Problem-Solving Paradigm

Bagayoko, Diola; Kelley, Ella L.; Hasan, Saleem

doi:10.1080/87567550009596086

Cited by 7 publications

(4 citation statements)

References 1 publication

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“…Students' ability to map knowledge to problem states influences both the construction of the problem representation (Dufresne et al, 1992;de Jong and Ferguson-Hessler, 1986) and progress through problem solving states (e.g., Sherin, 2001;Tuminaro and Redish, 2007). Second, students' strategic knowledge impacts both solution quality and what is learned from problem solving experiences (e.g., Bagayoko, Kelley, and Hasan, 2000;Chi et al, 1989). Unfortunately, relatively little research has specifically examined the strategies students use while solving engineeringrelated problems.…”

Section: A Roles Of Prior Knowledgementioning

confidence: 99%

A Cognitive Study of Problem Solving in Statics

Litzinger

Meter

Firetto

et al. 2010

J of Engineering Edu

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Background Even as expectations for engineers continue to evolve to meet global challenges, analytical problem solving remains a central skill. Thus, improving students' analytical problem solving skills remains an important goal in engineering education. This study involves observation of students as they execute the initial steps of an engineering problem solving process in statics. Purpose (Hypothesis) (1) What knowledge elements do statics students have the greatest difficulty applying during problem solving? (2) Are there differences in the knowledge elements that are accurately applied by strong and weak statics students? (3) Are there differences in the cognitive and metacognitive strategies used by strong and weak statics students during analysis? Design/Method These questions were addressed using think‐aloud sessions during which students solved typical textbook problems. We selected the work of twelve students for detailed analysis, six weak and six strong problem solvers, using an extreme groups split based on scores on the think‐aloud problems and a course exam score. The think‐aloud data from the two sets of students were analyzed to identify common technical errors and also major differences in the problem solving processes. Conclusions We found that the weak, and most of the strong problem solvers relied heavily on memory to decide what reactions were present at a given connection, and few of the students could reason physically about what reactions should be present. Furthermore, the cognitive analysis of the students' problems solving processes revealed substantial differences in the use of self‐explanation by weak and strong students.

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Section: A Roles Of Prior Knowledgementioning

confidence: 99%

A Cognitive Study of Problem Solving in Statics

Litzinger

Meter

Firetto

et al. 2010

J of Engineering Edu

View full text Add to dashboard Cite

show abstract

“…Since critical thinking is pertinent in all fields, school systems need to teach critical thinking skills to students. Discussion boards are a good medium for helping students to develop their critical thinking skills through academic problem solving (Bagayoko, Kelley & Hasan, 2000). According to Greenlaw and DeLoach (2003), electronic tools can be used to teach students critical thinking skills.…”

Section: Course Deliverymentioning

confidence: 99%

Setting the Stage for “Good, Better, or Just Right” in Online and Blended Graduate Courses

Arrowood

Kampits²,

Mina

2014

Open Praxis

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Increasingly, academics and scholarly practitioners are faced with addressing the expectations of and demands by a new wave of entrants to the online higher education marketplace: the multicultural, multilingual, techno-savvy (MMTS) student. The goal of this paper is to share real-world experiences captured in a global classroom (online and blended formats) and to discuss the findings of a survey conducted at an American university. The intent is to stimulate reflection among faculty, instructional designers, and students on what may be "good, better, or just right" for online and blended instruction. The authors explore in detail the perspectives and satisfaction rates of the MMTS student in relation to course design, course content, and course delivery and offer ways to foster a dynamic learning and teaching experience.

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“…A problem-solving paradigm based on an educational model (Bagayoko et al 2000) was used to plan out the roadmap against the risk management strategies. This paradigm considers the following five factors as major contributors to developing proficient problem-solving analyses: (1) knowledge base -understanding the knowledge level and disseminating a standard and evidence-based knowledge, (2) skills base -the capability in translating the knowledge into actions, (3) resource base -human and material were both considered, (4) strategy or experience base -the translation and the order in which the tasks were operationalized, (5) behaviour base -defined as the self-discipline that encourages the knowledge and the skills.…”

Section: Introductionmentioning

confidence: 99%

A Multidisciplinary Approach to Reducing Outbreaks and Nosocomial MRSA in a University-Affiliated Hospital

Salaripour¹,

McKernan²,

Devlin³

2006

hcq

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Endemic MRSA (methicillin-resistant Staphylococcus aureus) colonization and infection has been shown to increase morbidity, length of stay and hospital cost. Prevention of transmission demands innovative approaches. Descriptive statistics were used to determine high-incidence units. On admission, patients with a history of previous admission to a healthcare institution within the past six months were screened for MRSA. Point prevalence studies were carried out on units with more than two nosocomial (hospital-acquired) MRSA patient isolates within a four-week period. A multidisciplinary team from Infection Control and clinical units determined potential contributing factors. Recommendations included increased organism-specific education for staff, environmental cleaning and elimination of sources of transmission. Control charts to monitor nosocomial incidence rates were provided to those units that historically had a high prevalence of MRSA infections and colonization. Compliance with the infection control isolation guidelines and screening guidelines was monitored by the service.

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Problem-Solving Paradigm

Cited by 7 publications

References 1 publication

A Cognitive Study of Problem Solving in Statics

A Cognitive Study of Problem Solving in Statics

Setting the Stage for “Good, Better, or Just Right” in Online and Blended Graduate Courses

A Multidisciplinary Approach to Reducing Outbreaks and Nosocomial MRSA in a University-Affiliated Hospital

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