Relevant bibliographies by topics / Problem-solving exercises

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Problem-solving exercises'

Author: Grafiati
Published: 5 June 2025
Last updated: 25 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Problem-solving exercises.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Problem-solving exercises"

1

Wilson, Harold. "Problem-solving laboratory exercises." Journal of Chemical Education 64, no. 10 (1987): 895. http://dx.doi.org/10.1021/ed064p895.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Robinson, R. A., S. Wickstrom, and J. Linck. "Computer-based problem-solving exercises in veterinary epidemiology." Preventive Veterinary Medicine 16, no. 1 (1993): 57–58. http://dx.doi.org/10.1016/0167-5877(93)90015-l.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ramstad, Yngve. "Group Problem-Solving Exercises: An Application in Economics." To Improve the Academy 4, no. 1 (1985): 176–84. http://dx.doi.org/10.1002/j.2334-4822.1985.tb00078.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Irsyad, Yofa Muhammad, Suhito Suhito, and Amin Suyitno. "Creative Problem Solving Learning to Fix Errors Eighth Grader In Problem Solving Matter." Unnes Journal of Mathematics Education 6, no. 1 (2017): 87–96. http://dx.doi.org/10.15294/ujme.v6i1.12603.

Full text
Abstract:
Penelitian ini dilatarbelakangi oleh temuan kesalahan siswa dalam menyelesaikan soal pemecahan masalah. Tujuan penelitian ini adalah mendiagnosis tipe kesalahan siswa berdasarkan prosedur Newman, kesulitan belajar siswa, dan mengetahui keefektifan pembelajaran Creative Problem Solving untuk mengatasi kesalahan siswa. Subjek penelitian adalah 9 siswa kelas VIII D di SMP Negeri 18 Semarang, yaitu masing-masing 3 siswa dari kelompok atas, kelompok tengah, dan kelompok bawah. Pembelajaran dengan metode pemecahan masalah diajarkan kepada siswa untuk mengajarkan kemampuan pemecahan masalah. Hasil penelitian ini yaitu (1) tipe kesalahan yang dilakukan siswa kelas VIII D adalah comprehension errors (tipe C), transformation errors (tipe T), process skills errors (tipe P), dan encoding errors (tipe E); (2) letak kesulitan belajar paling banyak adalah menentukan nilai panjang, lebar, atau tinggi yang sesungguhnya dan sifat kesulitan belajar paling banyak adalah psikologis; dan (3) pembelajaran Creative Problem Solving efektif untuk mengatasi kesalahan siswa sebagai subjek penelitian berdasarkan prosedur Newman dalam menyelesaikan soal pemecahan masalah. This research was motivated by findings students’ mistakes in solving the problem-solving exercises. The purpose of this research is to diagnose students’ error type based on Newman’s procedure, students’ learning difficulties, and to know the effectiveness of Creative Problem Solving learning in solving students’ mistakes. The subjects of the research are taken from the 9 students of grade VIII D SMP Negeri 18 Semarang, respectively 3 students from the top group, middle group, and lower group. Learning process using problem-solving methods taught the students about the problem-solving skills. The results of this research are (1) the type of errors made by students in grade VIII D are comprehension errors (type C), transformation errors (type T), process skills errors (type P), dan encoding errors (type E); (2) the learning difficulties are mostly in determining the value of the length, width, or height of the real and the characteristics of learning difficulties are mostly in psychological; and (3) Creative Problem Solving learning effectively overcome the mistakes of research subjects based on Newman’s Procedure in solving the problem-solving exercises.
APA, Harvard, Vancouver, ISO, and other styles
5

Bhattacharyya, Gautam, and George M. Bodner. "A cultural approach to problem solving." Educación Química 16, no. 2 (2018): 222. http://dx.doi.org/10.22201/fq.18708404e.2005.2.66115.

Full text
Abstract:
<span>For more than 20 years, our research group has been studying why bright, hard-working students often struggle to solve problems they encounter in undergraduate chemistry courses. Our work has spanned the breadth of the sub-disciplines of chemistry, from organic chemistry to physical chemistry. This paper will begin with a review of some of the general conclusions of this work that revolve around the importance of recognizing the difference between routine exercises and novel problems...</span>
APA, Harvard, Vancouver, ISO, and other styles
6

Musgrove, John L., Jason Morris, Carlos A. Estrada, and Ryan R. Kraemer. "Clinical Reasoning Terms Included in Clinical Problem Solving Exercises?" Journal of Graduate Medical Education 8, no. 2 (2016): 180–84. http://dx.doi.org/10.4300/jgme-d-15-00411.1.

Full text
Abstract:
ABSTRACT Published clinical problem solving exercises have emerged as a common tool to illustrate aspects of the clinical reasoning process. The specific clinical reasoning terms mentioned in such exercises is unknown.Background We identified which clinical reasoning terms are mentioned in published clinical problem solving exercises and compared them to clinical reasoning terms given high priority by clinician educators.Objective A convenience sample of clinician educators prioritized a list of clinical reasoning terms (whether to include, weight percentage of top 20 terms). The authors then electronically searched the terms in the text of published reports of 4 internal medicine journals between January 2010 and May 2013.Methods The top 5 clinical reasoning terms ranked by educators were dual-process thinking (weight percentage = 24%), problem representation (12%), illness scripts (9%), hypothesis generation (7%), and problem categorization (7%). The top clinical reasoning terms mentioned in the text of 79 published reports were context specificity (n = 20, 25%), bias (n = 13, 17%), dual-process thinking (n = 11, 14%), illness scripts (n = 11, 14%), and problem representation (n = 10, 13%). Context specificity and bias were not ranked highly by educators.Results Some core concepts of modern clinical reasoning theory ranked highly by educators are mentioned explicitly in published clinical problem solving exercises. However, some highly ranked terms were not used, and some terms used were not ranked by the clinician educators. Effort to teach clinical reasoning to trainees may benefit from a common nomenclature of clinical reasoning terms.Conclusions
APA, Harvard, Vancouver, ISO, and other styles
7

Elkins, D. M., and E. G. McCarthy. "Practical situation problem-solving exercises for crop science students." Journal of Agronomic Education 19, no. 1 (1990): 101–3. http://dx.doi.org/10.2134/jae1990.0101.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hollingsworth, Maurice, and John Woodward. "Integrated Learning: Explicit Strategies and Their Role in Problem-Solving Instruction for Students with Learning Disabilities." Exceptional Children 59, no. 5 (1993): 444–55. http://dx.doi.org/10.1177/001440299305900507.

Full text
Abstract:
This study investigated the effectiveness of an explicit strategy as a means of linking facts, concepts, and problem solving in an unfamiliar domain of learning. Participants were 37 secondary students with learning disabilities. All students were taught health facts and concepts, which they then applied to problem-solving exercises presented through computer-simulation games. Students in the experimental group were taught an explicit strategy for solving the problems; the comparison group was given supportive feedback and encouraged to induce their own strategies. The explicit strategy group performed significantly better on two transfer measures, including videotaped problem-solving exercises.
APA, Harvard, Vancouver, ISO, and other styles
9

Adler, Elizabeth, Andrew Hobbs, Gurpreet Dhaliwal, and Jennifer M. Babik. "Gender Differences in Authorship of Clinical Problem-Solving Articles." Journal of Hospital Medicine 15, no. 8 (2020): 475–78. http://dx.doi.org/10.12788/jhm.3465.

Full text
Abstract:
Authors of clinical reasoning exercises analyze diagnostic dilemmas and serve as role models of clinical excellence. We investigated the percentage of women authors in the clinical problem-solving series of three general medicine journals from the inaugural article in each series until July 2019. Women were underrepresented among first, last, and all authors. While the percentage of women among first and all authors has increased, women still constituted <40% of all authors and ≤25% of last authors, and there have been no significant increases in women last authors in any of the three journals. Including more women in clinical reasoning exercises is an opportunity to amplify the voices of women as master clinicians. Journal of Hospital Medicine 2020;15:XXX-XXX. © 2020 Society of Hospital Medicine
APA, Harvard, Vancouver, ISO, and other styles
10

Miles, Marion. "Bottles and Balloons—an Adventure in Problem Solving." Mathematics Teacher 79, no. 4 (1986): 240–87. http://dx.doi.org/10.5951/mt.79.4.0240.

Full text
Abstract:
Finding word problems is not the easiest task of mathematics teachers. Basic practical questions often degenerate into boring exercises, and whimsical puzzles are sometimes deemed too outlandish to pursue. Sometimes, however, a real situation arises that stimulates discussion beyond the limits of the textbook so that problem-solving techniques are sharpened, and the end of class comes all too soon.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Problem-solving exercises"

1

Stoyanova, Elena N. "Extending and exploring students' problem solving via problem posing." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/885.

Full text
Abstract:
Despite the fact that problem posing has been recommended as a useful mathematical activity in the curriculum documents of several countries, research about the types of problem-posing situations in which students could be involved, and about the effects of these problem-posing activities on students' mathematical performance is limited. The application of problem posing in school mathematics has been hindered by the absence of a framework which links problem posing, problem solving and mathematics curricula
APA, Harvard, Vancouver, ISO, and other styles
2

Springston, Mark R. "Teamwork Exercises and Technological Problem Solving with First-Year Engineering Students: An Experimental Study." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/28767.

Full text
Abstract:
An experiment was conducted investigating the utility of teamwork exercises and problem structure for promoting technological problem solving in a student team context. The teamwork exercises were designed for participants to experience a high level of psychomotor coordination and cooperation with their teammates. The problem structure treatment was designed based on small group research findings on brainstorming, information processing, and problem formulation. First-year college engineering students (N = 294) were randomly assigned to three levels of team size (2, 3, or 4 members) and two treatment conditions: teamwork exercises and problem structure (N = 99 teams). In addition, the study included three non-manipulated, independent variables: team gender, team temperament, and team teamwork orientation. Teams were measured on technological problem solving through two conceptually related technological tasks or engineering design activities: a computer bridge task and a truss model task. The computer bridge score and the number of computer bridge design iterations, both within subjects factors (time), were recorded in pairs over four 30-minute intervals. For the last two intervals with the computer bridge, teams started construction of the truss model task, which created low and high task load conditions for the computer bridge: another within subjects factor. A repeated measures ANOVA was used to analyze time (computer bridge) by factor interactions. No significant time by teamwork exercises or time by problem structure interactions on computer bridge scores were found [F(2.31, 198.46) = 0.10, p = .928; F(2.31, 198.46) = 0.03, p = .984]. There was a significant interaction between the factors of time and team size [F(4.62, 198.46) = 2.75, p = .023]. An ANOVA was conducted with the between subject factors on the truss model task. A significant main effect was found for teamwork exercises [F(1, 86) = 2.84, p = .048, one-tailed], but not for problem structure or team size. Post hoc analyses were conducted for team size on computer bridge and iteration scores over time, as well as teamwork exercises effects for each team size. Findings and their implications were reported, along with suggestions for future research on technological problem solving in a team context.<br>Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
3

Pham, Chuong Hoang. "How to improve students' problem solving skills: K-4." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/933.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Deragisch, Patricia Amelia. "Electronic portfolio for mathematical problem solving in the elementary school." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1299.

Full text
Abstract:
Electronic portfolio for mathematical problem solving in the elementary school is an authentic assessment tool for teachers and students to utilize in evaluating mathematical skills. It is a computer-based interactive software program to allow teachers to easily access student work in the problem solving area for assessment purposes, and to store multimedia work samples over time.
APA, Harvard, Vancouver, ISO, and other styles
5

Zhen, Yongjian. "Improving students' math problem-solving skills in a computer-assisted learning environment." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1797.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Penlington, Thomas Helm. "Exploring learners' mathematical understanding through an analysis of their solution strategies." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007642.

Full text
Abstract:
The purpose of this study is to investigate various solution strategies employed by Grade 7 learners and their teachers when solving a given set of mathematical tasks. This study is oriented in an interpretive paradigm and is characterised by qualitative methods. The research, set in nine schools in the Eastern Cape, was carried out with nine learners and their mathematics teachers and was designed around two phases. The research tools consisted of a set of 12 tasks that were modelled after the Third International Mathematics and Science Study (TIMSS), and a process of clinical interviews that interrogated the solution strategies that were used in solving the 12 tasks. Aspects of grounded theory were used in the analysis of the data. The study reveals that in most tasks, learners relied heavily on procedural understanding at the expense of conceptual understanding. It also emphasises that the solution strategies adopted by learners, particularly whole number operations, were consistent with those strategies used by their teachers. Both learners and teachers favoured using the traditional, standard algorithm strategies and appeared to have learned these algorithms in isolation from concepts, failing to relate them to understanding. Another important finding was that there was evidence to suggest that some learners and teachers did employ their own constructed solution strategies. They were able to make sense of the problems and to 'mathematize' effectively and reason mathematically. An interesting outcome of the study shows that participants were more proficient in solving word problems than mathematical computations. This is in contrast to existing research on word problems, where it is shown that teachers find them difficult to teach and learners find them difficult to understand. The findings of this study also highlight issues for mathematics teachers to consider when dealing with computations and word problems involving number sense and other problem solving type problems.
APA, Harvard, Vancouver, ISO, and other styles
7

Fišerová, Marie. "Využití problémového vyučování při výuce účetnictví na středních školách." Doctoral thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-74995.

Full text
Abstract:
This dissertation deals with the possibilities of using the teaching methods offered by the concept of teaching through problem solving in accounting education in business academies and economic lyceums. The main aim of this type of teaching should be above all the introduction of accounting as an important part of the students' economic thinking. The use of problem-based teaching is especially useful when explaining topics fundamental for the understanding of the basic principles of accounting. Accrual Basis Accounting being one of these topics, the thesis presents didactic material suited for problem-based teaching of this subject matter. It falls into the area of didactics of accounting, i.e. a scientific discipline deriving from the didactics of economic subjects.
APA, Harvard, Vancouver, ISO, and other styles
8

Souza, Maria Alice Veiga Ferreira de. "Solução de problemas : relações entre habilidade matematica, representação mental, desempenho e raciocinios dedutivo." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253744.

Full text
Abstract:
Orientador: Marcia Regina Ferreira de Brito<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-09T00:27:57Z (GMT). No. of bitstreams: 1 Souza_MariaAliceVeigaFerreirade_D.pdf: 1847772 bytes, checksum: 0a22f8b1eba3a0b2f2b39867f9a8ccff (MD5) Previous issue date: 2007<br>Resumo: A presente pesquisa explorou as relações entre o desempenho no ENADE 2005, o desempenho no EGRAF e o raciocínio dedutivo de 141 estudantes ingressantes e concluintes da Ciência da Computação quando envolvidos em atividades que exploraram o pensar matemático. Os instrumentos foram o exame do ENADE, o exame do EGRAF e o teste psicológico GfRLD. Além disso, doze desses sujeitos foram submetidos a uma testagem individual de alguns componentes da habilidade matemática e a representação mental, além das variáveis estudadas para os 141 estudantes. Para a habilidade e a representação foram utilizados cinco problemas da série XIX-B de Krutetskii e uma entrevista semi-estruturada. Durante a aplicação do teste de Krutetskii, os doze estudantes foram solicitados a pensar em voz alta. Foram feitas anotações complementando informações não captadas via gravação de voz e imagem. Os principais resultados mostraram que nove dos doze estudantes foram considerados mais habilidosos e apresentaram uma tendência para representar os problemas de maneira proposicional. Essa representação sempre que usada por estudantes que dominavam os elementos do problema e suas relações levavamnos ao sucesso em suas soluções. Os desempenhos desses estudantes no ENADE não indicaram estar associados ao fato de serem ingressantes ou concluintes, mas relacionados ao desempenho em nível acadêmico. O raciocínio dedutivo diferiu significativamente entre estudantes concluintes e ingressantes e, dentre os bem e mal sucedidos em atividades acadêmicas. De uma maneira geral, os 141 estudantes tenderam a apresentar associação entre os desempenhos do ENADE e os do EGRAF, que avaliam as inteligências fluido-cristalizadas e cristalizadas, respectivamente<br>Abstract: he present research explored the relations between the performance in ENADE 2005, the performance in EGRAF and the deductive reasoning of 141 Freshman and Senior students of the Computer Science course when involved in tasks that explored the mathematic thinking. The instruments were the ENADE exam, the EGRAF exam and the psychological test GfRLD. In addition, twelve of those students were submitted to an individual test of some mathematical ability components and the mental representation, over there the variables studied for the 141 students. For the ability and the representation five of Krutetskii's serie XIX- B series problems and a semi structurated interview were used. During the application of the Krutetskii's test, the twelve students were invited to think out loud. Notes were made to complement information not captured by the voice and image videotape. The main results showed that nine out of twelve students were considered more skilful and presented a tendency to represent the problems in a propositional way. This representation when used by students that dominated the elements of the problem and its relations took them to success in their solutions. Those students' performances in ENADE indicated no association with the fact that they were Freshmen or Senior students, but they were related with the level academic performance. The deductive reasoning differed significantly between Freshmen and Senior students and, between well and bad succeeded in academic tasks. In general, the 141 students tended to present association between ENADE performance and EGRAF performance, that evaluate the fluid-crystallized and crystallized intelligences, respectively<br>Doutorado<br>Psicologia, Desenvolvimento Humano e Educação<br>Doutor em Educação
APA, Harvard, Vancouver, ISO, and other styles
9

Gatlin, Todd Adam. "Phenomenological investigation of the effectiveness of a cooperative problem-based laboratory and a metacognitive collaborative problem-solving exercise." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252937530/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Atlas, Robert Scott. "Problem-solving and study of examples in training exercises." Thesis, 1996. http://hdl.handle.net/1911/16997.

Full text
Abstract:
Studies motivated by cognitive load theory experiments (e.g., Ward & Sweller, 1990) suggest that problem solving can interfere with learning, and show that alternative exercises such as studying worked examples often lead to better performance. However, problem solving at has often been found to have benefits for both retention and transfer (e.g., Jacoby, 1978) and some studies (e.g., Charney & Reder, 1986) show better learning from problem solving than from worked examples. Many factors may affect the outcome of such studies. Often the methods that produce difficulties during training seem to lead to the best long term performance (Schmidt & Bjork, 1992) Some evidence suggests that the least capable learners benefit most from relatively active, unstructured training methods (e.g., Hermann, 1969; Whitener, 1989) but others hold the opposite opinion (e.g., Snow, 1989). People often fail to make use of examples unless stimulated, for example, by provision of multiple, varied examples (e.g., Gick & Holyoak, 1983). An experiment comparing three approaches to instruction was conducted in an effort to clarify the circumstances favoring problem solving or study of examples in training. Subjects either first attempted to solve a problem then studied a related example, studied an example then attempted to solve a related problem, or studied a pair of related examples. Problem solving first resulted in slower and less accurate performance during training, as did studying less similar pairs of exercises. Subjects who studied worked examples without problems performed poorly on an immediate test, and the least capable among them had particular difficulty with the most complex tasks. On a delayed test, among subjects who studied the less similar pairs of exercises, those trained with pairs of worked examples performed more poorly on difficult problem components than did problem-first subjects. On the delayed test, among trainees of average or lower intelligence, those trained with problems first were quickest. Consistent with the ideas of Schmidt and Bjork (1992), conditions that produced difficulties during training produced the best ultimate performance. Contrary to Snow's (1989) conclusion, this seemed to be particularly important for the least capable trainees.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Problem-solving exercises"

1

Clamp, Betty Ann. Problem-solving exercises for nutrition. 4th ed. G. Scarisbrick Publishers, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Schoenfeld, Alan H. Mathematical problem solving. Academic Press, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wellnitz, William R. Genetics problem solving guide. 2nd ed. Wm. C. Brown Publishers, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Santo, Carmine De. Statistics through problem solving. 2nd ed. Mathematical Alternatives, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

G, Wells D. Mathematics through problem solving. Basil Blackwell, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Holme, David J. Problem solving in analytical biochemistry. Longman, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

DeLorenzo, Ronald A. Problem solving in general chemistry. 2nd ed. Wm. C. Brown Publishers, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lozovskaya, Elena R. Essential genetics through problem solving. Jones and Bartlett Publishers, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Coburn, Terrence G. Calculate!: Problem solving with calculators. Creative Publications, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

1944-, Lochhead Jack, ed. Problem solving and comprehension. 5th ed. Lawrence Erlbaum Associates, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Problem-solving exercises"

1

Weber, Christof. "Problem-Solving Exercises in Mathematical Imagining." In Mathematical Imagining. Routledge, 2023. http://dx.doi.org/10.4324/9781032681665-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hicks, Michael J. "Appendices: Possible solutions to selected exercises." In Problem Solving in Business and Management. Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-7148-7_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

da Ponte, João Pedro. "Problem Solving, Exercises, and Explorations in Mathematics Textbooks: A Historical Perspective." In Mathematics Education Library. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11952-6_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Van den Heuvel-Panhuizen, Marja, Dag Oskar Madsen, Monica Alstad, Ruth-Amalie Breckan, and Anne Marthe Johansen. "Giving a Boost to Textbook Tasks." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_49.

Full text
Abstract:
AbstractDespite the generally acknowledged relevance of providing students with rich, challenging tasks that require genuine problem solving, several studies have shown that these tasks are often lacking in textbooks. Bringing new textbooks to the market might feel as a logical solution for this, but maybe there is also another way of resolving this problem in which teachers can also play a pivotal role: Enriching textbook tasks. In this paper we report about a case study carried out in a Norwegian fifth-grade classroom in which we explored Denisse Thompson’s suggestion (2012) to make textbooks richer by modifying existing textbook exercises. The focus in our study is on multi-digit algorithmic subtraction. The analysis of the students’ worksheets shows some interesting differences between the original and the enriched tasks.
APA, Harvard, Vancouver, ISO, and other styles
5

Crammond, Robert, Ibiyemi Omeihe, and Alan Murray. "Re-evaluating Entrepreneurship Education Through a Team-Based Approach: Activities and Archetypes Within a Scottish University." In FGF Studies in Small Business and Entrepreneurship. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_6.

Full text
Abstract:
AbstractA university’s overall enterprising strategy, which includes identifying key stakeholders and teaching teams, promotes Entrepreneurship Education (EE) and encourages desired behaviours such as creativity, problem-solving, and both market and risk awareness. Specifically within the classroom environment, EE is strengthened by a variety of formative or summative methods, exercises, and positive cultures. However, there is a lack of a clear conceptualisation of the team-based approach comprising EE academics.Therefore, this chapter examines the enterprising activities and typical archetypal individuals and standards through an exploratory mixed-method study involving four selected undergraduate courses within a Scottish University. These activities and archetypes include prescriptive courses offered, surrounding enterprising opportunities for students, and influential individuals and processes. Qualitative student feedback is reviewed from across these four courses, and utilising a quantitative survey method, 136 students and staff responded from a sample of over 250 concerning themes of the embedding of enterprise in university, teaching methods, and networking with external partners.Findings indicate a remarkable, positive reaction to course structure and delivery, the support given from the new team-based approach, and voiced a need for EE to be universal across programmes involving experienced educators and entrepreneurs. However, results display an uncertainty concerning available networking opportunities during the entrepreneurial journey.This results in the chapter’s Team-Based Re-Evaluation Model for EE. The model encourages systematic change towards a university’s pedagogical and experiential-based EE offering, originating from enterprising academic teams. Additionally, it heightens the significance of educator personality and experience and embedding progressive, industry-relevant practices within the university context.
APA, Harvard, Vancouver, ISO, and other styles
6

Zoller, Uri. "HOCS Problem Solving vs. LOCS Exercise Solving: What Do College Science Students Prefer?" In Science Education Research in the Knowledge-Based Society. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Boritz, Tali, Shelley McMain, Alexandre Vaz, and Tony Rousmaniere. "Exercise 6. Inviting the client to engage in problem solving." In Deliberate practice in dialectical behavior therapy. American Psychological Association, 2023. http://dx.doi.org/10.1037/0000322-008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Paul, Sharon J. "Problem Solving." In Art & Science in the Choral Rehearsal. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190863760.003.0001.

Full text
Abstract:
This chapter examines how to design rehearsal strategies that take advantage of the brain’s natural tendency to learn efficiently through problem solving. After a brief discussion of the science of learning, this chapter offers pragmatic exercises and ideas to increase singer engagement through the embedding of problem solving throughout the rehearsal process. Areas explored include how to begin rehearsal with a problem to solve, encouraging autonomous decision-making from your singers, experimentation with tuning forks, and teaching your students to self-monitor. It also looks at ways to allow for singer analysis and experimentation, create provisions for follow up, incorporate reflective exercises, use the Socratic method, and utilize collaborative problem-solving techniques in rehearsal.
APA, Harvard, Vancouver, ISO, and other styles
9

Prasad, Monica. "Decision Points and Exercises (1): Finding Your Project." In Problem-Solving Sociology. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197558485.003.0006.

Full text
Abstract:
Chapters 6 through 8 are the “how to” core of the book. These chapters identify several decisions points that structure a problem-solving analysis, note the tradeoffs involved in the different decisions that might be made, and lay out some possible exercises that could guide thinking. The main argument of these chapters is that there are a range of different approaches that one could take to problem-solving; each has benefits and drawbacks that one should be aware of before making decisions. In particular, each chapter emphasizes the need to consider how one might be wrong at each stage of the project. This chapter focuses on the initial stages of a project.
APA, Harvard, Vancouver, ISO, and other styles
10

Prasad, Monica. "Decision Points and Exercises (2): Troubling Your Assumptions." In Problem-Solving Sociology. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197558485.003.0007.

Full text
Abstract:
Chapters six 6 through eight 8 are the “how to” core of the book. These chapters identify several decisions points that structure a problem-solving analysis, note the tradeoffs involved in the different decisions that might be made, and lay out some possible exercises that could guide thinking. The main argument of these chapters is that there are a range of different approaches that one could take to problem-solving; each has benefits and drawbacks that one should be aware of before making decisions. In particular, each chapter emphasizes the need to consider how one might be wrong at each stage of the project. This chapter focuses on the intermediate stages of a research project.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Problem-solving exercises"

1

Faidi, S. E., M. Fay, and R. A. Cottis. "A Computer Aided Learning Package for Teaching Corrosion to Engineering Students." In CORROSION 1996. NACE International, 1996. https://doi.org/10.5006/c1996-96377.

Full text
Abstract:
Abstract The personal computer and the multimedia revolution are presenting those who teach and train corrosion engineers with attractive opportunities to make teaching and learning more efficient and effective. This paper describes the development of a computer aided learning (CAL) package for teaching corrosion to engineering students. This educational software employs a case study approach to teach corrosion principles and corrosion control methods. The course comprises Case Study modules, a TheoryBase and a Glossary. Each case study involves a problem solving exercise which is based on a particular aspect of corrosion. The user finds background information by searching the TheoryBase and the Glossary. Students can move freely between the three major components of the course at any location in the software. The case study, the TheoryBase and the Glossary can be launched independently, if required, from the Corrosion control centre. Two case study modules of different levels are described.
APA, Harvard, Vancouver, ISO, and other styles
2

Allada, Venkat, and Vivas Jose. "Case-Based Problem Solving Exercises for Engineering Education." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-43648.

Full text
Abstract:
This paper describes the development of a case-behind problem solving exercise that emphasizes the managerial and the engineering aspects of a real life project. Using the real life example of a quality initiative project that was completed at a laundry detergent plant of a international company, a series of modular exercises have been developed on topics such as organizational structure, process capability, six sigma, and Taguchi methods. The exercise modules have been developed by referring to the Bloom’s six levels of cognitive learning process. This paper provides some of the highlights of the exercise development process that may be useful to educators interested in developing their own case study-based exercises or adapting the available ones to suit their needs.
APA, Harvard, Vancouver, ISO, and other styles
3

Qi, Huihui, Alex Phan, He Liu, et al. "Improving engineering students’ problem-solving skills through think-aloud exercises." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962750.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kumar, Amruth N. "Using problets for problem-solving exercises in introductory C++/Java/C# courses." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684774.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bui, Giang, Nicholas Susanto, Naaz Sibia, Angela Zavaleta Bernuy, Michael Liut, and Andrew Petersen. "Do Hints Enhance Learning in Programming Exercises? Exploring Students' Problem-Solving and Interactions." In SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education. ACM, 2024. http://dx.doi.org/10.1145/3626253.3635563.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rahmati, A. Halim, and Yusrizal. "Impact of problem solving exercises with Minnesota strategy on learning outcomes and critical thinking skills." In THE 3RD INTERNATIONAL CONFERENCE ON SCIENCE EDUCATION (ICoSEd 2021): Education for Sustainable Development (ESD) 2030: The Impacts, Challenges, and Strategies in Science Education. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0113571.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Friesel, A. "Combining project based learning with exercises in problem solving in order to train analytical mathematical skills." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530133.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Deb, Debzani, M. Muztaba Fuad, and Waleed Farag. "Developing interactive classroom exercises for use with mobile devices to enhance class engagement and problem-solving skills." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044043.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bzymek, Zbigniew M., Steven S. Hinkle, and Zoila E. Jurado Quiroga. "Problem Solving in Design of Machine Elements in Mechanical Engineering." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50776.

Full text
Abstract:
The Design of Machine Elements course is one of the most difficult and complicated courses in the Mechanical Engineering program. It requires inventive concept generation, the knowledge of geometrical design, and basic knowledge of stress and deformation analyses. On those three elements, the machine elements design philosophy is established and further developed. The course material has to be chosen carefully since the time constrains will allow to cover design of only few essential machine elements. The material is covered by lectures, textbook readings, homework problems, and design projects. In addition to the textbook content the course contains five special elements: Idea Generation, Safety Considerations, Design of the Day (DoD), a Designer’s Liability study, and three projects including Final Project – Shaft Design. In the Idea Generation project, students generate an idea of machine or mechanical device. The Safety Consideration project is done by inspection and documentation of unsafe elements on campus. The Shaft Design Project had students design a shaft system under given constrains. In DoD students present existing advanced machines chosen using different sources or their own industrial internship experience. The Liability assignment addresses the designer’s legal responsibility in case of a defective product that caused an injury or accident. The material taught in the course is larger than conventional machine element design course. The elements added that are beyond the structural analysis bring better understanding of engineering problems during the Senior Design course and later during engineering practice. They allow the students to connect the theory with the real world of engineering challenges. This gives students more satisfaction during the learning process and cognitive benefits during engineering practice. The unconventional inventive design approach of the teaching team (course instructor and GTA) to problem solving is based on many years of instructor’s experience in teaching of engineering problem solving and design. The learning pattern in which students work in teams, both in problem solving and in design exercises, also helps to conduct the course. Thanks to all these elements the learning experience of the course is unique and engaging despite the high level of difficulty associated with it.
APA, Harvard, Vancouver, ISO, and other styles
10

Peterlin, Judita. "Sustainable Leadership Skills Development –Learning From Bees." In 8th FEB International Scientific Conference. University of Maribor Press, 2024. http://dx.doi.org/10.18690/um.epf.5.2024.1.

Full text
Abstract:
The paper aims to present the development of sustainable leadership skills based on the metaphorical organization of the bees. I hope to identify mechanisms educators could use when developing team leaders. The method used is the qualitative analysis of primary and secondary sources and the analysis of the educational exercise I implemented as a pilot study. I present the exercise I carried out at the School of Economics and Business at the University of Ljubljana for international and domestic students in the winter semester of 2023/24. I have incorporated the research question: “What can we learn from bees in developing future leaders?” into the Stanford Social Innovation Questionnaire. Students have been searching for possibilities to exercise communication, teamwork, and creative problem-solving based on the functioning of bees. The findings show that a limited number of exercises are available that incorporate into leadership skills development natural environment elements. More common is a combination of sports or art as a “playing ground” for developing games or simulations of leadership context. The research limitation in my endeavor is time, as my study is still at its beginning, and I hope to be able to do interdisciplinary research on the topic in the future.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Problem-solving exercises"

1

Abraham, Barbara, Adriana Bravo, Nora Bynum, et al. Overexploitation of Parrots in the Neotropics. American Museum of Natural History, 2012. http://dx.doi.org/10.5531/cbc.ncep.0060.

Full text
Abstract:
This case study-based exercise is designed to foster the practice of critical thinking—a habit of mind characterized by the comprehensive exploration of issues and evidence before accepting or formulating an opinion or conclusion—in the context of a complex and real conservation problem: the overexploitation of parrots in the Neotropics. The exercise has three parts: an introduction, a case study, and four exercise questions that promote critical consideration and strategic problem solving of a specific conservation issue.
APA, Harvard, Vancouver, ISO, and other styles
2

Betley, Erin, Adriana Bravo, John Cigliano, Ana Porzecanski, and Stefanie Siller. Applying Critical Thinking to an Invasive Species Problem. American Museum of Natural History, 2012. http://dx.doi.org/10.5531/cbc.ncep.0143.

Full text
Abstract:
This exercise is designed to foster the practice of critical thinking—a habit of mind characterized by the comprehensive exploration of issues and evidence before accepting or formulating an opinion or conclusion—in the context of a complex and real conservation problem: invasive species. In particular, students will learn about the rusty crayfish, a freshwater species that has become invasive throughout parts of the United States, as well as the impacts of the rusty crayfish invasion and potential options for controlling them. The exercise has three parts: an introduction, a case study, and six exercise questions that promote critical consideration and strategic problem solving of a specific conservation issue.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Problem-solving exercises' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography