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Author: Anders Dahl
Publisher:
ISBN: 9788791319945
Category : Problem solving
Languages : en
Pages : 0
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Book Description
Author: Anders Dahl
Publisher:
ISBN: 9788791319945
Category : Problem solving
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Anders Dahl
Publisher: Samfundslitteratur
ISBN: 9788791319532
Category : Active learning
Languages : en
Pages : 214
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Book Description
Group-projects in a Problem-oriented Setting is a general introduction to the process in which students are involved when they work with problem-oriented projects in groups. It is also an introduction to the products which must be generated and developed throughout the project. How does one get from the initial idea phase to the formulation of the problem and the aim of the project, and onwards to implementation? How can one initiate and strengthen the writing process? How can the group strengthen their collaboration, and how might they handle conflicts? How should a literature search be conducted, how do you make correct references and how can the sources be managed critically? What is important in communication both written and oral, including giving a good presentation? And finally, how do we ensure optimal and sustained learning from the process? The book offers numerous suggestions and answers to these questions. One of the aims of the book is to illustrate and emphasize the differences and connections between process and product, which in turn strengthens the planning, development and implementation of project work. The mix of qualified advice and general guidelines in addition to highlighting the more formal academic requirements makes Group-projects in a Problem-oriented Setting a useful handbook. It can function as both a source of inspiration as well as a tool for students who are either starting a project or who are already experiencing difficulties. The book's target group is students in both bachelor and master programmes. While the examples in the book are taken from natural and life sciences, it can still be useful for students in other fields.
Author: Poul Bitsch Olsen
Publisher: Samfundslitteratur
ISBN: 9788778673480
Category : College teaching
Languages : en
Pages : 328
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Book Description
This book is meant to support problem-oriented learning activities. Problem-orientation concerns the reasoning about lack of knowledge, while project work includes the ethno methods that are practised when collectives produce scientific knowledge. This book also concerns particular methods related to sociology and social science and their relations to the humanities, technical knowledge and natural science. The aim of the book is to support students in the process, from their first reflections on a relevant question to the finishing moments of report writing. Different steps and situations in the project work are described (eg: concepts, situations, ideas and tools for reflection that may be relevant throughout the project work). The subtitle -- a workbook -- is meant literary as a book that may be used as collective knowledge situations become recognisable for the users.
Author: Mahnaz Moallem
Publisher: John Wiley & Sons
ISBN: 111917323X
Category : Education
Languages : en
Pages : 787
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Book Description
The first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts The Wiley Handbook of Problem-Based Learning is the first book of its kind to present a collection of original essays that integrate the research and practice of problem-based learning in one comprehensive volume. With contributions from an international panel of leading scholars, researchers, practitioners and educational and training communities, the handbook is an authoritative, definitive, and contemporary volume that clearly demonstrates the impact and scope of research-based practice in problem-based learning (PBL). After many years of its successful implementation in medical education curricula, problem-based learning is now being emphasized and practiced more widely in K-12, higher education, and other professional fields. The handbook provides timely and stimulating advice and reflection on the theory, research, and practice of PBL. Throughout the book the contributors address the skills needed to implement PBL in the classroom and the need for creating learning environments that are active, collaborative, experiential, motivating and engaging. This important resource: Addresses the need for a comprehensive resource to problem-based learning research and implementation Contains contributions from an international panel of experts on the topic Offers a rich collection of scholarly writings that challenge readers to refresh their knowledge and rethink their assumptions Takes an inclusive approach that addresses the theory, design, and practice of problem-based learning Includes guidelines for instructional designers, and implementation and assessment strategies for practitioners Written for academics, students, and practitioners in education, The Wiley Handbook of Problem-Based Learning offers a key resource to the most recent information on the research and practice of problem-based learning.
Author: Inga Gebel
Publisher: WTM-Verlag Münster
ISBN: 3959871163
Category : Education
Languages : en
Pages : 228
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Book Description
Content of the Book The University of Potsdam hosted the 25th ProMath and the 5th WG Problem Solving conference. Both groups met for the second time in this constellation which contributed to profound discussions on problem solving in each country taking cultural particularities into account. The joint conference took place from 29th to 31st August 2018, with participants from Finland, Germany, Greece, Hungary, Israel, Sweden, and Turkey. The conference revolved around the theme “Implementation research on problem solving in school settings”. These proceedings contain 14 peer-reviewed research and practical articles including a plenary paper from our distinguished colleague Anu Laine. In addition, the proceedings include three workshop reports which likewise focused on the conference theme. As such, these proceedings provide an overview of different research approaches and methods in implementation research on problem solving in school settings which may help close the gap between research and practice, and consequently make a step forward toward making problem solving an integral part of school mathematics on a large-scale. Content PLENARY REPORT Anu Laine: How to promote learning in problem-solving? pp 3 – 18 This article is based on my plenary talk at the joint conference of ProMath and the GDM working group on problem-solving in 2018. The aim of this article is to consider teaching and learning problem-solving from different perspectives taking into account the connection between 1) teacher’s actions and pupils’ solutions and 2) teacher’s actions and pupils’ affective reactions. Safe and supportive emotional atmosphere is base for students’ learning and attitudes towards mathematics. Teacher has a central role both in constructing emotional atmosphere and in offering cognitive support that pupils need in order to reach higher-level solutions. Teachers need to use activating guidance, i.e., ask good questions based on pupils’ solutions. Balancing between too much and too little guidance is not easy. https://doi.org/10.37626/GA9783959871167.0.01 RESEARCH REPORTS AND ORAL COMMUNICATIONS Lukas Baumanns and Benjamin Rott: Is problem posing about posing “problems”? A terminological framework for researching problem posing and problem solving pp 21 – 31 In this literature review, we critically compare different problem-posing situations used in research studies. This review reveals that the term “problem posing” is used for many different situations that differ substantially from each other. For some situations, it is debatable whether they provoke a posing activity at all. For other situations, we propose a terminological differentiation between posing routine tasks and posing non-routine problems. To reinforce our terminological specification and to empirically verify our theoretical considerations, we conducted some task-based interviews with students. https://doi.org/10.37626/GA9783959871167.0.02 Kerstin Bräuning: Long-term study on the development of approaches for a combinatorial task pp 33 – 50 In a longitudinal research project over two years, we interviewed children up to 6 times individually to trace their developmental trajectories when they solve several times the same tasks from different mathematical areas. As a case study, I will present the combinatorial task and analyze how two children, a girl and a boy, over two years approached it. As a result of the case studies we can see that the analysis of the data product-oriented or process-oriented provides different results. It is also observable that the developmental trajectory of the girl is a more continuous learning process, which we cannot identify for the boy. https://doi.org/10.37626/GA9783959871167.0.03 Lars Burman: Developing students’ problem-solving skills using problem sequences: Student perspectives on collaborative work pp 51 – 59 Using problem solving in mathematics classrooms has been the object of research for several decades. However, it is still necessary to focus on the development of problem-solving skills, and in line with the recent PISA assessment, more attention is given to collaborative problem solving. This article addresses students’ collaborative work with problem sequences as a means to systematically develop students’ problem-solving skills. The article offers student perspectives on challenges concerning the social atmosphere, differentiation on teaching, and learning in cooperation. In spite of the challenges, the students’ experiences indicate that the use of problem sequences and group problem solving can be fruitful in mathematics education. https://doi.org/10.37626/GA9783959871167.0.04 Alex Friedlander: Learning algebraic procedures through problem solving pp 61 – 69 In this paper, I attempt to present several examples of tasks and some relevant findings that investigate the possibility of basing a part of the practice-oriented tasks on higher-level thinking skills, that are usually associated with processes of problem solving. The tasks presented and analysed here integrate problem solving-components – namely, reversed thinking, expressing and analysing patterns, and employing multiple solution methods, into the learning and practicing of algebraic procedures – such as creating equivalent expressions and solving equations. https://doi.org/10.37626/GA9783959871167.0.05 Thomas Gawlick and Gerrit Welzel: Backwards or forwards? Direction of working and success in problem solving pp 71 – 89 We pose ourselves the question: What can one infer from the direction of working when solvers work on the same task for a second time? This is discussed on the basis of 44 problem solving processes of the TIMSS task K10. A natural hypothesis is that working forwards can be taken as evidence that the task is recognized and a solution path is recalled. This can be confirmed by our analysis. A surprising observation is that when working backwards, pivotal for success is (in case of K10) to change to working forwards soon after reaching the barrier. https://doi.org/10.37626/GA9783959871167.0.06 Inga Gebel: Challenges in teaching problem solving: Presentation of a project in progress by using an extended tetrahedron model pp 91 – 109 In order to implement mathematical problem solving in class, it is necessary to consider many different dimensions: the students, the teacher, the theoretical demands and adequate methods and materials. In this paper, an implementation process is presented that considers the above dimensions as well as the research perspective by using an extended tetrahedron model as a structural framework. In concrete terms, the development and initial evaluation of a task format and a new teaching concept are presented that focus on differentiated problem-solving learning in primary school. The pilot results show initial tendencies towards possible core aspects that enable differentiated problem solving in mathematics teaching. https://doi.org/10.37626/GA9783959871167.0.07 Heike Hagelgans: Why does problem-oriented mathematics education not succeed in an eighth grade? An insight in an empirical study pp 111 – 119 Based on current research findings on the possibilities of integration of problem solving into mathematics teaching, the difficulties of pupils with problem solving tasks and of teachers to get started in problem solving, this article would like to show which concrete difficulties delayed the start of the implementation of a generally problem-oriented mathematics lesson in an eighth grade of a grammar school. The article briefly describes the research method of this qualitative study and identifies and discusses the difficulties of problem solving in the examined school class. In a next step, the results of this study are used to conceive a precise teaching concept for this specific class for the introduction into problem-oriented mathematics teaching. https://doi.org/10.37626/GA9783959871167.0.08 Zoltán Kovács and Eszter Kónya: Implementing problem solving in mathematics classes pp 121 – 128 There is little evidence of teachers are using challenging problems in their mathematics classes in Hungary. At the University of Debrecen and University of Nyíregyháza, we elaborated a professional development program for inservice teachers in order to help them implementing problem solving in their classes. The basis of our program is the teacher and researcher collaboration in the lessonplanning and evaluation. In this paper we report some preliminary findings concerning this program. https://doi.org/10.37626/GA9783959871167.0.09 Ana Kuzle: Campus school project as an example of cooperation between the University of Potsdam and schools pp 129 – 141 The “Campus School Project” is a part of the “Qualitätsoffensive Lehrerbildung” project, whose aim is to improve and implement new structures in the university teacher training by bringing all the essential protagonists, namely university stuff, preservice teachers, and in-service teachers – together, and having them work jointly on a common goal. The department of primary mathematics education at the University of Potsdam has been a part of the Campus School Project since 2017. Thus far several cooperations emerged focusing on different aspects of problem solving in primary education. Here, I give an overview of selected cooperations, and the first results with respect to problem-solving research in different school settings. https://doi.org/10.37626/GA9783959871167.0.10 Ioannis Papadopoulos and Aikaterini Diakidou: Does collaborative problem-solving matter in primary school? The issue of control actions pp 143 – 157 In this paper we follow three Grade 6 students trying to solve (at first individually, and then in a group) arithmetical and geometrical problems. The focus of the study is to identify and compare the various types of control actions taken during individual and collaborative problem-solving to show how the collective work enhances the range of the available control actions. At the same time the analysis of the findings give evidence about the impact of the collaborative problemsolving on the way the students can benefit in terms of aspects of social metacognition. https://doi.org/10.37626/GA9783959871167.0.11 Sarina Scharnberg: Adaptive teaching interventions in collaborative problem-solving processes pp 159 – 171 Even though there exists limited knowledge on how exactly students acquire problem-solving competences, researchers agree that adaptive teaching interventions have the potential to support students‘ autonomous problem-solving processes. However, most recent research aims at analyzing the characteristics of teaching interventions rather than the interventions’ effects on the students’ problem-solving process. The study in this paper addresses this research gap by focusing not only on the teaching interventions themselves, but also on the students’ collaborative problem-solving processes just before and just after the interventions. The aim of the study is to analyze the interventions‘ effect on the learners’ integrated problem-solving processes. https://doi.org/10.37626/GA9783959871167.0.12 Nina Sturm: Self-generated representations as heuristic tools for solving word problems pp 173 – 192 Solving non-routine word problems is a challenge for many primary school students. A training program was therefore developed to help third-grade students to find solutions to word problems by constructing external representations (e.g., sketches, tables) and to specifically use them. The objective was to find out whether the program positively influences students’ problemsolving success and problem-solving skills. The findings revealed significant differences between trained and untrained classes. Therefore, it can be assumed that self-generated representations are heuristic tools that help students solve word problems. This paper presents the results on the impact of the training program on the learning outcome of students. https://doi.org/10.37626/GA9783959871167.0.13 Kinga Szűcs: Problem solving teaching with hearing and hearing-impaired students pp 193 – 203 In the last decade the concept of inclusion has become more and more prevalent in mathematics education, especially in Germany. Accordingly, teachers in mathematics classrooms have to face a wide range of heterogeneity, which includes physical, sensory and mental disabilities. At the Friedrich-Schiller-University of Jena, within the framework of the project “Media in mathematics education” it is examined how new technologies can support teaching in inclusive mathematics classrooms. In the academic year 2017/18, the heterogeneity regarding hearing impairment was mainly focussed on. Based on a small case study with hearing and hearing-impaired students a problem-solving unit about tangent lines was worked out according to Pólya, which is presented in the paper. https://doi.org/10.37626/GA9783959871167.0.14 WORKSHOP REPORTS Ana Kuzle and Inga Gebel: Implementation research on problem solving in school settings: A workshop report 207 On the last day of the conference, we organized a 90-minute workshop. The workshop focused on the conference theme “Implementation research on problem solving in school settings”. Throughout the conference, the participants were invited to write down their questions and/or comments as a response to held presentations. https://doi.org/10.37626/GA9783959871167.0.15 Ana Kuzle, Inga Gebel and Anu Laine: Methodology in implementation research on problem solving in school settings pp 209 – 211 In this report, a summary is given on the contents of the workshop. In particular, the methodology and some ethical questions in implementation research on problem solving in school settings are discussed. The discussion showed how complex this theme is so that many additional questions emerged. https://doi.org/10.37626/GA9783959871167.0.16 Lukas Baumanns and Sarina Scharnberg: The role of protagonists in implementing research on problem solving in school practice pp 213 – 214 Based on seminal works of Pólya (1945) and Schoenfeld (1985), problem solving has become a major focus of mathematics education research. Even though there exists a variety of recent research on problem solving in schools, the research results do not have a direct impact on problem solving in school practice. Instead, a dissemination of research results by integrating different protagonists is necessary. Within our working group, the roles of three different protagonists involved in implementing research on problem solving in school practice were discussed, namely researchers, pre-service, and in-service teachers, by examining the following discussion question: To what extent do the different protagonists enable implementation of research findings on problem solving in school practice? https://doi.org/10.37626/GA9783959871167.0.17 Benjamin Rott and Ioannis Papadopoulos: The role of problem solving in school mathematics pp 215 – 217 In this report of a workshop held at the 2018 ProMath conference, a summary is given of the contents of the workshop. In particular, the role of problem solving in regular mathematics teaching was discussed (problem solving as a goal vs. as a method of teaching), with implications regarding the selection of problems, its implementation into (written) exams as well as teacher proficiency that is needed for implementing problem solving into mathematics teaching. https://doi.org/10.37626/GA9783959871167.0.18
Author: Badrul Huda Khan
Publisher: Educational Technology
ISBN: 9780877782964
Category : Computers
Languages : en
Pages : 488
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Book Description
A cutting edge collection of 59 essays solicited from Web-based instructors offering a variety of perspectives, notions, and experiences in the practice of virtual teaching. The compendium introduces the evolution and status of distance learning, critical issues in Web-based learning environments such as the similarities and differences between Web-based and traditional classrooms, specific discussions on designing learning activities and electronic textbooks, an evaluation of delivery systems for instruction, and case studies of Web-based courses from kindergarten and beyond to the instruction of literature, astronomy, and foreign languages. Includes illustrations. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Elizabeth D. Hutchison
Publisher: SAGE Publications, Incorporated
ISBN: 1071823701
Category : Social Science
Languages : en
Pages : 433
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Book Description
This is a custom eBook for Grand Canyon University.
Author: Elizabeth Rideout
Publisher: Jones & Bartlett Learning
ISBN: 9780763714277
Category : Nursing
Languages : en
Pages : 372
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Book Description
With the growing interest in problem-based learning among nurse educators worldwide comes the need for a book that will be a comprehensive guide and resource for anyone considering its implementation in nursing education. This book is that resource. Its strength is its integration of relevant theory, research, and practical information. It is an invaluable resource for nursing faculty contemplating the use of the problem-based learning model.
Author: Maggi Savin-Baden
Publisher: Taylor & Francis
ISBN: 1000959899
Category : Education
Languages : en
Pages : 156
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Book Description
Rethinking Problem-based Learning for the Digital Age provides grounded, evidence-based strategies for teaching faculty, academic developers and educational technologists who are changing their problem-based learning (PBL) modules and programmes from face-to-face to online. Given today’s rapid advancements in learning and curriculum development specific to online and blended modes, there is considerable potential to introduce new forms of PBL in higher education. This book applies fundamental and cutting-edge research, including original scholarship by the authors, to innovative PBL practices and realistic tasks that can be brought to life through digital environments, teamwork and resources. Whether re-contextualizing PBL practices for newly online/blended instruction or seeking fresh PBL approaches for existing digital education environments across disciplines, readers will be guided to construct active, highly motivating, learner-centred experiences using simulations, games, virtual reality, multimedia and other complex innovations.
Author: Philip Hallinger
Publisher: Springer Science & Business Media
ISBN: 1402057563
Category : Education
Languages : en
Pages : 342
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Book Description
This book describes the use of problem-based learning (PBL) in management education. The authors draw upon their experience in using PBL in a broad array of management education programs at the Bachelor, Master, Doctoral and Executive levels, in North American and in Asia. The book explores how PBL can make knowledge about management locally relevant, and clarifies how PBL can enable students to apply their knowledge to real problems.
