 21st century skills of problem solving, critical analysis and creative thinking. It recognises the importance of a focus on STEM in the early years and maintaining this focus throughout schooling. This document outlines two goals (ensure all students finish school with strong foundational knowledge in STEM and related skills; and ensure that students are inspired to take on more challenging STEM subjects), five areas for national action, and guiding principles for schools to support STEM education. [Cover title varies: "National STEM School Education Strategy, 2016-2026."]

The high dependence on technology for economic activities in developed countries stresses the importance of lifelong learning in order to equip adult workers with the skills required to perform work related tasks, and also increase labor force participation. We use data from the 2012/2014 Program for the International Assessment of Adult Competencies (PIAAC) to examine relationships among problem solving skills in technology-rich environments (PSTRE), participation in adult education and training (AET), and income in Australia, Finland, Japan (high PSTRE scoring countries), Chile, Greece (low PSTRE scoring countries), Ireland, Estonia, and the United States (similarly scoring countries). Although PIAAC measured literacy, numeracy, and PSTRE skills, our research focus is on PSTRE because of its emphasis on problem-solving skills and critical thinking. These skills are undoubtedly important in any global economy currently experiencing rapid technological transformation. In four of five age groups, Japan had the highest PSTRE scores. With the exception of Greece, PIAAC respondents in the oldest age group had lower PSTRE scores than younger age groups. Men had higher PSTRE scores than women in all countries except Australia and Greece. Overall, those with higher PSTRE scores were more likely to participate in AET but there were variations by age, income, and education categories. Greater PSTRE scores were associated with higher hourly wages in the U.S. Australia and Estonia whereas no significant association was observed in other countries. With limited availability of data, females benefited financially from higher PSTRE scores more than males in the U.S., Finland, Ireland and Japan.

To establish collaboration between theory and practice, between teaching and learning, and between researchers and teachers, a three-year project was initiated at Metcalf Laboratory School. Teachers were invited to explore reading comprehension and composition in their classrooms in a manner that supported unique teacher decision making and initiatives. Researchers helped teachers observe what they were doing, consider alternatives, and examine the potential of changes in practice. During the first year, researchers and teachers studied one of three topics: background knowledge, reading and writing relationships, and the role of discussion in reading instruction. In addition, teachers generated the equivalent of 15 mini-research projects ranging from the effects of different modes of discussion upon pupil involvement and the quality of their arguments to the effects of visualization experiences upon the reading of selected students in a low reading group. During the second year, each teacher chose to explore a single topic area in depth over the course of the year. The goal of the third year was to engage the teacher researchers in helping other teachers become teacher researchers. Based upon this experience, it is hoped the project can serve as a useful model for nurturing teacher change as well as translating reading and writing research into practice (and practice back into research). (HOD)

This case study demonstrates how the Osborne-Parnes Creative Problem-solving Model (CPS) can be used to enhance teacher creativity through the collaborative and inviting processes found within Invitational Education, which counter the individualistic and product-oriented enterprises often associated with creative endeavors. Conclusions indicate that the model's three stages guided, via sequenced divergent and convergent thinking strategies, teacher curricular decision-making and, ultimately, the learning opportunities provided to students. The CPS framework encouraged participants to engage in and experience optimism, trust, respect, care, and intentionality, which are the five value-based assumptions of Invitational Education. (Contains 1 figure.)

This case study demonstrates how the Osborne-Parnes Creative Problem-solving Model (CPS) can be used to enhance teacher creativity through the collaborative and inviting processes found within Invitational Education, which counter the individualistic and product-oriented enterprises often associated with creative endeavors. Conclusions indicate that the model's three stages guided, via sequenced divergent and convergent thinking strategies, teacher curricular decision-making and, ultimately, the learning opportunities provided to students. The CPS framework encouraged participants to engage in and experience optimism, trust, respect, care, and intentionality, which are the five value-based assumptions of Invitational Education. (Contains 1 figure.)

This case study demonstrates how the Osborne-Parnes Creative Problem-solving Model (CPS) can be used to enhance teacher creativity through the collaborative and inviting processes found within Invitational Education, which counter the individualistic and product-oriented enterprises often associated with creative endeavors. Conclusions indicate that the model's three stages guided, via sequenced divergent and convergent thinking strategies, teacher curricular decision-making and, ultimately, the learning opportunities provided to students. The CPS framework encouraged participants to engage in and experience optimism, trust, respect, care, and intentionality, which are the five value-based assumptions of Invitational Education. (Contains 1 figure.)

In the current study, we are interested to see if interacting in an informal science setting that encourages learning through play affects children’s definitions of play and learning. We will also ask parents for their definitions of playing and learning, to see if parents and children agree with one another or if there are differences.

In the current study, we are interested to see if interacting in an informal science setting that encourages learning through play affects children’s definitions of play and learning. We will also ask parents for their definitions of playing and learning, to see if parents and children agree with one another or if there are differences.

State policy plays a critical role in determining whether and how well local education improvement strategies can be implemented. As states rework their education policies under the Every Student Succeeds Act (ESSA), state and local leaders need a way to assess their current policy environment and identify the changes needed to encourage local innovation and problem-solving. To identify the legal and regulatory barriers to local autonomy, the Center on Reinventing Public Education (CRPE) researched 14 states that already have one or more large cities pursuing local innovation strategies. We find that: The accretion of state law over the years has constrained local education leaders' ability to innovate, improve, and transform their schools; States have set up command-and-control frameworks, viewing districts rather than schools as public education's first responders, which is at odds with school-level efforts to address the particular needs of students and communities; and State policy leads to conflicts and disincentives that play out for worse at the local level. This analysis is intended to help policymakers, education leaders, and advocates understand the changes in state law and policy needed to support local strategies that empower educators, promote new schooling options, and let parents choose.

State policy plays a critical role in determining whether and how well local education improvement strategies can be implemented. As states rework their education policies under the Every Student Succeeds Act (ESSA), state and local leaders need a way to assess their current policy environment and identify the changes needed to encourage local innovation and problem-solving. To identify the legal and regulatory barriers to local autonomy, the Center on Reinventing Public Education (CRPE) researched 14 states that already have one or more large cities pursuing local innovation strategies. We find that: The accretion of state law over the years has constrained local education leaders' ability to innovate, improve, and transform their schools; States have set up command-and-control frameworks, viewing districts rather than schools as public education's first responders, which is at odds with school-level efforts to address the particular needs of students and communities; and State policy leads to conflicts and disincentives that play out for worse at the local level. This analysis is intended to help policymakers, education leaders, and advocates understand the changes in state law and policy needed to support local strategies that empower educators, promote new schooling options, and let parents choose.

Legal reasoning is a type of problem solving, and is situated within thinking skills, one of the six threshold learning outcomes established under the auspices of the Australian Learning and Teaching Council's Bachelor of Laws Learning and Teaching Academic Standards Statement. The threshold learning outcomes define what law graduates are "expected to know, understand and be able to do as a result of learning" (Kift et al., 2010, p. 9). The assessment of legal reasoning, and thus problem solving, should receive greater attention in legal education discourse (James, 2011, p. 15, James, 2012, p. 88). The dominant approach for problem-based questions in the discipline of law over the last 40 years is IRAC (issue, rule, application and conclusion). The acronym IRAC is not offensive and potentially instils a positive professional legal identity and is a student-centred approach to problem solving. This journal article documents an incremental approach to IRAC in law where first year students answer a problem-based law question using a grid format before preparing a barrister's advice.

This article explains the need for comprehensive education in problem solving in primary and secondary schools. The article then describes strategies for providing comprehensive education in problem solving. These strategies include embedding problem solving training in classes across the curriculum and making minor adjustments to current efforts to teach domain-specific problem solving in mathematics, science, and other classes. The article concludes with a summary of characteristics of a school that are likely to facilitate implementation of these suggested strategies.

The Organisation for Economic Co-operation and Development (OECD, 2013) defines its views on necessary skills for 21st century citizenship and life-long learning, advocating a generic skillset of literacy, numeracy, and problem-solving in technology-rich environments. Other sources also include critical thinking as a vital 21st Century skill. There are also those who question the concept of 21st Century skills, claiming that, although very important, these skills are in fact old and have been around for decades, or even centuries. Therefore, in many countries, skills such as critical thinking and problem-solving are already addressed in technology education as part of the core subject matter, especially regarding competencies connected to technological literacy. Critical thinking and particularly problem-solving have been well researched in technology education, but seldom from the teacher's point of view. The aim of this article is to investigate Swedish compulsory school technology teachers' views on problemsolving and critical thinking as curriculum components and as skills addressed in teaching. Twenty-one teachers were subjected to in-depth qualitative interviews. The findings of the study show that the interviewed teachers can be said to express three approaches to teaching about technology in a critical thinking and problem-solving mode: (1) the design approach, (2) the systems approach, and (3) the values approach. Even though the present Swedish technology curriculum does not explicitly mention these skills, the teachers say they incorporate critical thinking and problem-solving in different settings within the subject of technology. Problem-solving and critical thinking are not seen as generic capabilities but they are always connected to, and integrated with, subject content in technology by the teachers. The teachers mix the approaches depending on the teaching content, especially when teaching about complex technology, although there is a tendency to disregard critical thinking capabilities when dealing with design, and neglect problem-solving skills when addressing values.

The Organisation for Economic Co-operation and Development (OECD, 2013) defines its views on necessary skills for 21st century citizenship and life-long learning, advocating a generic skillset of literacy, numeracy, and problem-solving in technology-rich environments. Other sources also include critical thinking as a vital 21st Century skill. There are also those who question the concept of 21st Century skills, claiming that, although very important, these skills are in fact old and have been around for decades, or even centuries. Therefore, in many countries, skills such as critical thinking and problem-solving are already addressed in technology education as part of the core subject matter, especially regarding competencies connected to technological literacy. Critical thinking and particularly problem-solving have been well researched in technology education, but seldom from the teacher's point of view. The aim of this article is to investigate Swedish compulsory school technology teachers' views on problemsolving and critical thinking as curriculum components and as skills addressed in teaching. Twenty-one teachers were subjected to in-depth qualitative interviews. The findings of the study show that the interviewed teachers can be said to express three approaches to teaching about technology in a critical thinking and problem-solving mode: (1) the design approach, (2) the systems approach, and (3) the values approach. Even though the present Swedish technology curriculum does not explicitly mention these skills, the teachers say they incorporate critical thinking and problem-solving in different settings within the subject of technology. Problem-solving and critical thinking are not seen as generic capabilities but they are always connected to, and integrated with, subject content in technology by the teachers. The teachers mix the approaches depending on the teaching content, especially when teaching about complex technology, although there is a tendency to disregard critical thinking capabilities when dealing with design, and neglect problem-solving skills when addressing values.

This guidebook presents a collaborative or team-based model of workplace basic education. It is written particularly for practitioners--the adult educators and company and union representatives who do the work of planning, carrying out, and evaluating basic skills-related activities in the workplace. Chapter 1 provides background, assumptions that guided design of the 3-year workplace education project in seven workplaces in upstate New York, and components of the Collaborative Learning for Continuous Improvement (CLCI) project model: initial discussion; educational planning team; workplace needs assessment; individual needs assessments; basic skills-related activities; staff development; program evaluation planning; activities scheduling and facilities preparation; learner recruitment; implementation of instructional, assessment, and program evaluation activities; formative evaluation; and end-of-cycle evaluation. The remainder of the guidebook describes how the sites actually interpreted the model. Chapters 2-7 describe how the sites implemented the various program components and the lessons learned from that experience. These chapters cover the following: (1) the educational planning team; (2) workplace needs assessment; (3) curriculum: providing multiple learning opportunities; (4) portfolio assessment; (5) program evaluation; and (6) the central planning team. Chapter 8 provides bibliographic information and descriptions of 34 reference materials related to topics covered. (YLB)

In regard to teaching problem solving in technology education, three questions are posed: (1) Why should problem solving be the intent and content of technology education? (2) How can a problem-solving approach be incorporated into technology education programs? and (3) What must be done to implement a problem-solving approach in the junior high school technology education programs in Taiwan? In answer to the first question, problem-solving has often been equated with thinking and learning skills, can be taught and that technology is a human adaptive system, technology education should urge problem-solving as its intent to enable students to become practical problem solvers and as its content to integrate a problem-solving process throughout all the instructional content. It has also been found that more research and development efforts should be made to comprehend how to employ a problem-solving approach effectively in technology education programs. In addition, a study completed in Taiwan found the following: there is an obvious distinction between the key instructional strategies in the current curriculum standard and the new proposed curriculum standard; the instructional strategies that current teachers actually use (usually lecture-demonstration-practice) do not measure up to ideal teaching strategies suggested in the current curriculum standard; current teachers consider that employing a problem-solving approach with the newer recommended curriculum is necessary and feasible; and to implement a problem-solving approach, current teachers have to strengthen their own pedagogical and technical skills and adapt instructional activities as well as facilities and equipment. (Contains 17 references.) (KC)

A comparative study was conducted to compare two approaches to engineering design curriculum between different schools (inter-school) and between two curricular approaches, "Project Lead the Way" (PLTW) and "Engineering Projects in Community Service" (EPIC High) (inter-curricular). The researchers collected curriculum materials, including handouts, lesson plans, guides, presentation files, design descriptions, problem statements, and support guides. The researchers conducted observations in the classrooms to collect qualitative indicators of engineering/technology reasoning, collect data on the nature of students' questions, how students define problems, and operate within the constraints of a design problem. Observational studies were conducted with students participating in "Project Lead the Way" and with students participating in "Engineering Projects in Community Service" (EPICS). Study participants were asked to work through an ill-defined problem, in this case the problem of creating a new playground for an elementary school. The data from these protocols were analyzed using a coding process; a list of universal technical mental processes (Halfin, 1973) and a computer program OPTEMP (Hill, 1997) to record frequency and time of each mental process employed by the students. The data were used to identify common cognitive strategies employed by the students and to determine where students placed greatest emphasis during the observation period. General findings indicated that participants in the "EPICS-High" program were in general more solution-driven problem solvers, while the "Project Lead the Way" participants were generally problem-driven as defined by Kruger & Cross (2006). Although the participants in both groups had completed advanced courses in mathematics; mathematics was rarely employed (less than 3%) to describe constraints of the problem or predict results of proposed solutions. Over half of the students became fixated at some point on the provided picture. (Smith, Ward, & Schumacher, 1993). This study provides important insight about how students solve ill-defined problems, providing vital information for technology education as it seeks to implement engineering design. Appended are: (1) Test Session Participant Instructions; (2) Transfer Problem; (3) Merriam's Observational Element Guidelines; (4) The Cognitive Processes identified by Halfin's 1973 Dissertation Study; (5) Research Poster; (6) Teacher Follow-up Questions; and (7) Teacher Follow-up Responses. A bibliography is included. (Contains 4 figures and 8 tables.)

A study was conducted to determine the extent to which teacher education programs in Region VIII (Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming) were or were not providing instruction about child abuse and neglect. Among findings were the following: the majority of teacher education programs offered some instruction in this area, courses containing instruction regarding child abuse and neglect were most often taught under the heading of education, and 57% of the respondents were correct in indicating that teachers are responsible for reporting. Results led to such suggestions as the inclusion in teacher education of minimum preparatory programs which cover identification of the abused and neglected child and appropriate policies and procedures for making a formal request for further investigation by those designated by law to conduct such investigations. (SBH)

  Problem-solving has a prominent role in STEM education. Several graphical and numerical-based approaches are being used for the integration of problem-solving with STEM education. Apart from these, several efforts were also carried out to integrate epistemological and motivational belief systems along with self-regulated learning strategies as contributing factors for STEM-based problem-solving. In the current study, the potential roles of students’ motivational and epistemological beliefs, and self-regulated learning strategies were explored for solving the problem. For this, an adopted questionnaire was utilized to measure the selected factors. The population of the current study included 120 teachers who were teaching in STEM schools. Data from 120 teachers were collected and analyzed. Findings showed that most teachers believed that problem-solving can uplift STEM education in Pakistan. In addition, teachers also believe that the implementation of STEM education is important, and the majority of the teachers agreed that the role of student beliefs play a significant role in enhancing their problem-solving ability. Interestingly, it was observed that the teachers were convinced that students' attitude, motivation and self-regulated learning strategies toward STEM education also play a vital role in their engagement and problem-solving. Based on current findings, important implications were outlined to promote culture for deep and meaningful learning.

Research findings that indicate the need for greater integration in the development of verbal and mathematical skills for college technical majors are presented in this paper. Although the project discussed was originally designed to isolate language-related difficulties that affect mathematical skills among bilingual Hispanic students, some problems shared by mainstream students were also uncovered. The tests used were designed to demonstrate the effect of verbal skills on logical ability and algebraic problem-solving ability. Patterns of thought manifested in the results of the written exams were then pursued further through clinical interviews. It is stressed that extant programs aimed at the preparation of minorities for technical education at college fall short by not including language skills as an integral part of the program. Such an integrated program, it is suggested, would enhance students' problem-solving performances. The tabulated results of the exams are appended. (RDN)

Preliminary psychometric data assessing the reliability and validity of a method used to measure the diagnostic reasoning and problem-solving skills of predoctoral students in orthodontia are described. The measurement approach consisted of sets of patient demographic data and dental photos and x-rays, accompanied by a set of 33 multiple-choice items with from 2 to 10 options. Students were only able to complete two exercises in a 50-minute testing period, so that content specificity of any sizable magnitude might be a problem. Members of a second-year dental school class were divided into two groups, of 35 and 33 students, to take two versions (each containing two different cases) of the examination for a total of four different cases. Prescriptive items showed uniformly higher internal consistency reliability estimates than did the descriptive items. The intercorrelations among data from the same test administration, correlations between scores for different problems at different testing times, and correlations of class attendance with test scores were all sufficiently large to support the construct validity of the measurement procedure. The method appears to offer a viable method of assessing problem-solving skills in orthodontics, with potential for uses beyond undergraduate education. Three tables present reliability data. (SLD)

Preliminary psychometric data assessing the reliability and validity of a method used to measure the diagnostic reasoning and problem-solving skills of predoctoral students in orthodontia are described. The measurement approach consisted of sets of patient demographic data and dental photos and x-rays, accompanied by a set of 33 multiple-choice items with from 2 to 10 options. Students were only able to complete two exercises in a 50-minute testing period, so that content specificity of any sizable magnitude might be a problem. Members of a second-year dental school class were divided into two groups, of 35 and 33 students, to take two versions (each containing two different cases) of the examination for a total of four different cases. Prescriptive items showed uniformly higher internal consistency reliability estimates than did the descriptive items. The intercorrelations among data from the same test administration, correlations between scores for different problems at different testing times, and correlations of class attendance with test scores were all sufficiently large to support the construct validity of the measurement procedure. The method appears to offer a viable method of assessing problem-solving skills in orthodontics, with potential for uses beyond undergraduate education. Three tables present reliability data. (SLD)

This paper deals with the events that led to a need for problem-solving measures in the Richmond, Virginia, Public Schools, and describes the planning strategies that have evolved since 1973. Events of the late 1960s and early 70s that had a major impact on the school system included three changes of superintendents (that brought three reorganizations), court-ordered desegregation plans, court-ordered annexation, and a court suit seeking consolidation of the metropolitan school systems. The fall of 1973 marked the beginning of the massive planning project. The development of the school system's educational planning capability can be viewed in two stages, each described in this report. Stage 1 was known as the Educational Services Priority Planning Program or ESP-3 and was based almost entirely on a participatory planning strategy. Stage 2 of the development of planning capability was a more formalized approach and is considered in this paper as having begun with the formation of a department of planning and development. (Author/MLF)

Courses designed to teach problem-solving and creativity, which are relatively new additions to college curricula, are discussed, along with their intellectual foundations and research on these two processes. The teaching of these processes involves the following course goals: teaching a specific subject, generally useful skills, and professional skills. Problem-solving applications are considered first. A subject may be taught through use of a guided design approach, which involves following a series of steps that lead to a solution. Teaching generally useful skills focuses on a set of strategies and heuristics rather than on a series of specific steps to be followed. Programs attempt to help students become better thinkers. Teaching professional skills can be illustrated by a problem-based approach to medical education. Information, concepts, and skills learned by students are put into their memory in association with a problem. Creative learning and discovery experiences can be part of learning a subject. Usually, programs teaching creativity as a generally useful tool use heuristics (e.g., asking students to think like an inventor or encouraging them to reach a high level of abstract reasoning). Teaching specific skills for the development of creativity are found in both the sciences and the arts. (SW)

Courses designed to teach problem-solving and creativity, which are relatively new additions to college curricula, are discussed, along with their intellectual foundations and research on these two processes. The teaching of these processes involves the following course goals: teaching a specific subject, generally useful skills, and professional skills. Problem-solving applications are considered first. A subject may be taught through use of a guided design approach, which involves following a series of steps that lead to a solution. Teaching generally useful skills focuses on a set of strategies and heuristics rather than on a series of specific steps to be followed. Programs attempt to help students become better thinkers. Teaching professional skills can be illustrated by a problem-based approach to medical education. Information, concepts, and skills learned by students are put into their memory in association with a problem. Creative learning and discovery experiences can be part of learning a subject. Usually, programs teaching creativity as a generally useful tool use heuristics (e.g., asking students to think like an inventor or encouraging them to reach a high level of abstract reasoning). Teaching specific skills for the development of creativity are found in both the sciences and the arts. (SW)

In this article, the Creative Technology Education Project (CTEP) is presented, and phases of problem-solving processes in which the participating primary school student teachers generate alternatives and evaluate ideas are analyzed. The aims of this project were to introduce technology education goals and contents to these students, as well as to offer tools for learning and teaching technology, and to facilitate personal growth. One purpose of the project was to encourage the students to become familiar with technology and problem-solving processes and to develop especially creative skills and abilities (e.g., ideation and the evaluation of ideas). For these purposes, a model was introduced, named the Overall Mapping of a Problem Situation (OMPS). This model helps students in ideation (the generation of alternative solutions) and evaluation of ideas when working on project teams. This model was practiced with concrete technology education projects. Thus, the project focus was on collaborative problem solving, with special emphasis on ideation and the positive evaluation of ideas. The purpose of the study presented in this article was to discover how students perceive the creative process and to what extent they learn creative skills, especially those that involve generating alternative ideas and the self-evaluation of these alternatives. This case study indicates that creative problem-solving approaches may be efficiently used to improve teacher education. (Contains 1 figure and 1 table.)

This paper reports an experiment designed to test theoretical relations among fast problem solving, more complex and slower problem solving, and research concerning fundamental memory processes. Using a cathode ray tube, subjects were presented with propositions of the form "Y is in list X" which they memorized. In later testing they were asked to decide whether simple and compound statements involving the memorized facts were true or false. Solution times for the test problems were measured. Contrary to hypothesis it was found that the compound problems of the form "Y is in list X and Z is in list X" were solved as rapidly as simple statements. A modeling technique is suggested and rationalized. Suggestions for further research are offered. (SD)

The absence of suitable instruments to measure scientific inquiry skills, and the inability of teachers to construct their own tests to measure mastery of science skills led the Peterborough County (Ontario) Board of Education to develop skill-oriented curriculum guidelines in response to changes in Ministry of Education priorities in science. Skills of scientific inquiry were identified, levels of student growth for each skill were described, and a pool of test items with a teachers' manual was developed. The primary impact of the project is to give teachers a practical tool that will provide them with feedback on student skill development and the effects of the science program. The project is also to promote a generalizable approach to curriculum development. Successful completion of the project will increase curricular skills of the participants, and dissemination of the products will heighten support for this approach to curricular innovation. (Author/GK)

Research in science education is to discover the truth which involves the combination of reasoning and experiences. In order to find out appropriate teaching methods that are necessary for teaching science students problem-solving skills, different research approaches are used by educational researchers based on the data collection and analysis used at a given time. Though qualitative and quantitative research methods lies on separate continuum, they all aimed at identifying educational problems using different approach. This study critically examined the usefulness of both qualitative and quantitative approaches in researching problem-solving ability in science education curriculum. In doing this, six articles relating to problem-solving were examined to show the usefulness of both qualitative and quantitative research approaches to educational research. Advantages, disadvantages, strengths and weaknesses of both methods were discussed. Ethical consideration in relation to research in problem-solving instructions were discussed as well as suggestion for future research.

A systematic review of the relationship of cognitive variables to students learning and problem solving with more than two external representations in STEM education.

This guide is designed as a tool to help members of the education sector involve community members in discussions about their local schools and learn how to become involved in the process of improving education in their community. The first half of the guide presents basic material for conducting a four- to seven-session discussion program based on the study circle model. Materials dealing with the following discussion topics are included: how schools affect communities and community members' lives; what community members want graduates to know and be able to do; how schools can meet every students' needs, make schools safer, deal with racial and ethnic diversity, and provide high quality education with limited resources; and what community members can do to improve education. The next section presents basic "how-to" materials on the following aspects of the study circle process: the structure, goals, and operation of study circles; organizing and leading study circles on education; and suggestions for participants. Concluding the guide is a listing of 13 organizations, 39 publications, and 7 videos dealing with community involvement in improving education, as well as the sources of the 5 "schools that work" stories included in the preceding section. (MN)

The focus of this paper is on the problem of appropriate teaching in the open/distance education and the need to practically employ effective evaluative tools for improving the academic achievement of learners involved in these modes of education. This paper introduced KPS method that was formulated on the basis of well stated assumptions as a viable tool at this period of economic recession for checkmating possible challenges capable of being encountered, so as to maximize the opportunities available in open/distance education. The e-module was designed in various packages using the 5-steps of KPS. The teaching/evaluative verbs for each of the ability levels in the packages were coded into the following passwords i.e. 'D,I[superscript 2],R[superscript 3],E,C[superscript 2],T[superscript 2], D,E,V,E,C[superscript 3],Q[superscript 2],U,I,T[superscript 2], S[superscript 3],C[superscript 3],R,I,P,T[superscript 3], A,P,P,R,A,I,S.E[superscript 2]'. Experimenting by juxtaposing KPS with that of the conventional method on 120 selected learners in a quasi-experimental design yielded an empirical data that shows KPS method as a better teaching/evaluative tool than the conventional method. The paper recommends that KPS method should be incorporated into the curriculum of the nation's open/distance educational system as one of the veritable teaching/evaluative tool for improving the academic achievement of all categories of learners.

The growing integration of Artificial Intelligence (AI) in education—particularly through Large Language Models (LLMs) like ChatGPT—has raised important questions about how these tools influence students’ learning outcomes. While some educators remain skeptical, the increasing use of AI-powered tools in solving academic problems is undeniable. Mathematics, with its structured logic and definitive solutions, offers a unique context to examine whether AI tools like ChatGPT can enhance problem-solving performance. This study investigates whether the use of ChatGPT, compared to traditional open-book methods, affects students’ accuracy and speed when solving a mathematical problem on sum to infinity of a geometric series.

The approach used by teachers is very important to the success of the teaching process. This is why this study seeks to determine which teaching approaches--problem solving and subject-matter, would best improve the problem solving ability of selected secondary agricultural education students in Ikorodu Local Government Area. Ten classes and 150 students, based on Hay's (1973) cluster sampling formula for determining sample size, were selected. The classes were taught with instructional units prepared using the problem solving approach model presented in Newcomb, McCracken and Warmbrod (1993) and subject matter approach as described by Rosenshine and Steven (1986). At the conclusion of all instruction, a problem solving ability posttest and Group Embedded Figures Test (GEFT) Instruments were administered to all participants. The scores obtained from the problem solving ability posttest was analyzed using the univariate analysis of covariance and it found, among other things, problem solving approaches scored significantly higher (P = 0.046) on the posttest than scores of students assigned to classes using the subject matter approach. The implication of this figure is that the problem solving ability of secondary school students can be accelerated with instructional approaches, such as the problem solving technique. (Contains 3 tables.)

This study compared two approaches for teaching sixth-grade middle school students to solve math problems in math, technology education, and special education classrooms. A total of 17 students with disabilities and 76 students without disabilities were taught using either enhanced anchored instruction (EAI) or text-based instruction coupled with applied problems (TBI). Results showed that both EAI and TBI students benefited from instruction in their math class, but EAI students were able to maintain and transfer what they learned in the technology education classroom several weeks later. The performance level of students with disabilities was low in both groups, but additional small-group instruction in special education settings helped several students with disabilities achieve at levels commensurate with their peers without disabilities. (Contains 1 figure and 3 tables.)

This study compared two approaches for teaching sixth-grade middle school students to solve math problems in math, technology education, and special education classrooms. A total of 17 students with disabilities and 76 students without disabilities were taught using either enhanced anchored instruction (EAI) or text-based instruction coupled with applied problems (TBI). Results showed that both EAI and TBI students benefited from instruction in their math class, but EAI students were able to maintain and transfer what they learned in the technology education classroom several weeks later. The performance level of students with disabilities was low in both groups, but additional small-group instruction in special education settings helped several students with disabilities achieve at levels commensurate with their peers without disabilities. (Contains 1 figure and 3 tables.)

Several developments during the last decades have provoked spectacular changes in both Mathematics Teaching and the Education of Mathematics Teachers. From this perspective of renovation, we wish to define a new context in mathematics teacher education in which we consider that "pedagogical content knowledge" (Shulman, 1993, Mellado, 1998; Blanco & Otano, 1999) has to be the knowledge base for the education of the future teachers. In the present work, using problem solving as reference, we explain our program and different types of activities which help to create learning environments referred to "learning to teach mathematics". These activities allow the prospective teachers to build up their own pedagogical content knowledge. (Contains 2 figures.)

This book contains selected research papers presented at seminars held throughout the year 2000 in Finland by members of the Finnish Association for Research in Mathematics and Science Education (FARMSE) and students at the Finnish Graduate School of Mathematics, Physics, and Chemistry Education. This volume also contains papers professor Laurence Viennot, Universite Paris VII, France and professor Georgios Tsaparlis, University of Ioannina, Greece, who gave lectures and workshops at the spring seminar of the Graduate School in Joensuu, Finland, and by professor Erikki Pehkonen, who gave a lecture at the summer seminar in Vaasa, Finland. Papers include: (1) "The Finnish Graduate School of Mathematics, Physics and Chemistry Education" (Maija Ahte and Virpi Vatanen); (2) "A Hidden Regulating Factor in Mathematics Classrooms: Mathematics-Related Beliefs" (Erkki Pehkonen); (3) "Primary School Teachers' Mathematics Beliefs, Teaching Practices and Use of Textbooks" (Paivi Perkkila); (4) "Mathematics for Primary School Teachers" (Silja Pesonen); (5) "The Metalevel of Cognition-Emotion Interaction" (Markku S. Hannula); (6) "Problem Solving in Chemistry and Science Education" (Georgios Tsaparlis); (7) "Physics Education Research: Inseparable Contents and Methods--The Part Played by Critical Details" (Laurence Viennot); (8) "The Force Concept Inventory in Diagnosing the Conceptual Understanding of Newtonian Mechanics in Finnish Upper Secondary Schools" (Johanna Jauhiainen, Ismo T. Koponen, and Jari Lavonen); and (9) "An Evaluation of Interactive Teaching Methods in Mechanics: Using the Force Concept Inventory To Monitor Student Learning" (Antti Savinainen). (Most papers contain references.) (YDS)

Background:  Problem-based learning fosters critical thinking by requiring students to analyze information, evaluate solutions, and make well-judged decisions, thereby enhancing their problem-solving skills. Aim:  The study aims to assess the impact of the RICOSRE learning model, which is based on socioscientific issues, on students' problem-solving and collaboration skills. Method:  Quasi-experimental research was used in this research involving students in classes XI MIPA 2 and XI MIPA 3. Purposive random sampling was used to select participants. Data were collected using test and non-test instruments: essay questions assessed problem solving skills, while questionnaires measured collaboration skills. Hypothesis testing was carried out using Multivariate of Variance (MANOVA). Results:  The RICOSRE learning model based on socioscientific issues can influence the problem-solving ability and collaboration skills of students, as evidenced by the MANOVA test's significant value (0.000). It was also observed that students with higher levels of collaboration tend to have stronger problem-solving capabilities, suggesting a proportional relationship between these two skills. Notably, students in the experimental class who exhibited outstanding collaborative abilities also showed a high problem-solving rate of 80.67%. Conclusion:  The study concludes that the RICOSRE learning model, when combined with the Discovery Learning model and a scientific approach, positively influences students' problem-solving and collaboration skills. This model provides an effective learning strategy, enhancing students' ability to apply theoretical concepts to real-world scenarios, thereby making learning more engaging and relevant. Additionally, it prepares students for teamwork, improving their communication and interpersonal skills.

This study was a pretest and posttest experimental research design which set out to investigate the impact of an Instructional Model Ekwale Ada's Instructional Model on the application of biotechnology knowledge by high school students in the Anglophone Subsection of Education in Cameroon. That is to investigate whether students taught with the Ekwale Ada's Instructional Model for Biotechnology Knowledge Application exhibit a higher level of problem solving in biotechnology than students who were taught without the model traditional methods of teaching . The Ekwale Ada's Instructional Model for Biotechnology Knowledge Application was an instructional package which integrated Inquiry based learning Hands on , collaborative learning cooperative learning , Demonstrations, increase in the length of time learners are engaged in activities, Scaffolding and Remediation. The target population was Upper Sixth Science students in the Anglophone Subsection of Education in the North West Region, South West Region, and some displaced Upper Sixth Science students from North West and South West Regions into the Littoral Region for the 2018 2019 academic year. The researcher constructed a Biotechnology Application Test BAT in the form of a pretest and a post test. These tests contained three sections An MCQ section, a short answer section and a section in which practical activities were carried out.The indicator of biotechnology knowledge application was problem solving in biotechnology. For problem solving, the researcher created an inventory for the respondents to attend to which involved identification of a problem in the society which can be solved by a biotechnology product Description of the problem clearly Statement of multiple solutions to the problem Selection of the best solution to the problem Statement of the consequences of the best solution and usage of the best solution to solve the problem. The researcher created a five point inventory scale which ranged from excellent 5 marks Good 4 marks average 3 marks below average 2 marks and poor 1mark used to grade the problem solving activities. The students who were taught with the Ekwale Ada's Instructional Model for biotechnology knowledge Application experimental group scored higher in problem solving than those who were taught with traditional methods control group with a calculated independent t test value of 58.28 for the experimental group and 1.40 for the control group with a critical t value of 1.96 at 0.05 level of significance with 70 degrees of freedom. The sample of the study was 72 science high school students who offer biology 36 students for the experimental group and 36 students for the control group . Out of the 36 students from both the experimental and control groups, 18 were males and 18 were females making a total of 36 males and 36 females for the whole experiment. The sample was obtained from one government school, one mission school and one lay private school in each region. In the North West Region, 24 students were sampled 12 males and 12 females 08 from GBHS Bayelle, 08 from St Paul High School Nkwen and 08 from St Michael's High School . 24 students were sampled in the South West Region 12 males and 12 females 08 from GHS Buea, 08 from Baptist High School and 08 from Frankfils Comprehensive College Buea . In the Littoral Region, 24 displaced students 12 from the North West Region and 12 from the South West Region were sampled 12 males and 12 females 08 from GBHS Bonaberi, 08 from PHS Douala and 08 from Mother Theresa College Bonaberi Douala . Therefore the sample was 72 individuals 36 for the experimental group and 36 for the control group .The study was an experimental study in which a teacher made pretest was administered to both the experimental and control groups the students of the experimental group were taught with the Ekwale Ada's Instructional Model for biotechnology knowledge application treatment while those of the control group were taught without the model traditional methods of teaching . After the treatment, a teacher made post test was administered both to the experimental and the control groups. The experimental group was located in GHS Mamfe while the control group was located in Progressive Comprehensive High School Bamenda. One non directional hypothesis was stated in both the null and alternate forms. The null hypothesis was 1. There is no significant difference in problem solving in biotechnology between students taught with the Ekwale Ada's model and those who were taught without the model. The data for the pre test and the post test for the experimental group and control group were collected in the form of scores. The data was analysed using the SPSS Programme. The independent t test was used to find out the difference in means of the scores of the pretest of the experimental group and the control group and the difference in mean of the scores of the posttest of the experimental group and the control group. The null hypothesis was rejected and the alternate hypothesis was retained. They indicated that there was a significant difference in the means of the post test of the experimental group and the control group.The result of the study was 1. There was a significant difference in problem solving in biotechnology between students taught with the Ekwale Ada's Model and those who were taught without the model. The experimental group on whom the treatment was administered performed significantly better 58.28 than the control group 1.40 on whom the treatment was not administered. Ekwale Emilia Ada ""Instructional Model and the Application of Biotechnology Knowledge (Problem Solving in Biotechnology) by High School Students in the Anglophone Subsection of Education in Cameroon"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30072.pdf Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30072/instructional-model-and-the-application-of-biotechnology-knowledge-problem-solving-in-biotechnology-by-high-school-students-in-the-anglophone-subsection-of-education-in-cameroon/ekwale-emilia-ada

In the globalizing world, individuals should be educated well-qualified to be effective citizens and workers by adapting the information society of the 21st century. At this point, STEM education is considered to promote the construction and improvement of 21st century skills and competences needed for individuals’ living in today’s world. In light of this consideration, the purpose of the current research is to examine the effect of STEM education on pre-service science teachers’ (PSTs) perceptions of 21st century skills and competences and problem solving skills. In this research, a one group pre- and post-test design was conducted. The participants of the current study were 26 PSTs at a public university. The data of the study were collected with “21st Century Skills and Competences Scale” and “Problem Solving Inventory”. In the data analysis, the paired sample t test was used. Findings revealed that there is a statistically significant difference among pre- and post-test total and sub-factors scores of PSTs’ perceptions of both 21st century skills and competences and problem solving skills in favor of the post-test scores. These results suggest that STEM education have a potential to improve PSTs’ perceptions of 21st century skills and competences and problem solving skills.

In the globalizing world, individuals should be educated well-qualified to be effective citizens and workers by adapting the information society of the 21st century. At this point, STEM education is considered to promote the construction and improvement of 21st century skills and competences needed for individuals’ living in today’s world. In light of this consideration, the purpose of the current research is to examine the effect of STEM education on pre-service science teachers’ (PSTs) perceptions of 21st century skills and competences and problem solving skills. In this research, a one group pre- and post-test design was conducted. The participants of the current study were 26 PSTs at a public university. The data of the study were collected with “21st Century Skills and Competences Scale” and “Problem Solving Inventory”. In the data analysis, the paired sample t test was used. Findings revealed that there is a statistically significant difference among pre- and post-test total and sub-factors scores of PSTs’ perceptions of both 21st century skills and competences and problem solving skills in favor of the post-test scores. These results suggest that STEM education have a potential to improve PSTs’ perceptions of 21st century skills and competences and problem solving skills.

The Randolph, New Jersey Intermediate School updated its industrial arts program to reflect the challenges and work force of the Twentieth Century in which students apply a design/problem-solving process to solve real-world problems. In the laboratory portion of the program, students circulate between workstations to define problems, complete research, develop solutions, build models, and evaluate their effectiveness. The first of three documents, "Program Description," describes that program in four parts. Part 1 provides a program description that discusses characteristics of the student population involved in the program; teacher and student materials developed for the program; and a history of the development of the program. Part 2 presents the goals of the four laboratory stations and a course of study. The four workstations are: (1) designing with structures; (2) control systems technology; (3) transportation modeling; and (4) computer graphic presentation. The course of study includes a statement of emphasis; a list of 18 course objectives; suggested time allotments per course unit; and an outline of course content by topic. Part 3 discusses research support for the course and a list of 15 references. Part 4 reports the program evaluation of the six criteria established for the program. Findings indicated that student learning was active; workstations were effective; project criteria were met; students portfolios were effective for individualized learning; and the course was cost-effective. A summary of Program Description Book 1 is provided. The second of three documents, "Teacher Materials," provides teacher materials for the implementation of the program. The materials are presented in six sections. The first section describes workstation activity use. The second section discusses teaching methodology that employs technological problem solving. The third section presents four technology learning modules involving: (1) vehicle and flight design; (2) structure modeling; (3) robotics/control technology; and (4) computer graphics. Each module includes a list of the primary concepts involved; a list of activities; performance objectives; needed vocabulary; integrated subjects; equipment needed; and a list of resources and references. The fourth section discusses workstation implementation strategies. The fifth section describes the technology laboratory environment. The sixth section discusses student evaluation techniques. The last of three documents, "Student Information," describes the workstation activities that the students can complete. The material is presented in five sections according to the different workstations: (1) vehicle transportation; (2) structure modeling; (3) lego-logo robotics; (4) computer graphics; and (5) flight modeling. Each section includes objectives to be completed at the workstation; a list of possible activities; and the design/problem solving process steps necessary to complete the activities. A series of worksheets to be completed by the student while performing workstation activities is provided. (MDH)