Thematische Bibliographien / Problem solving / Zeitschriftenartikel
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Zeitschriftenartikel zum Thema „Problem solving“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 26. Oktober 2024

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1

Daniel, James W. „Problem-solving Problems“. Interdisciplinary Science Reviews 10, Nr. 1 (März 1985): 13–14. http://dx.doi.org/10.1179/isr.1985.10.1.13.

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2

Greenberg, Mark T. „Solving Problems Through Social Problem Solving“. Contemporary Psychology: A Journal of Reviews 33, Nr. 8 (August 1988): 700–702. http://dx.doi.org/10.1037/025898.

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3

NORMAN, G. R. „Problem-solving skills, solving problems and problem-based learning“. Medical Education 22, Nr. 4 (Juli 1988): 279–86. http://dx.doi.org/10.1111/j.1365-2923.1988.tb00754.x.

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4

Flanders, Harley, und Loren C. Larson. „Problem-Solving through Problems.“ American Mathematical Monthly 92, Nr. 9 (November 1985): 676. http://dx.doi.org/10.2307/2323729.

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5

Alexanderson, G. L., und Loren C. Larson. „Problem-Solving through Problems“. College Mathematics Journal 16, Nr. 5 (November 1985): 432. http://dx.doi.org/10.2307/2687009.

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6

Gardiner, A. „'Problem-Solving'? Or Problem Solving?“ Mathematical Gazette 80, Nr. 487 (März 1996): 143. http://dx.doi.org/10.2307/3620343.

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7

Mikusa, Michael G. „Problem Solving: Is More Than Solving Problems“. Mathematics Teaching in the Middle School 4, Nr. 1 (September 1998): 20–25. http://dx.doi.org/10.5951/mtms.4.1.0020.

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The curriculum and evaluation Standards for School Mathematics (NCTM 1989) states that one of its five general goals is for all students to become mathematical problem solvers. It recommends that “to develop such abilities, students need to work on problems that may take hours, days, and even weeks to solve” (p. 6). Clearly the authors have not taught my students! When my students first encountered a mathematical problem, they believed that it could be solved simply because it was given to them in our mathematics class. They also “knew” that the technique or process for finding the solution to many problems was to apply a skill or procedure that had been recently taught in class. The goal for most of my students was simply to get an answer. If they ended up with the correct answer, great; if not, they knew that it was “my job” to show them the “proper” way to go about solving the problem.
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8

Bihunova, Svitozara, Iryna Vorobiova und Alla Fridrikh. „DEVELOPING PROBLEM-SOLVING SKILLS“. Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, Nr. 5(73) (28.03.2019): 110–13. http://dx.doi.org/10.25264/2519-2558-2019-5(73)-110-113.

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9

Roesler, Rebecca A. „Toward Solving the Problem of Problem Solving“. Journal of Music Teacher Education 26, Nr. 1 (24.07.2016): 28–42. http://dx.doi.org/10.1177/1057083715602124.

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10

Scanlon, Eileen. „Solving the problem of physics problem solving“. International Journal of Mathematical Education in Science and Technology 24, Nr. 3 (Mai 1993): 349–58. http://dx.doi.org/10.1080/0020739930240303.

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11

Latheef, Mohamed Ghaisan. „Solving Symmetrical Travelling Salesman Problem“. Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (25.07.2020): 2629–35. http://dx.doi.org/10.5373/jardcs/v12sp7/20202399.

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12

Poggiali, Lisa. „Solving Refugees' Problems or Solving the Problem of Refugees?“ Politikon: The IAPSS Journal of Political Science 10 (01.11.2005): 51–61. http://dx.doi.org/10.22151/politikon.10.4.

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In the following paper I argue that in our contemporary global political climate - which is characterized by gross power differentials between the global North and South - the "international humanitarian regime" conceptualizes refugees as a "problem" to be "solved". It is through this conceptualization that repatriation has become the preferred "durable solution" to refugees' plight. Rather than solving refugees' problems, however, I contend that repatriation today serves to solve the problem of refugees. As such, I argue that repatriation is not only far from a durable solution, but far from a solution at all. I suggest that if we wish to truly help refugees find durable solutions to their problems we must first interrogate the unequal global power dynamics that produce refugee situations.
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13

Arif, Zeba. „Problem solving“. Nursing Standard 27, Nr. 14 (05.12.2012): 26. http://dx.doi.org/10.7748/ns.27.14.26.s34.

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14

MANNING, PETER K. „PROBLEM SOLVING?“ Criminology Public Policy 4, Nr. 2 (Mai 2005): 149–54. http://dx.doi.org/10.1111/j.1745-9133.2005.00012.x.

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15

Szubinski, Gale, und Brian E. Enright. „Problem Solving“. TEACHING Exceptional Children 24, Nr. 3 (März 1992): 58–59. http://dx.doi.org/10.1177/004005999202400316.

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16

Miller, Lamoine J., und John R. Beattie. „Problem Solving“. TEACHING Exceptional Children 24, Nr. 4 (Juli 1992): 54–55. http://dx.doi.org/10.1177/004005999202400413.

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17

Beattie, John R., und Brian E. Enright. „Problem Solving“. TEACHING Exceptional Children 25, Nr. 2 (Januar 1993): 60–61. http://dx.doi.org/10.1177/004005999302500216.

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18

SCOOT, W. „Problem Solving“. Teaching Mathematics and its Applications 4, Nr. 3 (1985): 89–97. http://dx.doi.org/10.1093/teamat/4.3.89.

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19

Baker, Kathy A. „PROBLEM SOLVING“. Gastroenterology Nursing 34, Nr. 6 (2011): 421–22. http://dx.doi.org/10.1097/sga.0b013e31823ff117.

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20

Roman, Simon. „Problem-solving“. Nature 363, Nr. 6430 (Juni 1993): 576. http://dx.doi.org/10.1038/363576b0.

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21

Knippen, Jay T., und Thad B. Green. „Problem solving“. Journal of Workplace Learning 9, Nr. 3 (Juni 1997): 98–99. http://dx.doi.org/10.1108/13665629710164904.

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22

Palumbo, David B., und Ernest A. Vargas. „Problem Solving:“. Computers in the Schools 4, Nr. 3-4 (09.08.1988): 17–28. http://dx.doi.org/10.1300/j025v04n03_05.

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23

O’Shea, Donald C. „Problem Solving“. Optical Engineering 41, Nr. 7 (01.07.2002): 1462. http://dx.doi.org/10.1117/1.1494997.

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24

Tomky, Donna. „Problem Solving“. Diabetes Educator 33, Nr. 6 (November 2007): 1051–52. http://dx.doi.org/10.1177/0145721707308480.

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25

Gwyer, Jan, und Laurita M. Hack. „Problem-Solving“. Journal of Physical Therapy Education 29, Nr. 4 (2015): 2. http://dx.doi.org/10.1097/00001416-201529040-00001.

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26

Ornstein, Allan C. „Problem Solving“. NASSP Bulletin 73, Nr. 520 (November 1989): 113–21. http://dx.doi.org/10.1177/019263658907352019.

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27

Bosch, Jaap J. „Problem solving and problem-solving education in dentistry“. European Journal of Dental Education 1, Nr. 1 (Februar 1997): 18–24. http://dx.doi.org/10.1111/j.1600-0579.1997.tb00005.x.

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28

Blankstein, Kirk R., Gordon L. Flett und Mary Ellen Johnston. „Depression, Problem-Solving Ability, and Problem-Solving Appraisals“. Journal of Clinical Psychology 48, Nr. 6 (November 1992): 749–59. http://dx.doi.org/10.1002/1097-4679(199211)48:6<749::aid-jclp2270480609>3.0.co;2-v.

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29

Annamalai, Nagappan, Shahrul Kamaruddin, Ishak Abdul Azid und Ts Yeoh. „Importance of Problem Statement in Solving Industry Problems“. Applied Mechanics and Materials 421 (September 2013): 857–63. http://dx.doi.org/10.4028/www.scientific.net/amm.421.857.

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Problem statements is a form of natural language used in any problem solvings [17]. A problem statement is described in terms of scope, structure and its purpose. Analysis in problem statement is a critical element of a structured problem solving that has not been included in or explicated by traditional stage models of the process. This paper details out that an analysis stage is needed to develop the implications of a problem's definition and to direct the selection and pursuit of solution strategies. This paper also discusses the importance of problem statement and how a new method of structure is being modeled for an effecient and effective problem solving in industrial environment. Strategies for future research on problem analysis are discussed
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30

Henry, Jill Newman. „Identifying Problems in Clinical Problem Solving“. Physical Therapy 65, Nr. 7 (01.07.1985): 1071–74. http://dx.doi.org/10.1093/ptj/65.7.1071.

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31

Sezgin memnun, Dilek, und Merve ÇOBAN. „Mathematical Problem Solving: Variables that Affect Problem Solving Success“. International Research in Education 3, Nr. 2 (29.07.2015): 110. http://dx.doi.org/10.5296/ire.v3i2.7582.

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<p>Individuals who can solve the problems in everyday and business life is one of the primary goals of education due to the necessity to have problem solving skills to cope with life problems. Problem solving has an important role in mathematics education. Because of that, this research is aimed to examine the differentiation of secondary school students’ problem solving success according to gender, class level, and mathematics course grade. Moreover, this paper explores the effect of secondary school students’ attitudes toward mathematics and problem solving on problem solving success. The participants were 77 fifth-graders and 81 sixth-graders who were studying in three different secondary schools in a large city in Turkey. Two different attitude instruments and a problem solving test were administered to these volunteer fifth- and sixth-graders accompanied by mathematics teachers. Additionally, the students’ mathematics course grades for the fall semester were obtained and used in the research. The results revealed that sixth-graders were more successful in problem solving than fifth- graders. The problem solving success of female and male students was similar, and there was an intermediate positive relationship between problem solving success and course grade point averages. The students’ attitudes affected their problem solving success.</p>
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32

Yeoh, William, und Makoto Yokoo. „Distributed Problem Solving“. AI Magazine 33, Nr. 3 (20.09.2012): 53. http://dx.doi.org/10.1609/aimag.v33i3.2429.

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Distributed problem solving is a subfield within multiagent systems, where agents are assumed to be part of a team and collaborate with each other to reach a common goal. In this article, we illustrate the motivations for distributed problem solving and provide an overview of two distributed problem solving models, namely distributed constraint satisfaction problems (DCSPs) and distributed constraint optimization problems (DCOPs), and some of their algorithms.
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33

Sakemi, Hideta. „IV. Problem solving (clinical): clinical problem-solving in daily practice; 1. Clinical problem-solving conferences“. Nihon Naika Gakkai Zasshi 106, Nr. 12 (10.12.2017): 2552–58. http://dx.doi.org/10.2169/naika.106.2552.

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34

Absalyamova, IlmiraI ldarovna. „TEACHING MOLECULAR PHYSICS WITH PROBLEM SOLVING“. American Journal of Applied sciences 04, Nr. 01 (01.01.2022): 4–11. http://dx.doi.org/10.37547/tajas/volume04issue01-02.

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This article provides with some of the tasks and goals of molecular physics as a subject and shows several examples of problems solved in molecular physics, and methods for solving them. Here are some ways to solve each problem in several ways.
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35

SIA, Alberto R. „Strategies in Problem Solving in Mathematics“. Journal of Advanced Research in Dynamical and Control Systems 11, Nr. 09-SPECIAL ISSUE (25.09.2019): 48–51. http://dx.doi.org/10.5373/jardcs/v11/20192534.

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36

Graesser, Arthur, Bor-Chen Kuo und Chen-Huei Liao. „Complex Problem Solving in Assessments of Collaborative Problem Solving“. Journal of Intelligence 5, Nr. 2 (27.03.2017): 10. http://dx.doi.org/10.3390/jintelligence5020010.

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37

Ramani, Geetha B., und Celia A. Brownell. „Preschoolers’ cooperative problem solving: Integrating play and problem solving“. Journal of Early Childhood Research 12, Nr. 1 (24.10.2013): 92–108. http://dx.doi.org/10.1177/1476718x13498337.

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38

Price, Kenneth H. „Problem-Solving Strategies: A Comparison by Problem-Solving Phases“. Group & Organization Studies 10, Nr. 3 (September 1985): 278–99. http://dx.doi.org/10.1177/105960118501000305.

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39

Intaros, Pimpaka, Maitree Inprasitha und Niwat Srisawadi. „Students’ Problem Solving Strategies in Problem Solving-mathematics Classroom“. Procedia - Social and Behavioral Sciences 116 (Februar 2014): 4119–23. http://dx.doi.org/10.1016/j.sbspro.2014.01.901.

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40

Woods, Donald R., Andrew N. Hrymak, Robert R. Marshall, Philip E. Wood, Cameron M. Crowe, Terrence W. Hoffman, Joseph D. Wright, Paul A. Taylor, Kimberly A. Woodhouse und C. G. Kyle Bouchard. „Developing Problem Solving Skills: The McMaster Problem Solving Program“. Journal of Engineering Education 86, Nr. 2 (April 1997): 75–91. http://dx.doi.org/10.1002/j.2168-9830.1997.tb00270.x.

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41

Maharani, Zuliya, und Anna Cesaria. „Mathematical Problem-Solving Ability in Solving PLSV“. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu 3, Nr. 1 (28.02.2024): 29–36. http://dx.doi.org/10.31980/pme.v3i1.1440.

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Mathematical problem-solving ability is a complex cognitive activity, as a process to overcome a problem encountered and to solve it requires several strategies. This research aims to describe students' mathematical problem-solving ability in solving PLSV problems and also the factors that influence it. This research is included in the type of explorative descriptive research with a qualitative approach. The instruments used were math problem-solving ability tests and interview guidelines. Checking the validity of the data is done by triangulating techniques, namely checking data from several subjects using different techniques. The indicators of math problem-solving ability in this study are identifying problems, planning problem-solving, implementing the solution plan, and evaluating the problem. Kemampuan pemecahan masalah matematis merupakan suatu aktivitas kognitif yang kompleks, sebagai proses untuk mengatasi suatu masalah yang ditemui dan untuk menyelesaikannya diperlukan sejumlah strategi. Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah matematika siswa dalam menyelesaikan soal PLSV dan juga faktor-faktor yang mempengaruhinya. Penelitian ini termasuk ke dalam jenis penelitian deskriptif eksploratif dengan pendekatan kualitatif. Instrumen yang digunakan adalah tes kemampuan pemecahan masalah matematika dan pedoman wawancara. Pengecekan keabsahan data dilakukan dengan triangulasi teknik yakni memeriksa data dari beberapa subjek dengan menggunakan teknik yang berbeda. Adapun indikator kemampuan pemecahan masalah matematika dalam penelitian ini yaitu: mengidentifikasi masalah, merencanakan penyelesaian masalah, melaksanakan rencana penyelesaian, dan mengevaluasi masalah.
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42

Danisman, Sahin, und Mustafa Guler. „A problem-solving process using the Theory of Didactical Situations: 500 lockers problem“. Inovacije u nastavi 32, Nr. 1 (2019): 105–16. http://dx.doi.org/10.5937/inovacije1901105d.

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43

HOUSE, RICHARD, und JAN SCOTT. „PROBLEMS IN MEASURING PROBLEM‐SOLVING: THE SUITABILITY OF THE MEANS – ENDS PROBLEM SOLVING (MEPS) PROCEDURE“. International Journal of Methods in Psychiatric Research 6, Nr. 4 (Dezember 1996): 243–51. http://dx.doi.org/10.1002/(sici)1234-988x(199612)6:4<243::aid-mpr167>3.3.co;2-5.

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44

Williams, Kenneth M. „Writing About the Problem Solving Process to Improve Problem Solving Performance“. Mathematics Teacher 96, Nr. 3 (März 2003): 185–87. http://dx.doi.org/10.5951/mt.96.3.0185.

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Problem solving is generally recognized as one of the most important components of mathematics. In Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics emphasized that instructional programs should enable all students in all grades to “build new mathematical knowledge through problem solving, solve problems that arise in mathematics and in other contexts, apply and adapt a variety of appropriate strategies to solve problems, and monitor and reflect on the process of mathematical problem solving” (NCTM 2000, p. 52). But how do students become competent and confident mathematical problem solvers?
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45

Wright, S. „Problem solving versus problem management“. Health Libraries Review 5, Nr. 2 (Juni 1988): 143–44. http://dx.doi.org/10.1046/j.1365-2532.1988.52012420.x.

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46

Muller-Smith, Patricia. „The problem with problem solving“. Journal of PeriAnesthesia Nursing 13, Nr. 2 (April 1998): 115–17. http://dx.doi.org/10.1016/s1089-9472(98)80096-8.

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47

Happs, Stephen J. „Problem posing vs problem solving“. Nurse Education Today 11, Nr. 2 (April 1991): 147–52. http://dx.doi.org/10.1016/0260-6917(91)90151-y.

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48

MYNORS-WALLIS, LAURENCE. „Does problem-solving treatment work through resolving problems?“ Psychological Medicine 32, Nr. 7 (Oktober 2002): 1315–19. http://dx.doi.org/10.1017/s0033291702006025.

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Background. A randomized controlled trial of problem-solving treatment, antidepressant medication and the combination of the two treatments found no difference in treatment efficacy for major depressive disorders in primary care. In addition to treatment outcome, the trial sought to determine possible mechanisms of action of the problem-solving intervention.Method. Two potential mechanisms of action of problem-solving treatment were evaluated by comparison with drug treatment. First, did problem-solving treatment work by achieving problem resolution and secondly, did problem-solving treatment work by increasing the patients' sense of mastery and self-control?Results. Problem-solving treatment did not achieve a greater resolution in the patients' perception of their problem severity by comparison with drug treatment, neither did problem-solving treatment result in a greater sense of mastery or self-control.Conclusions. The results from this study did not support the hypotheses that for patients with major depression, by comparison with antidepressant medication: problem-solving treatment would result in better problem resolution; or that problem-solving treatment would increase the patients' sense of mastery and self-control.
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49

Akcaoglu, Mete, Lucas J. Jensen und Daisy Gonzalez. „Understanding Children’s Problem-solving Strategies in Solving Game-based Logic Problems“. International Journal of Technology in Education and Science 5, Nr. 2 (17.03.2021): 245–57. http://dx.doi.org/10.46328/ijtes.98.

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Problem solving is an essential skill for students to be successful in life and careers. Students need to use efficient strategies to solve problems effectively. In this basic interpretive qualitative study, we aimed to (a) explore children’s problem-solving strategies in a game-based tool (i.e., puzzles), and (b) investigate the troubleshooting strategies they employed while solving the puzzles. We recorded students’ puzzle-solving efforts, and using an observation analysis approach, noted important moments, patterns in puzzle-solving, troubleshooting methods, and other noteworthy events. Our analysis showed that while solving computer-based puzzles, students demonstrated the use of three approaches: varying-one-thing-at-a-time (VOTAT), building all-at-once or change-all (CA), and a mixed approach. CA was the approach used most often, followed by VOTAT, and then the mixed approach. Of the two troubleshooting approaches, starting the sequence over was the preferred method. Others opted to search for the faulty tile in the sequence. We discuss how these findings can inform practice and provide some insights as to the usefulness of the game-based tool, Lightbot.
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50

Kiesmueller, Ulrich, und Torsten Brinda. „Automatically identifying learners' problem solving strategies in-process solving algorithmic problems“. ACM SIGCSE Bulletin 41, Nr. 3 (25.08.2009): 354. http://dx.doi.org/10.1145/1595496.1562996.

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