problem solving

  • Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model

    Author: Saemah Rahman
    Author: Nurulhuda Md Hassan
    Year of publication: 2017
    Source: Show
    Pages: 201-212
    DOI Address: https://doi.org/10.15804/tner.2017.49.3.16
    PDF: tner/201703/tner20170316.pdf

    This study was aimed to identify the relationship between problem solving skills, metacognitive awareness, and mathematics achievement as well as to identify the role of metacognitive awareness as a  mediator. This study involved a total of 333 Form Four students from ten secondary schools in Malaysia. Data were collected using questionnaires, while information about mathematics achievement was provided by the school management. Data were analyzed using the Structural Equation Modeling (SEM) technique. Results indicated that all variables correlated significantly with each other, while path analysis revealed the mediation effect of metacognitive awareness between problem solving skills and mathematics achievement. The findings suggest the importance of problem solving skills in influencing secondary school students’ mathematics achievement through the development of metacognitive awareness.

  • Third Mode of Thinking

    Author: Bożydar L.J. Kaczmarek
    E-mail: bozydarlj@gmai.com
    Institution: University of Economics and Innovation
    Author: Marcin Stencel
    E-mail: masten@op.pl
    Institution: University of Economics and Innovation
    Year of publication: 2018
    Source: Show
    Pages: 285-295
    DOI Address: https://doi.org/10.15804/tner.2018.53.3.24
    PDF: tner/201803/tner5324.pdf

    A number of studies show that both children and adults exhibit difficulties with problem-solving tasks. In fact, only one-third of adults reach the formal operational stage. Coaching such tasks in everybody’s language proves to be helpful only if the situation described is close to life events. The presented study confirmed the improvement in the thematic version of the Wason Test both in pupils and university students, albeit being far from spectacular. The authors suggest distinguishing a bounded type of thinking characterized by highly schematic, mechanistic, and automated thinking. They argue that it results both in educational and everyday failures.

  • Enhancing problem solving skills in science education with social media and an e-collaboration tool

    Author: June Lee
    Author: Yangmi Koo
    Author: Mi Hwa Kim
    Year of publication: 2016
    Source: Show
    Pages: 248-258
    DOI Address: https://doi.org/10.15804/tner.2016.43.1.21
    PDF: tner/201601/tner20160121.pdf

    This study aimed to explore a collaborative problem solving case using social media and an e-collaboration tool, and analyze its educational implications in a qualitative research method. For achieving the research goal, a case study was conducted in a middle school class. Two rounds of one-to-one interviews with a teacher and written interviews with students were conducted. In addition, relevant class resources and the students’ final reports were also collected as data. It was shown that using social media and an e-collaboration tool could encourage students’ scientific inquiries and enhance problem solving skills as well as set up a healthy communication culture among teachers and students.

  • Improving problem-solving skills through logo programming language

    Author: Bens Pardamean
    Author: Teddy Suparyanto
    Author: Evelyn
    Year of publication: 2015
    Source: Show
    Pages: 52-64
    DOI Address: https://doi.org/10.15804/tner.2015.41.3.04
    PDF: tner/201503/tner20150304.pdf

    The effect of Logo programming language on problem solving skills was investigated in this study. Eighty-five fifth-grade students were assigned to either an experimental or control Logo group. They were pre-tested to assess baseline receptiveness to figural and logical word problem-solving skills. After eight weeks of learning, the Logo experimental group had significantly higher scores than the control group on the problem-solving skills tests (assessing both figural and logical word problem-solving skills). The result revealed significant differences in the figural problem-solving skill between the Logo experimental and control groups. An implication was that Logo programming exercised skills are more critical and relevant to the figural problem-solving skill. Possible alternative explanations and suggestions are provided for future research endeavors.

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