A Fuzzy Model For Analogical Problem Solving

Abstract

In this paper we develop a fuzzy model for the description of the process of Analogical Reasoning by representing its main steps as fuzzy subsets of a set of linguistic labels characterizing the individuals' performance in each step and we use the Shannon-Wiener diversity index as a measure of the individuals' abilities in analogical problem solving. This model is compared with a stochastic model presented in author's earlier papers by introducing a finite Markov chain on the steps of the process of Analogical Reasoning. A classroom experiment is also presented to illustrate the use of our results in practice.

Meta-analysis of Student Performance Assessment Using Fuzzy Logic

“…This shows the positive impact of FST as one of the most common fuzzy logic methods used to improve fuzzy logic and a reduction ambiguity in predictions due to the subjective assessment. In each of these methods, 21.05% of the eight articles applying this method have reported positive effects on fuzzy logic (Daud et al, 2011;Henriques et al, 2018;Baba et al, 2012;Voskoglou, 2012;Vesely et al, 2016;Jamali and Sayyadi Tooranloo, 2009;Voskoglou, 2013;Pöysä-Tarhonen et al, 2016), and 2.63% of articles considering the effects of fuzzy method because the results obtained do not make significant changes due to a decrease in some student scores (Ozdemir and Tekin, 2016).…”

“…It is proven theoretically but can be an integral part of decision making and evaluation processes in educational institutions, as well as influential in improving the quality of educational facilities, motivation, reliability, consistency, and assessment objectivity. Several reports have been reported, such as Baba et al (2012), Bhatt and Bhatt (2011), Voskoglou (2012), and Inyang and Joshua (2013).…”

“…• behavior (Vesely et al, 2016), • e-learning (Herrera-Viedma et al, 2009;Dias and Diniz, 2013;Almohammadi and Hagras, 2013;Deborah et al, 2015;Arguedas et al, 2018), • intelligent tutoring system (Chrysafiadi and Virvou, 2012;Machado et al, 2016), • laboratory application (Gokmen et al, 2010; Yıldız and Baba, 2014), • library service quality (Jamali and Sayyadi Tooranloo, 2009), • presentation skills (Daud et al, 2011; Ozdemir and Tekin, 2016), • problem solving (Voskoglou, 2012;Voskoglou, 2013;Owais, 2009), • student academic performance (Ingoley and Bakal, 2012;Yadav and Singh, 2011;Oyelade et al, 2010;Yadav et al, 2014;Sakthivel et al, 2013;Yildiz et al, 2013;Arora and Saini, 2013;Inyang and Joshua, 2013;Rusli et al, 2008;Do and Chen, 2013;Hidayah et al, 2013;Borkar and Rajeswari, 2013), • student learning assessment (Sripan and Suksawat, 2010), • student performance assessment (Barlybayev et al, 2016;Darwish, 2016;Baba et al, 2012;Bhatt and Bhatt, 2011;Prokhorov and Kulikovskikh, 2015;Patil et al, 2012;Pöysä-Tarhonen et al, 2016), and • students' choice (Henriques, et al, 2018;Kabra and Bichkar, 2011).…”

“…• case studies (Machado et al, 2016), • comparative analysis (Daud et al, 2011;Ingoley and Bakal, 2012;Barlybayev et al, 2016;Gokmen et al, 2010;Yadav and Singh, 2011;Darwish, 2016;Oyelade et al, 2010;Sakthivel et al, 2013;Bhatt and Bhatt, 2011;Rusli et al, 2008;Ozdemir and Tekin, 2016;Owais, 2009;Do and Chen, 2013), • experiment (Arora and Saini, 2013;Prokhorov and Kulikovskikh, 2015;Herrera-Viedma et al, 2009;Dias and Diniz, 2013;Almohammadi and Hagras, 2013;Deborah et al, 2015;Arguedas et al, 2018;Voskoglou, 2013;Borkar and Rajeswari, 2013), • mix methods (Henriques et al, 2018;Baba et al, 2012;Yadav et al, 2014;Yildiz et al, 2013;Sripan and Suksawat, 2010;Voskoglou, 2012;Inyang and Joshua, 2013;Vesely et al, 2016;Chrysafiadi and Virvou, 2012;Patil et al, 2012;Pöysä-Tarhonen et al, 2016;Kabra and Bichkar, 2011), and • questionnaire (Yıldız and Baba, 2014;Jamali and Sayyadi Tooranloo, 2009;Hidayah et al, 2013).…”

Efektifitas Pendekatan Realistik Dalam Meningkatkan Kemampuan Penalaran Matematik Siswa Di Sekolah Menengah Atas Negeri 1 Tembilahan, Inhil, Riau

“…Penalaran analogi adalah metode pengolahan informasi yang membandingkan keserupaan antara konsep baru dan masa lalu yang dipahami, kemudian menggunakan keserupaan ini untuk mendapatkan pemahaman konsep baru (Voskoglou, 2012). Gentner (2003) menyatakan bahwa analogi adalah pemetaan pengetahuan dari satu domain (asas) ke dalam yang lain (sasaran).…”