The quality of high school students’ problem solving from an expertise development perspective

Elvira, Quincy; Imants, J.G.M.; deMaeyer, Sven; Segers, Mien

doi:10.1177/2047173416630012

Cited by 4 publications

(5 citation statements)

References 48 publications

(89 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Evaluating and processing data can yield an accurate depiction of the situation. Students who are adept in identifying problems demonstrate a greater comprehension of the problems [36,37].…”

Section: Discussionmentioning

confidence: 99%

“…Extending the solution is a multi-stage process in which the good and negative features of various solutions are weighed and merged to determine the overall solution [45]. Elvira et al [36] discovered the real problem solvers would evaluate potential solutions twice as often as beginners when examining a case. Celik et al [46] found that students assess the adequacy of a solution by reviewing the effectiveness of the chosen problem-solving technique.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Empowering College Students’ Problem-Solving Skills through RICOSRE

et al. 2022

View full text Add to dashboard Cite

Problem-solving skills are advantageous when resolving complicated and multidimensional challenges. Problem-solving skills can be developed through active learning models that engage students in the learning process. One active learning model is RICOSRE. The main focus of RICOSRE is problem-solving activities in (1) reading; (2) identifying the problem; (3) constructing the solution; (4) solving the problem; (5) reviewing the solution; and (6) extending the solution. The purpose of this study was to assess the ongoing development of problem-solving skills of students with upper, middle, and lower academic abilities at the Department of Biology Education in a state university in Indonesia. This study employed a concurrent embedded mixed-methods design. The repeated-measures ANOVA was used to test the hypothesis for the quantitative data, and NVivo 12 was utilized to analyze the qualitative data. The participants’ problem-solving skills were determined by their responses to items on RICOSRE-integrated worksheets. The students’ responses were graded using a validated and reliable problem-solving rubric. The findings indicated that the students’ problem-solving skills improved consistently in the upper, middle, and lower academic groups that were taught by implementing RICOSRE.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Empowering College Students’ Problem-Solving Skills through RICOSRE

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Working for the solution is expected not to be much harder and will consume lesser time. Indeed, it seems that when learners are familiar with a problem or some aspects of a problem [36], [37] helps to create a bridge between the problem and the solution which later improves their P-S abilities [38], [39].…”

Section: Research Questionmentioning

confidence: 99%

Development of chemistry learners’ problem-solving skills through hands-on instructional model

Kibga

Sentongo

Gakuba

2022

IJERE

View full text Add to dashboard Cite

<p><span lang="EN-US">Learners can experience science in the real world by interacting with materials, collaborating with peers, and engaging in a problem-solving process. Notwithstanding, secondary school learners’ problem-solving skills (PSS) can be developed by using an instructional strategy that actively involves them in the learning process instead of sorely focusing on content learned. This paper shows how the production of materials for teaching and learning can go hand-in-hand with the development of learners’ PSS through the implementation of a Hands-on Instructional Model (HIM) in chemistry lessons. This study was a Design-based Research using a convergent mixed-method approach. The data was collected using lesson observation protocol, focus group discussions guide, and problem-solving test. On the aspect of the development of PSS, learners were enhanced with the skills to solve an ordinary chemistry problem and the criteria of observation were on the ways learners identify a problem, the approach used to solve the problem, and whether they could reflect on the answer they obtained. The findings indicate a substantial impact of HIM on learners’ PSS. Therefore, it is suggested that HIM should be used frequently to enhance learners’ active engagement in chemistry lessons and for further development of their PSS.</span></p>

show abstract

Section: Example Of Problem Formulation Translatementioning

confidence: 99%

“…During the learning process, to overcome the gap between experts and beginners, lecturers can provide guidance for beginners Experts tend to work systematically from problem statement to answer because they can easily execute their solution plan. Instead, the novice must develop a solution plan, sometimes through a process of means-goal analysis(Elvira et al, 2015).The last indicator is the ability to make and determine conclusions. This indicator is in the good category which means that students can make conclusions correctly based on the solutions that have been found when solving problems.…”

mentioning

confidence: 99%

Student problem solving skills in PBL model: Viewed from the discourse sheet

Hidayati

Idris

Handayani

2022

Biosfer

View full text Add to dashboard Cite

Problem solving ability relates to a person's ability to manage and find appropriate solutions in unexpected and complex conditions. Problem solving skills are not something that is innate, but these skills can be developed when a person is given the opportunity to solve problems. This ability is very important for students, especially when they enter the world of work. This study aims to determine the problem-solving ability of students when completing the problem discourse sheet in the PBL model. The type of research used is descriptive quantitative using a sample of 37 students who take the Human Physiology Anatomy course in the biology education study program at the Islamic University of Riau. The research instrument is in the form of problem discourse and scoring rubric. Problem solving indicators consist of identifying terms, formulating questions, considering, and finding solutions from problem formulations and making and determining conclusions. The data obtained were analyzed by scoring each answer given by students. The results showed that students' problem-solving abilities differed on each indicator. The indicator that occupies the highest score is formulating questions and the lowest is making and determining conclusions. Based on the results of the study, it can be concluded that the problem-solving ability of students while completing the problem discourse sheet in the PBL model is in the very good category.

show abstract

The quality of high school students’ problem solving from an expertise development perspective

Cited by 4 publications

References 48 publications

Empowering College Students’ Problem-Solving Skills through RICOSRE

Empowering College Students’ Problem-Solving Skills through RICOSRE

Development of chemistry learners’ problem-solving skills through hands-on instructional model

Student problem solving skills in PBL model: Viewed from the discourse sheet

Contact Info

Product

Resources

About