Journal articles: 'Problem-solving exercises'

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

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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.

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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.

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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.

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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 studentsâ€™ mistakes in solving the problem-solving exercises. The purpose of this research is to diagnose studentsâ€™ error type based on Newmanâ€™s procedure, studentsâ€™ learning difficulties, and to know the effectiveness of Creative Problem Solving learning in solving studentsâ€™ 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 Newmanâ€™s Procedure in solving the problem-solving exercises.

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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.

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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...

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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.

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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

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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.

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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.

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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.

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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.

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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

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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.

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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.

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Li, Fengxian, Fengqing Li, Dongchen Zhao, Yuan Li, and Qian Bi. "Case study Based on Ogane's Problem-solving Process." Pacific International Journal 7, no. 2 (2024): 39–44. http://dx.doi.org/10.55014/pij.v7i2.561.

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In the 1980s, there were problems in the teaching of problem-solving in mathematics in the former Soviet Union, such as formulaic solutions and a lack of emphasis on teaching mathematical thinking. Therefore, Oganesian believes that in the traditional education system and in a large number of mathematical teaching practices, the role of mathematical exercises in developing students' mathematical level is limited. Mathematical exercises are difficult to test students' other aspects of mathematical development and ideological education factors. Introducing new teaching models is an urgent need for teaching mathematical problem-solving. Based on this, Oganesian proposed four steps for solving problems in his book "Teaching Methods for Primary and Secondary School Mathematics": understanding the problem conditions-developing a solution plan - implementing the solution plan - researching the obtained solutions. The article takes the "theorem for determining the perpendicularity of a straight line to a plane" in mathematics as an example, and analyzes its application based on the process of solving problems using the Oganesian method. By introducing mathematical problems into the Oganesian phase problem-solving process, gradually solving problems, delving into the vertical relationship between lines and planes, and analyzing their significance and role in practical applications. Assist students in cultivating thinking methods and problem-solving strategies for mathematical problem-solving systems, guide them to solve mathematical problems more deeply and accurately, enhance the problem-solving ability of mathematical learners, and optimize their thinking logic.

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Sanwidi, Ardhi. "STUDENTS' REPRESENTATION IN SOLVING WORD PROBLEM." Infinity Journal 7, no. 2 (2018): 147. http://dx.doi.org/10.22460/infinity.v7i2.p147-154.

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The purpose of this research is to describe the representation of sixth grade students in solving mathematics word problems. The focus of the representation of this research is an external representation which is viewed from students with high mathematical abilities. The method used in this research is task-based interview, by giving a problem test of word problems. Students who have a high level of abilities, he makes pictures of all problems and successfully solve the problems. Students whose level of abilities is lacking, he only makes incomplete symbol / verbal representations, he has wrong when solving the problems. Various kinds of representations and increasing abilities in many problems such as multiplying exercises and solve the word pronlem. Applying various representations to students are very important to be improved by students in order to succeed in solving various mathematical word problems.

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Khushbu R Khandait. "From Theory to Practice: Integrating Problem-Solving Exercises to Strengthen Computational Thinking." Journal of Information Systems Engineering and Management 10, no. 25s (2025): 42–49. https://doi.org/10.52783/jisem.v10i25s.3934.

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This research investigates the impact of structured problem-solving exercises and logic-building techniques on computer science students' academic performance and their ability to apply these skills to real-world challenges. By integrating problem-solving activities into the curriculum, students can develop critical thinking, algorithmic thinking, and logical reasoning abilities essential for success in the rapidly evolving field of computer science. This study uses a quasi-experimental design with pre- and post-assessment tests, surveys, and interviews to measure students' performance and perceptions. The results show that structured problem-solving exercises significantly improve students' problem-solving skills, confidence, and ability to approach complex computational tasks. The findings emphasize the need for curricula that prioritize the development of these foundational skills for future success in software development, artificial intelligence, and other tech-related fields.

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Singh, CS, KR Sethuraman, G. Ehzumalai, and BV Adkoli. "Effectiveness of problem-solving exercises in radiology education for undergraduates." National Medical Journal of India 32, no. 2 (2019): 103. http://dx.doi.org/10.4103/0970-258x.275353.

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Merisa, NS, A. Halim, and Elmi Mahzum. "The Effects of Exercise Using Minnesota Strategy Problem Solving Model to Student Learning Outcomes and Critical Thinking Ability." Asian Journal of Science Education 2, no. 1 (2020): 24–32. http://dx.doi.org/10.24815/ajse.v2i1.14745.

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This study aims to look at the effect of the Physics Problem Solving Exercise by using the "Minnesota Strategy" Problem Solving Model to improve Student Learning Outcomes and Critical Thinking Abilities in SMA 3 Seunagan. The approach used is a quantitative approach in the form of experimental research. Then the data is analyzed using N-gain and t-test. Hypothesis testing used by one-party test that is the right hand side, with criteria accepted by H1 if tcount ttable and H1 is rejected if tcount ≤ ttable. Hypothesis test results obtained for student learning outcomes data tcount = 4.18 and ttable = 1.68 and for critical thinking data tcount = 5.09 and ttable = 1.68 then it can be concluded tcount ttable, in other words H1 accepted. The conclusion of this research is that there is an influence on the use of Physics Problem Solving Exercises by using the "Minnesota Strategy" Problem Solving Model to improve Student Learning Outcomes and Critical Thinking Ability.Keywords: Minnesota Strategy, Learning Outcomes, critical thinking skills.

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Rangachari, P. K., and Usha Rangachari. "Matters of taste: bridging molecular physiology and the humanities." Advances in Physiology Education 39, no. 4 (2015): 288–94. http://dx.doi.org/10.1152/advan.00092.2015.

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Taste perception was the focus of an undergraduate course in the health sciences that bridged the sciences and humanities. A problem-based learning approach was used to study the biological issues, whereas the cultural transmutations of these molecular mechanisms were explored using a variety of resources (novels, cookbooks, and films). Multiple evaluation procedures were used: problem summaries and problem-solving exercises (tripartite problem-solving exercise) for the problem-based learning component and group tasks and individual exercises for the cultural issues. Self-selected groups chose specific tasks from a prescribed list of options (setting up a journal in molecular gastronomy, developing an electronic tongue, designing a restaurant for synesthetes, organizing a farmers' market, marketing a culinary tour, framing hedonic scales, exploring changing tastes through works of art or recipe books, and crafting beers for space travel). Individual tasks were selected from a menu of options (book reviews, film reviews, conversations, creative writing, and oral exams). A few guest lecturers (wine making, cultural anthropology, film analysis, and nutritional epidemiology) added more flavor. The course was rated highly for its learning value (8.5 ± 1.2, n = 62) and helped students relate biological mechanisms to cultural issues (9.0 ± 0.9, n = 62).

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Hai, Nam Nguyen, Huy Thanh Le, Hai Nguyen Thanh, and Van Giao Le. "Perception and behavior of high school students towards developing problem solving and creativity skills to solve physics assignments." International Journal of Education and Practice 11, no. 3 (2023): 692–701. http://dx.doi.org/10.18488/61.v11i3.3479.

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This study aimed to explore the learning approaches and preferences of high school students in Vietnam when studying physics. A survey was completed by 2,040 students from ten different schools on improving problem-solving and creativity skills to solve physics assignments. The survey included eight topics related to homework, exchange, problem-solving tactics, and an emphasis on real-life applications of physics concepts. The results showed that the majority of students preferred essay-style calculus homework and sometimes exchanged and discussed ideas with their peers. In addition, most students focused on only some of the steps involved in solving physics problems, self-analyzed and expanded their solutions, and related the exercise content to real-life situations. The study also found that students preferred physics exercises with clear facts and suggestive questions, while a quarter of students preferred exercises with specific facts and clear questions. Furthermore, only a small percentage of students had a deep understanding of the ten core competencies outlined in the General Education Program of 2018. These findings have important implications for physics teachers in Vietnam, indicating the need for more opportunities for discussion and encouraging a comprehensive problem-solving approach. The study suggests incorporating more real-life applications of physics concepts into teaching to help students see the relevance of what they are learning.

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Shields, Carolyn, and Margaret Gredler. "A Problem-Solving Approach to Teaching Operant Conditioning." Teaching of Psychology 30, no. 2 (2003): 114–16. http://dx.doi.org/10.1207/s15328023top3002_06.

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Psychology students frequently have misconceptions of basic concepts in operant conditioning. Prior classroom observations revealed that most students defined positive reinforcement as reward and equated negative reinforcement and punishment. Students also labeled positive reinforcement as rewarding good behavior and negative reinforcement as punishing bad behavior. We developed 14 problem-solving situations that involve positive reinforcement, negative reinforcement, and punishment. Students analyzed these situations in regular classroom sessions and as homework. In these exercises, students specified the discriminative stimuli, the responses, and the nature of the consequences. Correlated t tests on the pre- and posttest means indicated a significant increase in students' understanding of these concepts.

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Mettler, R. "An Integrated, Problem-Solving Approach to Low Vision Training." Journal of Visual Impairment & Blindness 84, no. 4 (1990): 171–77. http://dx.doi.org/10.1177/0145482x9008400405.

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An approach is proposed to help rehabilitation clients acquire the understanding and skills for making optimal use of their remaining vision for travel in unmodified environments. Against a background of competent, confident use of nonvisual travel strategies, “structured discovery learning” exercises can help clients experience the value and limitations of their remaining vision in a variety of environments. The article argues that the theoretical foundation for this approach is well grounded in accepted visual perception principles. Practical training activities are also outlined.

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Lui, Andrew Kwok-Fai, Maria Hiu Man Poon, and Raymond Man Hong Wong. "Automated generators of examples and problems for studying computer algorithms." Interactive Technology and Smart Education 16, no. 3 (2019): 204–18. http://dx.doi.org/10.1108/itse-10-2018-0091.

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Purpose The purpose of this study is to investigate students’ decisions in example-based instruction within a novel self-regulated learning context. The novelty was the use of automated generators of worked examples and problem-solving exercises instead of a few handcrafted ones. According to the cognitive load theory, when students are in control of their learning, they demonstrate different preferences in selecting worked examples or problem solving exercises for maximizing their learning. An unlimited supply of examples and exercises, however, offers unprecedented degree of flexibility that should alter the decisions of students in scheduling the instruction. Design/methodology/approach ASolver, an online learning environment augmented with such generators for studying computer algorithms in an operating systems course, was developed as the experimental platform. Students’ decisions related to choosing worked examples or problem-solving exercises were logged and analyzed. Findings Results show that students had a tendency to attempt many exercises and examples, especially when performance measurement events were impending. Strong students had greater appetite for both exercises and examples than weak students, and they were found to be more adventurous and less bothered by scaffolding. On the other hand, weak students were found to be more timid or unmotivated. They need support in the form of procedural scaffolding to guide the learning. Originality/value This study was one of the first to introduce automated example generators for studying an operating systems course and investigate students’ behaviors in such learning environments.

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Younes, Hamza Abdelhalim, and Talbi Mohamed Tahar. "Teaching mathematics in Middle school in Algeria." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (2018): 74–81. http://dx.doi.org/10.18844/prosoc.v4i9.3045.

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We show that the middle school second-generation textbook of mathematics, for the first middle school year, is not committed to the new curriculum, at least from the point of view of the acquisition of competencies in problem solving. We present the structure of the textbook, and we study the resolved problems and the proposed problems and exercises to see the solving strategies that could emerge when solving these tasks. Finally, we conclude. Keywords: Curriculum, textbook, problem-solving, heuristics.

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Li, Na. "Implementing SPICM Teaching Model in Extensive Reading Class." English Language Teaching and Linguistics Studies 5, no. 5 (2023): p71. http://dx.doi.org/10.22158/eltls.v5n5p71.

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SPICM is a teaching model that uses a combination of lectures, problem-solving exercises, and group discussions to help students learn. The lectures provide students with the basic information that they need to understand the reading material, and the problem-solving exercises help them practice what they have learned, and the group discussions allow them to share their ideas and get feedback from their classmates. Through implementing SPICM teaching model in extensive reading class, the research results shows that is a very effective teaching model because it helps students to learn the material in a way that is both engaging and informative.

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Dao, Juwei, and Li Hong. "Application of Exercise Recommendation Model Based on Deep Reinforcement Learning." International Journal of Computer Science and Information Technology 2, no. 1 (2024): 378–83. http://dx.doi.org/10.62051/ijcsit.v2n1.39.

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In order to consolidate the learning achievements of students at a certain stage, Teachers often provide students with corresponding exercises before or after the beginning of this stage. Therefore, making the exercises appropriately challenging is one of the main goals of adaptive online learning systems. However, because each student's learning status is different, a student's learning situation in the same period of time will also be different. Therefore, it is also very challenging for students to choose appropriate exercises. In this paper, we propose a new method for problem recommendation. Firstly, we use GCKT model to model the user's answer sequence. Obtain the students' mastery of each concept. The learned user and problem representation are integrated into an extended framework to predict the likelihood of user mastery of the problem. Then use this as the basis for recommending exercises. On this basis, the deep reinforcement learning technology is used and the knowledge tracking model is used as a student simulator. The difference in the performance of the student simulator on all the exercises before and after solving the exercises provided by the exercise recommendation model is used as a reward, Make the model learn what kind of exercises can improve students' ability to the greatest extent, and recommend such exercises to students. Finally, the experiment is carried out in the actual use environment. The results show that the model has better performance than the current common recommendation models.

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Halabi, Abdel K., Juhani E. Tuovinen, and Alan A. Farley. "Empirical Evidence on the Relative Efficiency of Worked Examples versus Problem-Solving Exercises in Accounting Principles Instruction." Issues in Accounting Education 20, no. 1 (2005): 21–32. http://dx.doi.org/10.2308/iace.2005.20.1.21.

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This study tested the relative efficiency of teaching material presented in the worked examples form of instruction compared to problem-solving exercises. Tests were also conducted to determine if subjects' prior exposure to accounting instruction affects results. Teaching materials were developed in Computer-Based Learning (CBL) format for one introductory accounting topic completed by 93 subjects. Response measures included test performance, learning effort, and instructional efficiency consisting of the combined measured performance and learning effort. The study results indicate that worked examples were more efficient than problem-solving exercises for students with no prior knowledge of accounting, while being equally efficient for those with prior knowledge.

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Woodward, John P., and Douglas W. Carnine. "The Genisys Program: Linking Content Area Knowledge to Problem Solving Through Technology-Based Instruction." Journal of Special Education Technology 10, no. 2 (1989): 99–112. http://dx.doi.org/10.1177/016264348901000205.

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Genisys is an advanced CAI program that teaches remedial and mildly handicapped students how to solve complex earth science problems. The program builds on a 35-lesson videodisc course Throughout the course, students learn important content area knowledge such as mass and density, the rain cycle, convection, and the rock cycle After every five videodisc lessons, students apply this knowledge to challenging problem-solving exercises in the Genisys program. Genisys uses multiple rules for giving feedback, recycling missed exercises, and diagnosing underlying deficits in content area knowledge The details of Genisys, as well as relevant videodisc research, are presented in this article.

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Villaseñor, Albert, and Henry S. Kepner. "Arithmetic from a Problem–Solving Perspective: An Urban Implementation." Journal for Research in Mathematics Education 24, no. 1 (1993): 62–69. http://dx.doi.org/10.5951/jresematheduc.24.1.0062.

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Twelve first-grade teachers participated in a staff development effort designed to provide them with opportunities to examine ways to teach the first-grade mathematics curriculum from a problem-solving perspective using a Cognitively Guided Instruction framework. Another group of 12 first-grade teachers and their classrooms comprised the comparison group. The percentage of minority students in these 24 urban classrooms ranged from 57% to 99%. Teachers in the experimental group taught arithmetic through the use of word problems, and their students spent considerably less time on skill worksheet drills. Instruction in experimental classes focused on the process that students used in their solutions rather than on the production of written answers to exercises. Students in experimental classes performed significantly better in solving word problems as well as completing number facts.

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Shafi, S. Mahammed. "PROBLEM SOLVING ABILITY IN MATHEMATICS AMONG PRIMARY SCHOOL STUDENTS WITH RESPECT TO LOCATION." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 9, no. 68 (2021): 16204–8. http://dx.doi.org/10.21922/srjis.v9i68.10017.

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Problem solving ability plays an important role in the subject of mathematics. Problem solving ability in mathematics is perhaps one of the most difficult abilities for students to develop. It takes practice and many students are easily frustrated when they don’t see a solution to a problem right away. The most important thing for any problem solver to remember is to think critically, not giving up easily and trying other approaches. In mathematics all the exercises are based on problem solving ability, without this ability nobody can perform well in mathematics. Students without conceptual knowledge of the subject matter will find it difficult to solve problem. Both problem solving skills of an individual and learning of contents are interrelated with each other. The present study was conducted on 120 primary school children from Medchal district of Telangana State. The result reveals that there was a significant difference in problem solving ability in mathematics among primary school children with respect to locality.

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Mallika, Mondal. "THE IMPACT OF MINDFULNESS EXERCISE TO CHANGE THE BODY AND MIND." Scholarly Research Journal for Interdisciplinary Studies 10, no. 76 (2023): 18538–45. https://doi.org/10.5281/zenodo.7961777.

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Research indicates that mindfulness exercises affect physical and mental health, changes in behavior or attitude toward physical activity after doing mindfulness exercises, and mindfulness exercises' effectiveness in reducing stress. The review highlights that meditation and deep breathing can improve mental health. Daily mindfulness practice increases grey matter in the brain, particularly in attention and sensory processing areas. Mindfulness improves emotional regulation, diminishing negative feelings and increasing pleasant ones. Mindfulness also reduces stress and anxiety, improving well-being. Finally, mindfulness improves problem-solving by fostering creativity and minimizing cognitive biases. The observation method was used. The findings suggest that mindfulness exercises may improve mental and physical health, promoting well-being and reducing stress-related medical symptoms. Further study is required to fully understand the effectiveness of mindfulness exercise in improving physical and psychological health outcomes in chronically ill individuals.

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Sørensen, Jarle Løwe, Carina Halvorsen, Jens Petter W. Aas, and Eric Carlström. "“Share Your Tools”—A Utility Study of a Norwegian Wildland-Fire Collaboration Exercise." Sustainability 12, no. 16 (2020): 6512. http://dx.doi.org/10.3390/su12166512.

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Based on the assumption that crisis collaboration exercises lead to better team-integration and more efficient problem solving, the aim of this study is to test whether there is a relationship between exercise participation and perceived levels of learning and utility. Online survey data was collected from participants in a 2018 two-day, full-scale, wildland-fire collaboration exercise in southeastern Norway. The instrument of choice was the collaboration, learning, and utility (CLU) scale. Findings indicate a strong covariation between participation in Norwegian wildland-fire collaboration exercises and the perceived level of learning, with a medium to small covariation between perceived learning and utility. The results indicate the importance of giving clear instructions, focus on collaboration, and sufficient forms of discussion during and after the exercise in order to gain learning. However, learning had a limited impact on utility. The study indicates joint evaluations, improvising, and testing of new and alternative strategies across sectors are important when exercises are constructed. The data was retrieved from a questionnaire, observations and interviews can add more and comprehensive insight into the studied phenomenon.

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Sekeres, Diane Carver, Julie Coiro, Jill Castek, and Lizabeth A. Guzniczak. "Wondering + online inquiry = learning." Phi Delta Kappan 96, no. 3 (2014): 44–48. http://dx.doi.org/10.1177/0031721714557452.

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Digital information sources can form the basis of effective inquiry-based learning if teachers construct the information and exercises in ways that will promote collaboration, communication, and problem solving.

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Ijirana, Ijirana, Sitti Aminah, Supriadi Supriadi, and Detris Poba. "Ability of Chemistry Problem Solving of Senior High School Students in Palu Sulawesi Tengah." Jurnal Akademika Kimia 10, no. 2 (2021): 64–71. http://dx.doi.org/10.22487/j24775185.2021.v10.i2.pp64-71.

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The research is purposed to describe the problem-solving ability of the Senior High School XI grader students in Palu city. The measurement of the problem-solving ability could be determined by solving the exercises of Hydrocarbon and Thermochemistry topics using the Polya’s sequences; consisting of understanding the problem, devising, doing the plan, and evaluating. The ability of students’ problem solving is classified well in every sequence in case of the number of high category students is 60%. The samples are 240 of 507 XI grade students learning chemistry in SMAN 3 and SMA Madani Terpadu in Palu City. The data of problem-solving is determined by providing a test in the form of a validated assay. The result shows the average of XI graders in Palu City only capable of solving the problem without understanding, devising, and evaluating while solving hydrocarbon topics. The ability is not even possessed by students in Thermochemistry. It implies that senior high school students in Palu could not represent the problem in the form of figure, symbol, statement, and mathematics statement or have not been able to devise the problem solving and correlate the obtained result with the related theory or concept. Therefore, the students should be trained to solve the problem in learning by application the problem-solving sequences.

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Poldma, Tiiu, Lora Di Fabio, and Zakia Hammouni. "Students Engaged in Reflection and Practical Problem Solving: Exploring Colour Theory." LEARNing Landscapes 14, no. 1 (2021): 317–27. http://dx.doi.org/10.36510/learnland.v14i1.1038.

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This paper explores how students connect meaningfully with theory through the aesthetic experiences of problem solving together in the context of a workshop. It can be challenging for students studying design in university programs to understand how theory is relevant, when applied in practical design studio activities. In the colour workshop presented, students participate in brainstorming exercises to create proposals. Theory is made meaningful through learning activities, including a creative brainstorming session animated by both teachers and industry guests. The experience described was enthusiastically received, with the academia-industry collaboration providing a valuable platform for knowledge exchange both among students and teachers.

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Paul, Madhumita, and Soumen Chakraborty. "Developing Problem Solvers: An Activity-Based Intervention Approach for Adolescents." Journal of Educational Research and Policies 7, no. 1 (2025): 86–88. https://doi.org/10.53469/jerp.2025.07(01).17.

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Problem-solving ability is a critical cognitive skill that significantly influences academic success and everyday decision- making in adolescents. Enhancing this skill during adolescence can lead to better outcomes in both personal and professional aspects of life. This study investigates the impact of targeted mental workouts on the problem-solving abilities of adolescents. Utilizing a pre-post experimental control group design, 240 adolescents were randomly assigned to either an experimental group, which received the mental workout intervention, or a control group, which did not. The intervention consisted of structured activities designed to enhance cognitive functions related to problem-solving. Pre-intervention assessments established a baseline of problem-solving abilities for both groups. Following the intervention period, post-intervention assessments revealed that the experimental group demonstrated significant improvements in problem-solving skills compared to the control group. These findings underscore the effectiveness of targeted mental exercises in enhancing cognitive capabilities in adolescents, suggesting potential applications for educational and developmental programs.

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Teryohin, A. D., O. R. Ilyalov, and A. V. Stepanov. "ASSESSMENT SYSTEM FOR SPORTS EXERCISES BY NEURAL NETWORK VIDEO ANALYSIS." Applied Mathematics and Control Sciences, no. 1 (December 15, 2022): 75–86. http://dx.doi.org/10.15593/2499-9873/2022.1.04.

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This article describes the initial stage of developing an information system for evaluating a sports exercise based on the use of neural networks. The current approach to the evaluation of sports exercises and its shortcomings, as well as the advantages of introducing computer technology, were considered. The analysis of initial data is carried out. Next, the approaches that are used to analyze the position of the athlete's body during the exercise are considered, and an approach is chosen to obtain the position of the athlete's body in space and time. The definition of the concept of key points is given and their location, number on the human body are described. A number of pre-trained neural networks are considered that determine the location of key points on the human body, and the best option for solving the problem posed in this article is selected. The data sets that are used in the training of neural networks, in tasks of determining the position of the human body, are studied. The problem of image analysis is posed and an algorithm for solving the problem is introduced. As a result of the work, a prototype of an information system was developed that is capable of receiving frames from the original video sequence, processing frames using a neural network, recording the position of key points in the image to a text file, and processing data from the file for analysis.

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Marks, Kayla, Sarita Chung, Joyce Li, Mark Waltzman, Shannon Manzi, and Dhara Shah. "Experience of pharmacy involvement in a disaster simulation exercise within a pediatric hospital emergency department: A pilot project." American Journal of Health-System Pharmacy 79, no. 9 (2021): e124-e134. http://dx.doi.org/10.1093/ajhp/zxab483.

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Abstract Purpose In this descriptive report, we describe a unique trial of pharmacist participation in a multidisciplinary pediatric emergency department disaster simulation exercise. With the number of disasters increasing worldwide, the role of pharmacists in disaster response is of particular interest to the profession. Summary This observational study describes pharmacist participation in a disaster simulation exercise. An evaluation tool was developed to assess participants’ performance in the following domains: communication, pharmacotherapy, problem solving/decision making, and teamwork/organization. The observers used a rating scale of “concise/prompt,” “needs improvement,” or “not done” to evaluate performance on each objective. The participants’ self-perceived knowledge of disaster response was assessed with pre- and postsimulation surveys using Likert scales. Five simulation exercises were held from June to October 2019, with 2 pharmacists participating in each simulation. Within the problem solving/decision making and communication domains, pharmacists were concise/prompt 66% of the time, while they were concise/prompt for 88.8% and 92.5% of tasks in the teamwork/organization and pharmacotherapy domains, respectively. Surveys of self-perceived knowledge revealed that while only 10% of pharmacists felt “moderately prepared” prior to the simulation exercise, 80% of pharmacists felt moderately prepared to care for patients during a disaster event after the simulation exercise. Conclusion This report describes a unique approach of including emergency department–trained pharmacists in disaster simulation exercises to enhance their professional development, improve team dynamics in a mass casualty scenario, and increase their own reported level of preparedness to effectively manage a surge in critically ill pediatric patients.

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Egamberdiyevich, Abdurakhmanov Dilmurod. "NEW LABORATORY WORK, VISUAL DEMONSTRATIONS, AND THE USE OF PROBLEMS AND EXERCISES TO STUDY THE PHYSICAL FOUNDATIONS OF ENERGY-SAVING TECHNOLOGIES." International Journal of Pedagogics 4, no. 11 (2024): 106–9. http://dx.doi.org/10.37547/ijp/volume04issue11-21.

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This article analyzes the importance of laboratory work, visual aids, and problem-solving in studying the physical foundations of energy-saving technologies. The research findings show that laboratory exercises and practical models help students develop practical skills and deepen their knowledge of energy efficiency. Additionally, through problems and exercises, students gain the opportunity to understand practical methods of energy-saving.

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Buschman, Larry E. "Mythmatics." Teaching Children Mathematics 12, no. 3 (2005): 136–43. http://dx.doi.org/10.5951/tcm.12.3.0136.

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Principles and Standards for School Mathematics (NCTM 2000) recommends that classroom mathematics instruction be more problem- centered—children need to be given the opportunity to engage in genuine problem solving by answering questions to which the answer is not apparent or the solution method is not known in advance (Charles and Lester 1982; NCTM 2000). Traditionally, problem solving has been associated with routine word, or story, problems. However, almost any mathematical question can be a problem; even computational exercises can be problematic if the answer is not apparent and children have not been taught a solution method, such as a computational algorithm.

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Mai Huyen, Anh. "The status of the problem-solving skills formation level of 5-6-year-old children at a preschool in Hanoi." Journal of Science Educational Science 67, no. 4A (2022): 267–75. http://dx.doi.org/10.18173/2354-1075.2022-0113.

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This research is to investigate the formation level of problem-solving skills of 40 5-6-yearold children at a preschool in Hanoi through 03 survey exercises on children, combined with observation method and evaluation based on the rubrics and scale built. The survey results show that problem-solving skills among children have an unequal division, most of them at a medium level, which means that the teacher's help also plays an important role. On the other hand, some children at a high level demonstrate potential in solving novel and rather complex problems. Children perform best in problem-finding and presentation skill, and solution-selection skills, while planning skills are relatively underdeveloped. These discoveries are an essential practical basis to propose an appropriate process of forming problem-solving skills for 5 to 6 years old children.

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Dietert, Rodney R. "Integrating Contemplative Tools into Biomedical Science Education and Research Training Programs." Journal of Biomedical Education 2014 (July 2, 2014): 1–11. http://dx.doi.org/10.1155/2014/239348.

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Academic preparation of science researchers and/or human or veterinary medicine clinicians through the science, technology, engineering, and mathematics (STEM) curriculum has usually focused on the students (1) acquiring increased disciplinary expertise, (2) learning needed methodologies and protocols, and (3) expanding their capacity for intense, persistent focus. Such educational training is effective until roadblocks or problems arise via this highly-learned approach. Then, the health science trainee may have few tools available for effective problem solving. Training to achieve flexibility, adaptability, and broadened perspectives using contemplative practices has been rare among biomedical education programs. To address this gap, a Cornell University-based program involving formal biomedical science coursework, and health science workshops has been developed to offer science students, researchers and health professionals a broader array of personal, contemplation-based, problem-solving tools. This STEM educational initiative includes first-person exercises designed to broaden perceptional awareness, decrease emotional drama, and mobilize whole-body strategies for creative problem solving. Self-calibration and journaling are used for students to evaluate the personal utility of each exercise. The educational goals are to increase student self-awareness and self-regulation and to provide trainees with value-added tools for career-long problem solving. Basic elements of this educational initiative are discussed using the framework of the Tree of Contemplative Practices.

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Fleck, Emma, and Jennifer Asmuth. "Building Capacity for Creativity: Rediscovering the Inner “Superhero” as a Mechanism for Developing a Creative Mindset for Entrepreneurial Problem-Solving." Entrepreneurship Education and Pedagogy 4, no. 1 (2020): 82–95. http://dx.doi.org/10.1177/2515127420912503.

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This article delivers a series of activities which help participants to examine and stimulate their capacity for creativity to support entrepreneurial problem-solving. It provides a series of tools which enable entrepreneurship educators to support their students in a review, immersion and reflection of their creative capacity using the concept of childhood play, and specifically the superhero, to stimulate their imagination. Inspired by the creative mindset often found in young children, these activities help to build creative self-efficacy, challenging participants to exercise curiosity to go beyond their current resource limitations to solve problems by immersing them within a positive childhood experience. While students explore the concept of creativity and its fundamental role for entrepreneurial problem-solving, the workshop activity helps them to embody their own “superhero” and revisit their unconstrained, imaginative 5 year old selves through the use of pictures, costumes, masks, and icons. Finally, in reflecting upon the activities and acknowledging their own personal capacity for developing a creative process, participants are encouraged to use these skills for problem-solving both within the exercises of the class and throughout their entrepreneurial journey.

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Masson, Marjolaine, Til Wykes, Michel Maziade, et al. "Top-Down Computerized Cognitive Remediation in Schizophrenia: A Case Study of an Individual with Impairment in Verbal Fluency." Case Reports in Psychiatry 2015 (2015): 1–10. http://dx.doi.org/10.1155/2015/242364.

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The objective of this case study was to assess the specific effect of cognitive remediation for schizophrenia on the pattern of cognitive impairments. Case A is a 33-year-old man with a schizophrenia diagnosis and impairments in visual memory, inhibition, problem solving, and verbal fluency. He was provided with a therapist delivered cognitive remediation program involving practice and strategy which was designed to train attention, memory, executive functioning, visual-perceptual processing, and metacognitive skills. Neuropsychological and clinical assessments were administered at baseline and after three months of treatment. At posttest assessment, Case A had improved significantly on targeted (visual memory and problem solving) and nontargeted (verbal fluency) cognitive processes. The results of the current case study suggest that (1) it is possible to improve specific cognitive processes with targeted exercises, as seen by the improvement in visual memory due to training exercises targeting this cognitive domain; (2) cognitive remediation can produce improvements in cognitive processes not targeted during remediation since verbal fluency was improved while there was no training exercise on this specific cognitive process; and (3) including learning strategies in cognitive remediation increases the value of the approach and enhances participant improvement, possibly because strategies using verbalization can lead to improvement in verbal fluency even if it was not practiced.

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Zuza, Kristina, Mikel Garmendia, José-Ignacio Barragués, and Jenaro Guisasola. "Exercises are problems too: implications for teaching problem-solving in introductory physics courses." European Journal of Physics 37, no. 5 (2016): 055703. http://dx.doi.org/10.1088/0143-0807/37/5/055703.

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Campbell, Patricia F., and Honi J. Bamberger. "Implementing The Standards: The Vision of Problem Solving in the Standards." Arithmetic Teacher 37, no. 9 (1990): 14–17. http://dx.doi.org/10.5951/at.37.9.0014.

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Problem solving has been espoused as a goal in mathematics education since the late 1970s, with focused attention ansmg from NCTM's An Agenda for Action (1980). But problem solving should be more than a slogan offered for its appeal and widespread acceptance. It should be a cornerstone of mathematics curriculum and instruction, fostering the development of mathematical knowledge and a chance to apply and connect previously constructed mathematical understandings. This perception of problem solving is presented in the Curriculum and Evaluation Standards for School Mathematics (Standards) (NCTM 1989, 23, 75). See table 1. Indeed, as noted in the Standards, “students need to work on problems that may take hours, days, and even weeks to solve. Although some may be relatively simple exercises to be accompplished independently, others should involve small groups or an entire class working cooperatively” (NCTM 1989, 6).

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Cramond, Bonnie, Charles E. Martin, and Edward L. Shaw. "Generalizability of Creative Problem Solving Procedures to Real-Life Problems." Journal for the Education of the Gifted 13, no. 2 (1990): 141–55. http://dx.doi.org/10.1177/016235329001300203.

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This study investigated whether students trained in Creative Problem Solving (CPS) generalize such training to the solution of problems presented out of the context of the training sessions. In an attempt to answer these questions, 75 sixth, seventh, and eighth grade gifted students were randomly assigned to either of two experimental groups or a control group. The experimental groups were CPS, who received traditional Creative Problem Solving training, and CPST, who received CPS training with transfer strategies infused. The control group received training in various memory tasks, analogical skills, and logic exercises. After the training, all students were given a problem solving task during which they were observed, and a followup interview. Percentages of students in each group who exhibited various problem-solving behaviors were calculated and the results were analyzed using a Chi-square procedure. In each case, the transfer training group had the highest percentage of students applying the strategies, followed by the CPS group, and finally the control group (p<.05). The results indicate that there was a higher degree of transfer of problem-solving strategies by the CPST group.

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Oostdam, Ron, and Gert Rijlaarsdam. "Strategie-Onderwijs in Mondelinge Taalvaardigheid." Spreken in moedertaal en vreemde taal 54 (January 1, 1996): 93–102. http://dx.doi.org/10.1075/ttwia.54.09oos.

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It is assumed that language education can gain considerable profit when more attention is given to the process of language learning and processing. In other words, it is not enough to look at what pupils are doing, but also at how they are doing it. More attention to the process means a shift towards a strategic approach of language education which tries to enlarge the strategic competence of students: they must become aware of language strategies (directed at the communication process) and learning strategies (directed at the learning process) which can be applied for problem solving. Within such a strategic approach proper exercises must comply with at least three important features: an educational goal in which the function of the task is indicated, assignments for monitoring the problem solving process, and explicit criteria for evaluating task output. In this article we report the results of an analysis of exercises -in particular exercises for the oral skills- in Dutch textbooks for mother tongue and foreign language education pointed to the presence of these relevant features.

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-, Sutama, Sofyan Anif, Harun Joko Prayitno, et al. "Metacognition of Junior High School Students in Mathematics Problem Solving Based on Cognitive Style." Asian Journal of University Education 17, no. 1 (2021): 134. http://dx.doi.org/10.24191/ajue.v17i1.12604.

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The main target of the current study is to explain the metacognition of junior high school students with Field Independent (FI) and Field Dependent (FD) cognitive styles in mathematics problem-solving. It should be noted that the statistical population of this study was all junior high school students in the Sragen regency in the 2018/2019 academic year. To reach the research purpose, different instruments such as the cognitive style tests, the problem-solving exercises, and the interview guidance were used. Data analysis was carried out by data collection, data reduction, data presentation, and conclusion. The results indicated that the students who have field-independent cognitive style had high self-confidence that they were able to solve the problem correctly, able to do planning steps, able to make important decisions for themselves, so they can solve the problem properly. Students with FD cognitive style are completely confident that their answer is correct, but they have not yet clarified the steps they need to solve their problems and have not yet focused on their shortcomings in mathematics problem solving, so their task results in mathematics problem-solving incorrectness answer.  Keywords: Cognitive style; Mathematics problem solving; Metacognition

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Al- Azzawi, Gurjia. "Content Analysis of the Developed Mathematics Textbook for the Fourth Grade in the Light of Mathematical Communication and Problem-Solving Standards." Hebron University Research Journal (HURJ): B- (Humanities) 18, no. 2 (2023): 1–31. http://dx.doi.org/10.60138/18220231.

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This study aimed at exploring the degree of availability of the mathematical communication and problem-solving standards in the developed mathematics textbook for the fourth basic grade in Jordan. The study used the descriptive analytical method. The sample of the study consists of the two part of both the mathematics textbook and the exercises book. A content analysis scale was developed consisting of (41) indicators distributed into two standards: mathematical communication and problem solving. The validity and reliability of the scale were verified. The results of the study showed that the percentages of availability of mathematical communication and problem-solving standards in the book were (32.61%) and (37.99%) respectively. The researchers recommended conducting more research and studies to evaluate or analyze the developed mathematics textbooks.

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Al- Azzawi, Gurjia, and Ibrahim El-Shara'. "Content Analysis of the Developed Mathematics Textbook for the Fourth Grade in the Light of Mathematical Communication and Problem-Solving Standards." Hebron University Research Journal (HURJ): B- (Humanities) 18, no. 2 (2023): 1–31. http://dx.doi.org/10.60138/18220221.

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This study aimed at exploring the degree of availability of the mathematical communication and problem-solving standards in the developed mathematics textbook for the fourth basic grade in Jordan. The study used the descriptive analytical method. The sample of the study consists of the two part of both the mathematics textbook and the exercises book. A content analysis scale was developed consisting of (41) indicators distributed into two standards: mathematical communication and problem solving. The validity and reliability of the scale were verified. The results of the study showed that the percentages of availability of mathematical communication and problem-solving standards in the book were (32.61%) and (37.99%) respectively. The researchers recommended conducting more research and studies to evaluate or analyze the developed mathematics textbooks.

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DeMers, Michael N. "Second Life as a Surrogate for Experiential Learning." International Journal of Virtual and Personal Learning Environments 1, no. 2 (2010): 16–30. http://dx.doi.org/10.4018/jvple.2010040102.

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Second Life is increasingly being used as a venue for education, especially for delivery of online instruction where social presence and community building are essential components. Despite its robust 3-D modeling tools and powerful scripting language, many educational uses of Second Life are limited to passive forms of content delivery that often mimic some variety of Victorian style lecture setting. This article demonstrates a series of exercises designed around a more active learning model for my geography courses based on Kolb’s (2005) theory of experiential learning. Active class exercises encourage hands-on interaction with components of the virtual world, but are linked explicitly to real subject matter content. By providing fun pre-exercise training and promoting learning by discovery, the exercises are designed to encourage the four fundamental components of the experiential learning environment: involvement, reflection, analysis, and problem solving. Beyond providing an excellent educational environment, such approaches can act as surrogates for real-world experiences that are either impossible or logistically problematic.

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Naumenko, Liudmyla, and Оksana Оliynyk. "The Cognitive Approach to Teaching Students English Terminological Lexis of the Subject Field of “Microeconomics”." PSYCHOLINGUISTICS 24, no. 2 (2018): 236–53. http://dx.doi.org/10.31470/2309-1797-2018-24-2-236-253.

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The paper is devoted to study of prerequisites of applying cognitive approach to teaching English terminological lexis of the subject field of “microeconomics” of students of non-special higher educational establishments. Such notions as “cognition”, “memory”, “attention”, “thinking”, “intelligence” that provide student’s mental activity in the process of studying have been considered. The system of cognitive exercises on learning English economic terminology that contains seven types, i.e.: exercises on choice of proper lexical information, grouping, guesswork from the context, logic thinking, formulating scientific definitions, language game, associative thinking, problem-solving, and is based on logic operations of comparison, identification, division / disjuncture, integration / conjuncture, analysis and synthesis, deduction, abstraction, generalization, classification, typology, categorization, conceptualization, formulation of notions and judgements. The exercises have been chosen according to thematic principle (the topic “Marketing’ from the author’s manual ‘Business English Course’) and include the following kinds: identifying a key word, identifying an odd word, multiple choice, finding out a particular name, grouping the words according to their semantic combinability, guesswork from the context, formulation of definitions, solving the crossword, filling in the radial diagram of the mental map by language reactions-associations to the word ‘marketing’, problem-solving of the real-like situation dealing with marketing activity in small groups and proposing a business solution. The selected exercises develop heuristic capabilities, analytic skills, logics of thinking and creative imagination of students, facilitate memorizing, strengthen attention, intensify subject and foreign languages knowledge, help to acquire new knowledge, structure information in verbal and visual forms, motivate research activity.

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Journal articles on the topic 'Problem-solving exercises'

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