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Sverin, Tomas. "Open-ended problems in physics : Upper secondary technical program students’ ways of approaching outdoor physics problems." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-52486.
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This study reports on technical program students’ approaches to solving open-ended problems during an introductory physics course in a Swedish upper secondary school. The study used case study methodology to investigate students’ activities in outdoor context. The findings come from observations and audio recordings of students solving three different open-ended problems. The results showed that the students had difficulties to formulate ‘solvable’ problems and to perform necessary ‘at home’ preparations to be able to solve the problems. Furthermore, students preferred to use a single solution method even though different solution methods were possible. This behavior can be attributed to their previous experience of solving practical problems in physics education. The result also indicated need of different levels of guidance to help the students in their problem solving process. A tentative conclusion can be made that open-ended problems have an educational potential for developing students’ understanding of scientific inquiry and problem solving strategies in the process of performing practical outdoor activities.
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Randles, Christopher Andrew. "Approaches used by science disciplines when solving open-ended problems and their links to cognitive factors." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:14010.
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Solving problems is a key skill required for developing academic success and is desirable to graduate employers across a wide variety of industries and, as such, needs to be valued by both educators and learners. This thesis describes the investigation into what approaches are used by different science disciplines when solving open-ended problems and how these relate to an individuals ability to process information (M-capacity) and their ability to dis-embed information (field independence). Qualitative data was collected through think aloud sessions with first year undergraduate students in six science disciplines in order to identify the approaches they used. Further data was collected from chemistry academics, industrialists and postgraduate students and academic groups. The qualitative data was analysed using a grounded theory approach. Quantitative data were collected from science participants in six disciplines to investigate relationships between approaches used and Mcapacity and field independence. Data was collected using the Figural Intersection Test (FIT) and the Group Embedded Figures Test (GEFT). The results showed that there were eight discrete approaches used when solving open-ended problems. A hierarchy of success at solving open-ended problems emerged from different science disciplines through two separate foci. The first is that physical sciences students have the greatest success at solving open-ended problems and psychology participants having the least success. The second foci is that chemistry academic staff have more success than industrialist participants who in turn have more success than undergraduate students. These hierarchies have been attributed to the amount of evaluation used and the effective use of mathematics. The quantitative data identified correlations between M-capacity and success at solving open-ended problems, and between field independence and approaches used. The implications of the findings are discussed and recommendations for further work are identified.
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Greefrath, Gilbert. "Modelling tasks for learning, teaching, testing and researching." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79945.
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The article deals with a special kind of modelling tass. These problems are used for learning and researching as well. So the results of an empirical study on mathematical modelling of pupils in secondary schools are presented. Pupils of forms 8-10 were observed working on open, realistic problems. These observations were recorded and evaluated. The goal of the presented part of the study is a detailed look at the control processes of modelling problems.
In this context changes between real life control and mathematical control during the control phases are studied and evaluated. We describe in detail the sub phases of controlling and explain their connection with modelling process. The problems used in this project can also be used in math lessons, so this kind of research can put teachers and researchers together. These tasks are suitable to support ongoing in-service development and teacher education.
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Han, Fang M. Eng Massachusetts Institute of Technology. "Modeling problem solving in Massive Open Online Courses." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91817.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.Cataloged from PDF version of thesis.
Includes bibliographical references (page 101).
.Massive Open Online Courses (MOOC) have presented a completely new style of learning and teaching that also brings us a massive amount of student behavioral data. Some of this data is exclusive to the MOOC environment. It opens up many possibilities for educators to study a question they have always wanted to answer: how do students solve problems? In this thesis, we present and address some of the numerous challenges one encounters during the process of mining MOOC data to answer this seemingly simple question. We describe in detail, using the data from MITx's 6.002x Spring 2012 course offering, a large scale, mixed automated and manual process that starts with the re-organization of MOOCdb source data into relevant and retrieval-efficient abstractions we call student resource trajectories and answer type transition matrices. This step must be interleaved with meticulous and painstaking automatic and manual curation of the data to remove errors and irrelevancies while aggregating redundancies, reducing noise and assuring meaningful, trustworthy variables. Regardless, only an estimation of student resource usage behavior during problem solving is available. With all student trajectories for every problem of 6.002X extracted, we demonstrate some analyses of student behaviors for the whole student population. These offer some insight into a problem's level of difficulty and student behavior around a problem type, such as homework. Next, in order to study how students reached the correct solution to a problem, we categorize problem answers and consider how student move from one incorrect answer to their next attempt. This requires extensive filtering out of irrelevancies and rankings. Detailed knowledge of resources, as would be expected of an instructor, appears to be crucial to understanding the implications of the statistics we derive on frequency of resource usage in general and per attempt. We identify solution equivalence and interpretation also as significant hurdles in obtaining insights. Finally, we try to describe students' problem solving process in terms of resource use patterns by using hidden Markov modeling with original variable definitions and 3 different variable relationships (graphical structures). We evaluate how well these models actually describe the student trajectories and try to use them to predict upcoming student submission events on 24 different selected homework problems. The model with the most complex variable relationships proves to be most accurate.
by Fang Han.
M. Eng.
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Hinrichs, Thomas Ryland. "Problem solving in open worlds: a case study in design." Diss., Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/8182.
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Duroux, Hélène. "Enseignement des problèmes ouverts en mathématiques et sentiment d’efficacité des enseignants au cycle 2." Electronic Thesis or Diss., Université de Lorraine, 2024. http://www.theses.fr/2024LORR0220.
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À partir du constat des difficultés éprouvées par les élèves français en mathématiques dans les enquêtes nationales (CEDRE, évaluations nationales CP-CE1) et internationales (TIMSS, PISA), ce travail propose une réflexion sur l’enseignement des problèmes ouverts au cycle 2 et sur le sentiment d’efficacité personnelle des enseignants (noté SEP).Trois objectifs sont poursuivis. Le premier est d’effectuer un état des lieux de la manière dont les problèmes ouverts sont enseignés au cycle 2. Le deuxième objectif est d’identifier puis comprendre la nature des difficultés rencontrées par les enseignants, depuis la préparation jusqu’à la mise en œuvre des problèmes ouverts en classe. Le dernier objectif est d’examiner les relations entretenues entre le sentiment d’efficacité personnelle des professeurs et leurs pratiques déclarées en résolution de problèmes ouverts.Pour répondre à nos hypothèses de recherche, nous nous sommes appuyée sur un questionnaire (N=280) permettant de mesurer, d’une part, les sentiments d’efficacité personnelle des professeurs dans l’enseignement des mathématiques (SEPEm) et dans l’enseignement des problèmes ouverts (SEPEpo) et, d’autre part, de rendre compte des pratiques déclarées en problèmes ouverts. Nous nous sommes également reposée sur l’observation filmée, au cours d’une année scolaire, des pratiques effectives de 6 enseignantes de cycle 2, ce qui représente 17 séquences, soit 43 séances observées au total. Chaque séquence était suivie d’entretiens d’autoconfrontation.L’analyse des données recueillies fait ressortir de fortes disparités dans les pratiques en problèmes ouverts (ex. : fréquence des séances de problèmes ouverts, choix d’intégrer cet enseignement dans la programmation en mathématiques, objectifs visés, présence et contenus de la phase d’institutionnalisation). Elle met également en évidence certaines régularités dans les pratiques (ex. : ne pas construire de progression en problèmes ouverts, commencer la séance par une lecture et une explication des énoncés, proposer une correction collective, conserver à l’issue de la séance les énoncés des problèmes, les solutions correctes et une ou plusieurs représentations permettant de résoudre les problèmes, ou encore ne pas proposer d’évaluation) et dans les difficultés rencontrées. Par ailleurs, des liens sont mis en évidence entre certaines dimensions des pratiques enseignantes en problèmes ouverts et le sentiment d’efficacité personnelle des enseignants dans ce domaineBased on the difficulties experienced by French pupils in mathematics in national (CEDRE, CP-CE1 national assessments) and international (TIMSS, PISA) surveys, this study proposes a reflection on the teaching of open problems in primary school and on teachers' self-efficacy (noted SEP).There are three objectives. The first is to take stock of how open problems are taught in primary school. The second is to identify and understand the nature of the difficulties encountered by teachers, from the preparation to the implementation of open problems in the classroom. The final objective is to examine the relationship between teachers' self-efficacy and their declared open problems solving practices.To address our research hypotheses, we used a questionnaire (N=280) to measure teachers' self-efficacy in teaching mathematics (SEPEm) and in teaching open problems (SEPEpo), and to report on their declared practices in open problems. We also relied on filmed observation, over the course of a school year, of the actual practices of 6 teachers, representing 17 sequences, or 43 sessions observed in total. Each sequence was followed by self-confrontation interviews.Analysis of the data collected revealed wide disparities in open problems practices (e.g. frequency of open problems sessions, choice of integrating this teaching into the mathematics curriculum, objectives pursued, presence and content of the institutionalisation phase). It also highlights certain invariants in the practice of open problems (e.g. not building a progression in open problems, starting the session with a reading and explanation of the statements, proposing a collective correction, keeping the problem statements, the correct solutions and one or more representations enabling the problems to be solved at the end of the session, or not proposing an assessment) and in the difficulties encountered. In addition, links were found between certain aspects of teaching practices in open problems and teachers’ self-efficacy in this area
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Abdi, Yusuf. "Analysis of teachers' discourse moves in open-ended problem solving environment." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/988493004/04.
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Bahar, Abdulkadir. "The Influence of Cognitive Abilities on Mathematical Problem Solving Performance." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293594.
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Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of students. The author investigated this relationship by separating performance in open-ended and closed situations. The second purpose of this study was to explore how these relationships were different or similar in boys and girls. No significant difference was found between girls and boys in cognitive abilities including general intelligence, general creativity, working memory, mathematical knowledge, reading ability, mathematical problem solving performance, verbal ability, quantitative ability, and spatial ability. After controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 53.3% (CTBS) of the variance in MPSP in closed problems as a whole. Mathematical knowledge and general intelligence were found to be the only variables that contributed significant variance to MPSP in closed problems. Similarly, after controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 46.3% (CTBS) of the variance in mathematical problem solving performance in open-ended problems. General creativity and verbal ability were found to be the only variables that contributed significant variance to MPSP in open problems. The author concluded that closed and open-ended problems require different cognitive abilities for reaching correct solutions. In addition, when combining all of these findings the author proposed that the relationship between cognitive abilities and problem solving performance may vary depending on the structure (type) and content of a problem. The author suggested that the content of problems that are used in instruments should be analyzed carefully before using them as a measure of problem solving performance.
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Sianez, David M. "An Analysis of Successful and Unsuccessful Example Solutions to Enhance Open-Ended Technological Problem-Solving Efficiency Among Middle School Students." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27792.
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This study investigated the usefulness of providing successful and unsuccessful example solutions in enhancing students' technological problem-solving efficiency. Prior research exploring worked example solutions indicated improved problem-solving efficiency when solutions were structured in a fashion that decreased the amount of extraneous cognitive load and increased the amount of germane cognitive load as specified by cognitive load theory. Fifty-one 7th and 8th grade students enrolled in technology education courses were selected from one school in the southwest region of Virginia. Participants completed three technological problem-solving tasks that included elevated load, cantilevered weight, and energy absorption using supply kits containing simple modeling materials. Problem-solving efficiency was determined by combining the amount of elapsed time across all three tasks. A 3 x 3 mixed factorial ANOVA was used to analyze the data. Data analysis revealed trends similar to worked example research in mathematics and science, but no significant difference among the three groups was found in this study.Ph. D.
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Evans, Marise Meredith Tillman Thomas S. "Maximizing collaborative problem solving within higher education design studios with a minimal open floor plan." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Industrial_Design/Thesis/Evans_Marise_58.pdf.
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Eriksson, Magnus. "How to manage crowdsourcing : What companies should think about when implementing the strategy." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-9786.
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Stewart, Nancy L. "Preparing Young Children to Respond to Art in the Museum." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3098.
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This thesis describes a research study which the Investigator prepared and documented. It involved two groups of five kindergarten children who were prepared by the Investigator to view one artwork in a museum. Children were prepared to view the artwork by exploring and solving open-ended design problems with large shapes, one-third the size of those in the artwork. The Investigator guided children to respond to the artwork through inquiry and discovery activities related to the artwork's specific characteristics. Findings revealed that kindergarten children enjoyed exploring large shapes and were capable of solving collaborative design problems with the shapes, which prepared them to respond to an artwork with similar shapes.
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Franke, Nikolaus, Marion K. Poetz, and Martin Schreier. "Integrating Problem Solvers from Analogous Markets in New Product Ideation." INFORMS, 2014. http://dx.doi.org/10.1287/mnsc.2013.1805.
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Who provides better inputs to new product ideation tasks: problem solvers with expertise in the area for which new products are to be developed, or problem solvers from "analogous" markets that are distant but share an analogous problem or need? Conventional wisdom appears to suggest that target market expertise is indispensable, which is why most managers searching for new ideas tend to stay within their own market context even when they do search outside their firms' boundaries. However, in a unique symmetric experiment that isolates the effect of market origin, we find evidence for the opposite: Although solutions provided by problem solvers from analogous markets show lower potential for immediate use, they demonstrate substantially higher levels of novelty. Also compared to established novelty drivers, this effect appears highly relevant from a managerial perspective: we find that including problem solvers from analogous markets vs. the target market accounts for almost two thirds of the well-known effect of involving lead users instead of average problem solvers. This effect is further amplified when the analogous distance between the markets increases, i.e., when searching in far vs. near analogous markets. Finally, results indicate that the analogous market effect is particularly strong in the upper tail of the novelty distribution, which again underscores the effect's
practical importance. All this suggests that it might pay to systematically search across firm-external sources of innovation that were formerly out of scope for most managers. (authors' abstract)
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Poliquit, Elmer S. "A method for solving the minimization of the maximum number of open stacks problem within a cutting process." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/r1/poliquite/elmerpoliquit.pdf.
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Sagaskie, Erin Elizabeth. "The Effect of Instruction in Alternative Solutions on American Ninth-Grade Algebra I Students' Problem Solving Performance." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/969.
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The purpose of this study was to investigate the effect of the use of an Alternative-Solution Worksheet (ASW) on American ninth-grade students' problem solving performance, and to determine the extent to which instruction in alternative solutions promotes "look back" strategies. "Look back" strategies are based on Polya's (1973) problem solving steps, and they are an examination of what was done or learned previously. The ASW was designed to encourage students to utilize "look back" strategies by generating alternative solutions to the problems. This mixed-methods study was conducted with two existing groups of ninth-grade Algebra I students. An experimental group of 18 students received instruction in utilizing the ASW for two 55-minute class periods a week for a period of four weeks. A comparison group of 14 students did not receive any instruction. Data for this study were collected by pre- and post-testing, ASWs, focus groups, and one student's "think aloud" process. For the quantitative analysis, a one-way ANCOVA was conducted to determine if there was a significant difference in the mean post-test scores between the experimental group and the comparison group. The students' pre-test score was the covariate. The findings indicated that the experimental group scored slightly better on the post-test, and R2=.345, a medium effect size. There were no significant correlations between the ASW scores and the pre- and post-test scores, but the ASW scores were significantly correlated with the students' EXPLORE9 math and reading percentiles. The qualitative findings indicated that "look back" occurred at all six levels of Bloom's Revised Taxonomy, but it is the "look back" that occurs at the upper three levels, in the context of higher order thinking skills, that results in better mathematical problem solving abilities. In addition, positive affective changes were evident despite little improvement in students' mathematical problem solving abilities. The results of this study indicated that higher order thinking skills need to be practiced regularly so students can use them effectively.
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Gómez, Martínez Mario. "Open, Reusable and Configurable Multi Agent Systems: A Knowledge Modelling Approach." Doctoral thesis, Universitat Autònoma de Barcelona, 2004. http://hdl.handle.net/10803/3049.
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Aunque los Sistemas Multiagente se suponen abiertos, la mayor parte de la investigación realizada se ha centrado en sistemas cerrados, diseñados por un sólo equipo de desarrollo, sobre un entorno homogéneo, y un único dominio.Esta tesis pretende avanzar hacia la consecución de Sistemas Multiagente abiertos. Nuestros esfuerzos se han centrado en desarrollar un marco de trabajo para Sistemas Multiagente que permita maximizar la reutilización de agentes en diferentes dominios, y soporte la formación de equipos bajo demanda, satisfaciendo los requerimientos de cada problema particular.
Por un lado, este trabajo investiga el uso de Métodos de Solución de Problemas para describir las capacidades de los agentes con el objetivo de mejorar su reutilización. Hemos tenido que adaptar el modelo para trabajar con aspectos específicos de los agentes, como el lenguaje de comunicación y los protocolos de interacción.
Por otro lado, esta tesis propone un nuevo modelo para el Proceso de Solución de Problemas Cooperativo, el cual introduce una fase de configuración previa a la formación de un equipo. El proceso de configuración se encarga de obtener un diseño de equipo, expresado en términos de las tareas a resolver, las capacidades a utilizar, y el conocimiento del dominio disponible.
El marco de trabajo desarrollado ha sido puesto a prueba mediante la implementación de una infraestructura para agentes. Esta infraestructura proporciona un nivel de mediación social para los proveedores y clientes del sistema de resolución de problemas, sin imponer una arquitectura particular para los agentes participantes, ni un modelo mental o lógico para explicar la cooperación.
Las contribuciones de este trabajo adoptan la forma de un marco de trabajo multi-capa, desde los conceptos más abstractos a los más concretos, para terminar con la implementación de una aplicación particular basada en agentes de información cooperativos.
Although Multi Agent Systems are supposed to be open systems, most of the initial research has focused on closed systems, which are designed by one developer team for one homogeneous environment, and one single domain.
This thesis aims to advance some steps towards the realization of the open Multi Agent Systems vision. Our work has been materialized into a framework for developing Multi Agent Systems that maximize the reuse of agent capabilities across multiple application domains, and support the automatic, on-demand configuration of agent teams according to stated problem requirements.
On the one hand, this work explores the feasibility of the Problem Solving Methods approach to describe agent capabilities in a way that maximizes their reuse. However, since Problem Solving Methods are not designed for agents, we have had to adapt them to deal with agent specific concepts concerning the agent communication languages and interaction protocols.
One the other hand, this thesis proposes a new model of the Cooperative Problem Solving process that introduces a Knowledge Configuration stage previous to the Team Formation stage. The Knowledge Configuration process performs a bottom-up design of a team in term of the tasks to be solved, the capabilities required, and the domain knowledge available.
The statements made herein are endorsed by the implementation of an agent infrastructure that has been tested in practice. This infrastructure has been developed according to the electronic institutions formalism to specifying open agent societies. This infrastructure provides a social mediation layer for both requesters and providers of capabilities, without imposing neither an agent architecture, nor an attitudinal theory of cooperation.
The contributions of our work are presented as a multilayered framework, going from the more abstract aspects, to the more concrete, implementation dependent aspects, concluding with the implementation of the agent infrastructure and a particular application example for cooperative information agents.
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Mahlobo, Radley Kebarapetse. "A model for an open-ended task-based approach in grade 11 mathematics classes / Radley Kebarapetse Mahlobo." Thesis, North-West University, 2009. http://hdl.handle.net/10394/5080.
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In this investigation, two schools - a control school and an experimental school – were compared in terms of learner performance in two traditional grade 11 mathematics tests, namely the pre-intervention test and the post-intervention test. Both schools completed the two tests simultaneously. Educators saw both tests before intervention. In the experimental school, four grade 11 mathematics classes were studied. The four classes were given worksheets that complied with an open-ended approach (OEA) to mathematics teaching and learning for learners to work independently on, with the teacher only facilitating. The learner-centredness expressed in the OEA complied with learner-centredness as envisaged by the National Curriculum Statement (NCS), and was predominantly constructivist in character. Throughout the five-month intervention, the author observed proceedings in two of the four classes in the experimental school, ensuring that questions the teacher asked complied with the OEA. The two classes would be referred to as monitored classes. The other two classes at the experimental school worked on the worksheet, with the teacher having been briefed about what was expected of the learners using the worksheet -basically that the learners would have to take own initiatives in solving the mathematics problems with minimal teacher intervention. The
two grade 11 mathematics classes were monitored, but not as frequently as the monitored classes. The classes will be referred to as unmonitored classes. At the control school the educators followed their usual (traditional) teaching approach. Both the experimental and control schools followed the same grade 11 mathematics work schedule. The educators in the control school taught without any interference from the author, but the classes at the control school were occasionally observed by the author. In addition to the intervention comparison, the author also gathered qualitative information about participating educators' and learners' experiences and opinions about the OEA at the experimental school by using interviews.
The results of the pre-intervention test showed no statistical difference between the experimental and control school performance, meaning that the learners from both schools were of comparable pre-requisite knowledge. In the post-intervention test, learners from the two monitored classes meaningfully outperformed those from the two unmonitored experimental classes and those from the control school. However, there was no significant difference in performance between learners from the two unmonitored classes and those from control school, The study concludes that the appropriate OEA intervention was responsible for the good results of the monitored classes., and then uses the gathered qualitative information to design a model for the successful implementation of' OEA in mathematics classes.Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.
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Mahlobo, Radley Kebarapetse. "OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGH SCHOOL MATHEMATICS." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80592.
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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows:
1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the
performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work
schedule.
2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent.
3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.
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Mahlobo, Radley Kebarapetse. "OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGHSCHOOL MATHEMATICS." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 386 - 389, 2012. https://slub.qucosa.de/id/qucosa%3A1780.
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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows:
1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the
performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work
schedule.
2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent.
3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.
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Daniels, Mats. "Developing and Assessing Professional Competencies: a Pipe Dream? : Experiences from an Open-Ended Group Project Learning Environment." Doctoral thesis, Uppsala universitet, Avdelningen för datorteknik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-145983.
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Professional competencies are explicitly identified in the primary learning outcomes for science and engineering degrees at many tertiary institutions. Fulfillment of the requirements to equip our students with these skills, while formally acknowledged as important by all stakeholders, can be hard to demonstrate in practice. Most degree awarding institutions would have difficulties if asked to document where in degree programs such competencies are developed. The work in this thesis addresses the issue of professional competencies from several angles. The Open-Ended Group Project (OEGP) concept is introduced and proposed as an approach to constructing learning environments in which students’ development of professional competencies can be stimulated and assessed. Scholarly, research-based development of the IT in Society course unit (ITiS) is described and analyzed in order to present ideas for tailoring OEGP-based course units towards meeting learning objectives related to professional competence. Work in this thesis includes an examination of both the meanings attributed to the term professional competencies, and methods which can be used to assess the competencies once they are agreed on. The empirical work on developing ITiS is based on a framework for educational research, which has been both refined and extended as an integral part of my research. The action research methodology is presented and concrete examples of implementations of different pedagogical interventions, based on the methodology, are given. The framework provides support for relating a theoretical foundation to studies, or development, of learning environments. The particular theoretical foundation for the examples in this thesis includes, apart from the action research methodology, constructivism, conceptual change, threshold concepts, communities of practice, ill-structured problem solving, the reflective practicum, and problem based learning. The key finding in this thesis is that development and assessment of professional competencies is not a pipe dream. Assessment can be accomplished, and the OEGP concept provides a flexible base for creating an appropriate learning environment for this purpose.Felaktigt tryckt som Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology 738
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Krein, Jonathan L. "Programming Language Fragmentation and Developer Productivity: An Empirical Study." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2477.
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In an effort to increase both the quality of software applications and the efficiency with which applications can be written, developers often incorporate multiple programming languages into software projects. Although language specialization arguably introduces benefits, the total impact of the resulting language fragmentation (working concurrently in multiple programming languages) on developer performance is unclear. For instance, developers may solve problems more efficiently when they have multiple language paradigms at their disposal. However, the overhead of maintaining efficiency in more than one language may outweigh those benefits. This thesis represents a first step toward understanding the relationship between language fragmentation and programmer productivity. We address that relationship within two different contexts: 1) the individual developer, and 2) the overall project. Using a data-centered approach, we 1) develop metrics for measuring productivity and language fragmentation, 2) select data suitable for calculating the needed metrics, 3) develop and validate statistical models that isolate the correlation between language fragmentation and individual programmer productivity, 4) develop additional methods to mitigate threats to validity within the developer context, and 5) explore limitations that need to be addressed in future work for effective analysis of language fragmentation within the project context using the SourceForge data set. Finally, we demonstrate that within the open source software development community, SourceForge, language fragmentation is negatively correlated with individual programmer productivity.
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Luo, Junyan. "The semantic geospatial problem solving environment an enabling technology for geographical problem solving under open, heterogeneous environments /." 2007. http://www.etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1749/index.html.
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SHEN, SHU-AN, and 沈書安. "Solving The Open Vehicle Routing Problem By Ant Colony Optimization." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ss49q7.
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碩士國立高雄第一科技大學
運籌管理系碩士班
105
The purpose of this study is to investigate the Open Vehicle Routing Problem (OVRP), which is different than the conventional vehicle routing problem that the vehicles are not required to return to the depot. The focus of this research is slightly different than the original OVRP in which the vehicles are departing from their home company and end at a collection site. The objectives of this study is to find the best vehicle deployment of each home company and the dispatching plan with least cost. Two cases of this kind of OVRP are defined and studied, case one is that the vehicles end at collection site and case two is that the vehicle has to back to the home company directly from the collection site. In this research, the Aggressive Ant Colony Optimization (AACO) solving procedure which is inspired by Ant Colony System is proposed to solve the OVRP. This solving approach can yield better solution comparing to the traditional search mechanism. All the ants need to compete with one another to win the chance to serve the next customer. The computational results indicate that the proposed heuristic is able to efficiently solve OVRP.
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LIN, SHU-YI, and 林書翊. "Solving the Open Vehicle Routing Problem with Stochastic Demand by Ant Colony Optimization." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/y4z34y.
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碩士國立高雄科技大學
運籌管理系
107
This study focuses on the Open Vehicle Routing Problem with Stochastic Demand (OVRPSD). OVRP generally occurs when a company hires a fleet or entrusts a distribution business to a third-party logistics providers. The vehicle departs from the station. After the delivery, it ends at a customer point. The customer's demand belongs to the Random Variable, and it is now possible to know the customer's demand. Therefore, it is possible that the vehicle capacity is insufficient during the journey and it is closer to the real life situation. The open vehicle routing problem in two situations is proposed. The first one is the traditional OVRP problem, called Depot to Customer (DtoC). The second type is called Home Company to Collection Site (HtoC), which means that the vehicle starts from the company location and ends at the collection site. For example, the garbage truck starts from the company location and transports the garbage to the incinerator after the last customer point is collected. Therefore, the ant colony optimization is applied to solve this problem. Firstly, the optimal path is finding by minimizing the number of vehicles and then calculating the minimum travel cost. At the same time, all the ants will compete with one another to win the chance to serve the next customer, making the results more competitive. Keywords: open vehicle routing problem, ant colony optimization, stochastic demand
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Ahn, Jaesuk. "Attitude-driven decision making for multi-agent team formation in open and dynamic environments." 2009. http://hdl.handle.net/2152/6549.
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Multi-agent systems are applied to distributed problem-solving applications because of their ability to overcome the limitations that individual agents face when solving complex problems. Large numbers of agents acting as problem-solvers on networks suggest a virtual marketplace. In this marketplace, groups of self-interested agents can interact to solve highly constrained and distributed problems by assuming varying roles and forming “temporary teams”. This dissertation presents a decision making mechanism for multi-agent team formation between self-interested agents in a competitive, open and dynamic environment. An agent perceives environmental uncertainties, and models those uncertainties into simplified categories such as risks and benefits. The dissertation further demonstrates how an agent’s attitudes shape how risk and rewards are weighted when making decisions among multiple alternatives. Accordingly, agent-borne attitudes toward proactive behavior, risk, reward, and urgency are proposed as the basis of the proposed team formation mechanism. Finally, a learning technique assists an agent in continuously learning what attitudes it needs in order to adapt to dynamic environments and increase its resulting rewards.text
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Wu, Hui-Chin, and 吳惠琴. "Computer-based Assessment of Collaborative Problem Solving Based on Open-ended Items with Multi-agent." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/08243633919687609619.
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Qafisheh, Mutaz Wajeh Abdlmajid. "Solving the latency problem in real-time GNSS precise point positioning using open source software." Master's thesis, 2020. http://hdl.handle.net/10362/95142.
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Dissertation submitted in partial fulfilment of the requirements for the degree of Master of Science in Geospatial TechnologiesReal-time Precise Point Positioning (PPP) can provide the Global Navigation Satellites Systems (GNSS) users with the ability to determine their position accurately using only one GNSS receiver. The PPP solution does not rely on a base receiver or local GNSS network. However, for establishing a real-time PPP solution, the GNSS users are required to receive the Real-Time Service (RTS) message over the Network Transported of RTCM via Internet Protocol (NTRIP). The RTS message includes orbital, code biases, and clock corrections. The GNSS users receive those corrections produced by the analysis center with some latency, which degraded the quality of coordinates obtained through PPP. In this research, we investigate the Support Vector Machine (SVR) and RandomForest (RF) as machine learning tools to overcome the latency for clock corrections in the CLK11 and IGS03 products. A BREST International GNSS Services permanent station in France selected as a case study. BNC software implemented in real-time PPP for around three days. Our results showed that the RF method could solve the latency problem for both IGS03 and CLK11. While SVR performed better on the IGS03 than CLK11; thus, it did not solve the latency on CLK11. This research contributes to establishing a simulation of real-time GNSS user who can store and predict clock corrections accordingly to their current observed latency. The self-assessment of the reproducibility level of this study has a rank one out of the range scale from zero to three according to the criteria and classifications are done by (Nüst et al., 2018).
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Ye, Wei-Jen, and 葉為任. "A Study on Using Evolutionary Algorithm in Solving the Multi-objective Open Shop Scheduling Problem." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/21117903977812233838.
Full textAbstract:
碩士東海大學
工業工程與經營資訊學系
95
Along with complex production environment, schedulers often need to consider multiple performance measures for scheduling. It's almost only consider one performance measure for scheduling about open shop scheduling in the literature, previously. It is clearly not well suit in production environment of nowadays. Thereby, we consider two performance measures for scheduling, maximum completion time and total tardiness time. It is well known that most of the open shop scheduling problems are NP-hard. In this paper, we not only use MOGA, NSGA-II and SPEA2, but also design an evolutionary algorithm, called GCEA, to solve multi-objective open shop scheduling problems. In this paper, we generated three size of scheduling problems. For each algorithm and each problem, 30 runs with different random seed have been carried out. We use GCEA, MOGA, NSGA-II and SPEA2 to get Pareto-optimal set(nondominated solutions set), and then comparing these multi-objective evolutionary algorithms performance. Finally, Computational results show that the GCEA algorithm clearly outperforms the other three algorithms.
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CHEN, YA-HUI, and 陳雅惠. "Automatic Scoring Processes for the Problem Solving Strategies of Different Denominator Fraction Subtraction Open-ended items." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/19247613392992660707.
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碩士亞洲大學
資訊工程學系碩士在職專班
104
Most of the format for computer-based testing in Taiwan is multiple choice. In spite of the advantage of automated grading, the process of solving strategies can not be analyzed. In addition to that, the possibility of guessing among the respondents is likely to happen. On the other hand, the regular test of constructed-response questions will be able to provide the respondents process of solving strategies. Likewise, correcting and grading will be a heavy task for the teachers. In this study, students’multiple-strategies, skills, and the type of error were diagnosed and classified by using the example of different denominator subtraction in math. The automated analysis processes for constructed-response questions could be formed and the cognitive diagnostic analysis was conducted by using DINA and MS-DINA modes. The results of this study show, 1.Two or more than two solving strategies for the same question could be found. The ratio of using mixed fraction is higher than that of using improper fraction. At the same time, the type of error is more diverse and there are lower numbers of occurrences of type of error. 2.In terms of multiple-strategies, skills, and the type of error, the coherence of experts’ grading and automated analysis processes for constructed- response questions can reach the percentage of ninety-five. Therefore, the automated analysis processes for constructed- response questions is effective. 3. Pattern correct classification rate and attribute correct classification rate in mode 2, 3, and 4 are better than those of in mode 1. Pattern correct classification rate and attribute correct classification rate in MS-DINA mode are better than those of in DINA mode. Key word：automated analysis processes, multiple-strategies, cognitive diagnosis models, different denominator fraction subtraction, constructed-response questions
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Chen, Yi-Da, and 陳奕達. "Apply Genetic Algorithm for Solving the Multi-Objective Open Shop Scheduling Problem: A Case of Hardware Factory." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/94237642420164829199.
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碩士國立勤益技術學院
工業工程與管理系
94
Enterprises progress by competing with each other and the competition includes cost, quality, elasticity, and delivery time. The items mentioned above are close related to schedule. The schedule affects the date of delivery that in turn affects the cost. A good schedule may bring the best achievement and make the effective ways of utilizing the resources. This research takes a hardware company as an example. Its products include door stop, fireproof locks, handle panels etc. There are two main objectives in this research. One is to minimize the tardiness; the other is to minimize makespan. Consider both main goals simultaneously make the solution process more complicated. Thus we proposed a genetic algorithm for solving the problem and hope to reach an approximately optimum schedule. This research uses a hardware factory as an example to verify the effectiveness and the efficiency of the proposed genetic algorithm. As a result it actually can reach a better schedule
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Hsiung, Lai Chun, and 賴俊雄. "A Coordinate Representation Particle Swarm Optimization for Solving Open Vehicle Routing Problem with Time Windows and Dedicated Destination." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/85395644949919598951.
Full textAbstract:
碩士東海大學
工業工程與經營資訊學系
103
Nowadays, whether supplier or manufacturer, the logistics and distribution operation is a key of success in the global supply chain. And with the rapid development of electronic commerce recently, how to achieve the on-time delivery is the main target for e-business. Therefore, more and more e-business or enterprises without logistic system are outsourcing logistics that is not core competencies to 3PL. This paper proposes the open vehicle routing problem with time windows (OVRPTW) considering the feature of third party logistics (3PL). In the typical OVRPTW problem, most studies discuss time windows, capacity, routing limitation, and destination of vehicle etc. Most literatures assumed the vehicle wouldn’t back to the depot. However, this paper considers the property of 3PL, which means the destination of vehicle is set to center of 3PL. The characteristic of 3PL compared to literature is very different in this study, and OVRPTW problem is NP-hard so that it is not easy to solve. Hence, this paper addresses an OVRPTW problem considering 3PL and the problem is formulated as a mixed integer linear programming (MILP) model. The objective is to minimize the total travel distance. A coordinate representation particle swarm optimization (CRPSO) algorithm is developed to obtain the best delivery sequencing and the capacity of each vehicle. The computational study shows that the proposed method provides good quality solutions within a reasonable amount of time. Finally, the result compared to PSO also indicates that the CRPSO is competitive.
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Lu, Yu-An, and 呂祐安. "Solving Capacitated Open Vehicle Routing Problem by Hybridization of Particle Swarm Optimization Algorithm and Loop 2-OPT Technique." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/t2prs2.
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碩士國立屏東科技大學
資訊管理系所
105
The concept of Vehicle Routing Problem (VRP) first appears in military logistics to solve the transmission of information and supplies in battlefield. It had become research interests to the experts and scholars afterwards. The Capacitated Open Vehicle Routing Problem (COVRP) is an extension of VRP; it has provided companies deal with logistics and transportation, reducing the huge cost in vehicles, labor and time during these years. Based on the Particle Swarm Optimization, this thesis adopts the “multi-directional search strategy” to improve search capability of the best solution. In order to sort out a non-crossed path quickly, this thesis proposed “Loop 2-opt” reducing the 2-opt implementation times greatly. The computational results showed that our proposed algorithm can find the 45 solutions of 68 tested instances as the best-known solutions.
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Chen, Chen Miao, and 陳貞妙. "One-to-One Computer-based Assessment of Collaborative Problem Solving Based on Open-ended Items for Junior High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/36819920530317998944.
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(10730865), Scott Tecumseh Thorne. "TEACHER SUPPORTS USING THE FACILITATOR MODEL FOR DUAL CREDIT IN OPEN ENDED DESIGN THINKING COURSEWORK: UNIVERSITY COLLABORATION AND HIGH SCHOOL IMPLEMENTATION." Thesis, 2021.
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The facilitator model for dual credit offers a way for student to earn directly transcripted credit to colleges and universities, overcoming many barriers faced by other dual credit models. Successful implementation of this model requires high degree of involvement from the cooperating institution. This IRB approved qualitative case study explored the needs of five teacher facilitators in both summer professional development and on-going support throughout the school year when implementing a facilitator model for dual credit with open-ended design coursework. Code-recode and axial coding techniques were applied to over 90 hours of transcribed data, artifacts, and observations from a seven month period to find emerging themes and offer recommendations for implementation.