Journal articles on the topic 'Roblem solving'

The process of creative thinking is a step that someone uses in produce new ideas and alternative ways/answers include the preparation, incubation, illumination and verification. The problem used is PISA problems with space and shape. Each individual has their own ways to absorbing information and solving a problem is learning style. Learning styles used are global and analytic learning style. The purpose of this research to describe students’ creative thinking processes in PISA roblem solving with global and analytic learning style. This research uses descriptive research with a qualitative approach. The research subjects were taken by two students each in global and analytic learning style in class X-IPA 1 of Senior High School 8 Kediri in the odd semester of the 2019/2020 school year. The result of this research showed that students’ creative thinking processess in PISA problem solving in PISA with global learning style can through preparation, incubation, illumination and verification. The student can do PISA problem in two different ways but the result are not coherent, do not write the basic formula and some write the final answer. In the incubation stage, student was saturation and difficulty on one of the ways which is found and the effect do silence for a moment. The next, student’ creative thinking processes in PISA problem solving with analytic learning style can also through preparation, incubation, illumination and verification. The student can do PISA problem in two different ways, the result are written coherently, step by step written clearly. In the incubation stage, student not have problem. Keywords:creative thinking process, PISA, learning style.

This study looked at the higher education law from the perspective of university education as well as school education to explore authenticity. Starting with the Higher Education Act, which was first enforced in 1998, among the Higher Education Acts revised and enacted until 2022, we will focus on systems that have become a policy change point or have had a significant impact on higher education. Through this, the problem was overviewed and a solution was sought. Korea has achieved policy and institutional improvements through various institutional reforms, and has demonstrated the power of Korean education that could not be found anywhere else in the international community. However, at this point, it is necessary to review the flow of higher education in the past and discuss the policy direction to find consistency and originality in the future. It is also pointed out as a problem that the majority of studies take a bottom-up approach to designing simple policies or systems or implementing them efficiently. In order to find the original meaning of university, major courses of various characteristics must be developed and operated, and learner-centered self-directed learning must be realized. A cquisition o f a c reative p roblem-solving p rocess a s w ell a s t he a bility t o u tilize i t a nd t he exploration of self are privileges of university education, so future university policies should be promoted in this direction. Lastly, active support for the formation of a network of policy researchers is needed at the government level so that higher education researchers can maximize their expertise and expand the scope of higher education research. Finally, in order to solve the problems of university education, the process of change was reviewed centering on the higher education law, which is most direct to the field of university education, policy changes in future university education were examined, and alternatives to university education in the future were presented. In this respect, I would like to give meaning to this study.

<p><em>Value </em><em>C</em><em>reating </em><em>P</em><em>edagogy (VCP) promotes well-being and support for social justice and practices connected with the happiness of both the individual and the society. Effective adoption of VCP promotes educational ideals oriented in dignity and empowerment of all individuals in school and in society. Adherence to principles of VCP through </em><em>P</em><em>roblem </em><em>B</em><em>ased </em><em>L</em><em>earning (PBL) approach creates a meaningful platform for addressing challenges in schools through creative thinking which in turn encourages exploring processes where students are free to voice opinions in an inclusive learning environment. Through VCP, students individually and collaboratively assume responsibility for generating learning issues, uphold respect of individuality, build bonds of lasting relationship and oppose violence. In instances where VCP is implemented appropriately, attitudes towards learning improve and students learn to solve complex and authentic issues independently. By so doing students acquire spontaneous happiness and knowledge to solve new problems as well as competence in confronting emerging issues arising from school and in society. Conversely, in Kenya, examination focus of education system is a deterrent to development of values and ethics required for survival in society. On the other hand, the challenge for many teachers in adopting VCP is in making transition from knowledge provider to facilitator of learning. As a result, development of problem solving skills such as independent learning, critical thinking and decision making become disillusioned. This study explored adoption of value creating pedagogy and problem based learning as a strategy for creating value added education in public secondary schools in Nairobi County. A survey design was adopted with a target population of 80 schools where information was sourced from 40 teachers and 40 students through purposive sampling and simple random technique. Data were collected using an interview schedule and a questionnaire. The study found inconsistencies in the way schools implemented PBL in regard to increasing student knowledge and skills in problem solving. The study recommends that the Ministry of Education should introduce a national policy on VCP and PBL as pedagogical approaches across all curricular that can be adopted to develop relevant and engaging values connected to achievement of Vision 2030.</em></p>

This study provided metaverse content production for middle school students. Specifically, the process of discovering empathy, analysis of problem analysis, finding solutions, and metaverse by applying the entrepreneurship education training process. The students were interested in the metaverse platform Roblox and actively participated. And it was amazing that Roblox, who only knew it as a game, could implement a problem solving idea. The training program showed that it was possible to produce the problem -solving solution contents that students imagined using Roblox. We look forward to seeing more content education that can be used as metaverse by developing more programs like this.

This study aimed to explore the need of a user generated 3D world (Roblox) online game module in English Language Problem-based Learning for Malaysian university students. The researchers used observations, interview, and questionnaire distribution that were implemented to 60 university students studying English Language at Universiti Malaysia Kelantan, Malaysia as well as 4 English Language teachers in the university. The results indicated that the students agreed that learning English language by using Roblox online games was interactive, challenging, exciting and fun. The students also recommended that the activities in the English Language Roblox Module should be easily done and accessed in all platforms including mobile phone, table and computer. Teachers also pointed out that the narrative elements that involve critical thinking skills were needed in the module to help them fostering the students to imply their problem-solving skills related to real-life issues in the learning process. The implications of this study will be significant for the English Language Roblox module developer as the technique for promoting problem solving skills in English Language Learning and to enhance students’ awareness on real-life issues.

G. Cortes Robles’ TRIZ (Russian acronym for “Theory of Inventive Problem Solving”)–CBR (Case-based reasoning) model has the capacity to accelerate conceptual design and to find inventive solutions. This paper describes how the TRIZ–CBR model can be enhanced by introducing the weight sensitivity. Of course, weight used to measure the relative importance of multiple attributes is a very important component of the similarity function, which has a great influence on the CBR results. By means of weight sensitivity analysis, the similar cases which possess high reference value among retrieved cases can be selected. A laundry drum product example was given to verify the validity of the model.

Onchocerciasis, also known as river blindness and Robles disease, is a parasitic disease caused byOnchocerca volvulus, a nematode (roundworm), and it is endemic in tropical countries like Nigeria. The objective of this paper is to discuss the mathematical formulation underpinning the spread and control of this disease on one hand. On the other hand, we make use of some new analytical methods to derive the solution of the resulting set of equations. The numerical results are presented to test the efficiency and the accuracy of both methods. The techniques used for solving these problems are friendly, very easy, and less time consuming. The numerical solutions in both cases display the biological behaviour of the real life situation.

The article considers the relevance of the interpretation and artistic embodiment of the legend “About two Great Sinners”, which is included in the chapter “A Feast for the whole World” of the poem by N. Nekrasov “Who lives well in Russia”. The authors emphasize that the Nekrasov episode, on the one hand, is based on a familiar folklore plot, on the other — it is interpreted by the poet differently than is traditionally accepted in folk texts. The analysis pointed out that, if in the folklore emphasis is placed on the image of the robber Kudeyar undergoing spiritual transformation, in the poem of Nekrasov focus redirected to the image of “the other robber”, pan Glukhovsky, who, in the view of the author of the poem, is the “most sinful of all”. The article pays special attention to the aspect of the displacement of moral components by social ones. It is demonstrated that Nekrasov approach to solving the core issue of the head, “Who in Russia most sinful of all?” biased and removed from under-standing the triad of “sin of the landowner, sin of the robber, sin of the peasant” pro-posed by the heroes of the Chapter “Feast...”, but makes a scene-meaning “substitute” all “sinners” episodes only responsible for the sinner recognizes the nobleman, only at the social level, opposed to the peasant.

This paper is devoted to the analysis of Article 78 of the UN Convention on Contracts for the International Sale of Goods which, due to its insufficient determination, creates numerous discussions in both theory and practice that inevitably leads to a violation of uniformity in the application of the Convention. The paper presents dominant theoretical attitudes in solving interest issues, as well as court and arbitration practice in this matter. In order to ensure predictability and legal certainty in international trade, this paper is devoted to finding uniform and commercially realistic solution for calculating interest based on the Convention itself.

The title salt, C2H8N+·C10H5O8−, was the unexpected product of an attempt to prepare a ZrIVmetal–organic framework with benzene-1,2,4,5-tetracarboxylic acid (1,2,4,5-H3B4C). In the reaction, the DMF solvent has been decarbonylated, forming the dimethylammonium cation, with one proton lost from the tetracarboxylic acid. It is proposed that the ZrIVsalt acts as aTsotsior robber, plundering CO from the DMF molecule. The resulting salt crystallizes with two cations and two anions in the asymmetric unit. An intramolecular hydrogen bond forms between a carboxylic acid substituent and the carboxylate group of each of the monodeprotonated (1,2,4,5-H3B4C−) anions. In the crystal, an extensive array of O—H...O, N—H...O and C—H...O hydrogen bonds generates a three-dimensional network, with columns of cations and anions forming along thebaxis.

Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities. Keywords: Early Childhood, Unplugged Coding, Problem solving skills References: Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the efectiveness of problem-solving skills in students. Angeli, C., Smith, J., Zagami, J., Cox, M., Webb, M., Fluck, A., & Voogt, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 12. Anlıak, Ş., & Dinçer, Ç. (2005). 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With eEmploying dichloromethane as solvent, sodium dodecanesulphonate as surface active agent, ammonium persulphate as oxidizer, PAn was introduced into PVDF and co-polymer with high relative permittivity reaching to 280 was obtained by emulsion polymerization. By detecting the structural information and electrical property through FT-IR, XRD, SEM, informations about the co-polymers were presented and in this paper. By adjusting the quantity of aniline in polymerization and the concentrations of protonic acid in the post processing, polymers with different electric properties could bewere compared and analyzed. It was The SEM images and XRD patterns showed the crystallization and microstructure information of the co-polymers in comparison. Particularly, the SEM images showed that the PVDF-PAn co-polymers had homogeneous properties in certain constitute range and as a result of emulsion, spherical PAn-PVDF media was fabricated. After robber mixing procedure at certain temperature, the PAn had a relatively average-fine dissolving in the PVDF, which overcame the difficulty of dissolving PAn oin other substrateance. This ensured the fine property for the matrix material in composites. The XRD pattern showed, wWith the increasing of the introduction quantity of PAn, the crystallization of the entire material complex had been raised greatly.

Reports related to incidences of drug facilitated crimes (DFCs) have notably increased in recently. In such cases, victims report being assaulted or robbed while under the influence of drugs. Lorazepam (LZ) is frequently used in DFCs as it can easily make victims docile owing to its potent numbing effect. Therefore, a straightforward and green analytical method to analyze LZ in spiked food matrices in connection with criminal acts becomes important. The current study reports a simple, green, and high sample throughput analytical method for determining LZ in food and drink matrices commonly encountered in DFCs, based on recently introduced cellulose paper sorptive extraction (CPSE). For the extraction of LZ from food matrices, pristine cellulose paper (CP, commonly used laboratory filter paper) was used as a sorptive medium. Five pieces of CP (1.5″ × 1.5″ each) were dipped into diluted food matrices (cream biscuits and tea) and stirred on a rotary shaker for 30 min at 200 rpm. The CPs were then dried, and the adsorbed LZ was back-extracted into 2 mL of methanol. The extract was then subjected to GC–MS analysis in selected ion monitoring (SIM) mode. Several parameters, including CP size and number, back-extraction solvent type and volume, sample volume, extraction time and stirring speed, pH, ionic strength, elution time and speed, were thoroughly screened and optimized. Under the optimized conditions, the method was found to be linear in the range of 0.2–10 µg·mL−1 (or µg·g−1) with a coefficient of determination (R2) ranging from 0.996–0.998. The limit of detection and limit of quantification for cream biscuits were 0.054 and 0.18 µg·g−1 whereas they were 0.05 and 0.16 µg·mL−1 for tea samples. For all measurements, the relative standard deviations (%RSD) were always below 10%. Two mL of methanol per sample was used during the entire sample preparation process. The greenness of the proposed procedure was evaluated using Analytical Eco-Scale and GAPI greenness assessment tools. Finally, the CPSE–GC–MS method has been applied for the determination of LZ in forensic food samples which were used in DFCs.

Background The PISA study (assessing the competences of 15-year-old students in their mother tongue, in mathematics and in natural sciences) deals with the benchmarking of the OECD member states when it comes to meeting globally defined educational standards. Transnational educational experts now form the most powerful group within the “education” discourse and have made the concept of human capital the dominant paradigm. Focus of the Study The article is focused on the conflicting ideas of education behind the PISA study and the German school system. It addresses the changes taking place in the German school system enforced by compliance with the educational standards set by the PISA context. Research Design The concept of literacy applied by the PISA test is confronted with the curriculum and typical lessons in German secondary schools to find out how far they converge or diverge. Findings Evaluating the PISA test 2000, German researchers explicitly point out that the tasks set in reading, mathematics, and sciences comply with the Anglo-American model of generally usable basic competences, which differs substantially from the German model of a varied and differentiated education. Typically, German students did exceptionally well in solving exactly that math problem, which was related to a specific field of mathematics, namely Euclidean geometry. In contrast, they were less successful in handling inner-mathematical basic problems. The concept of the reading tests, too, is far from the syllabus of German language lessons. While, in Germany, a wide scope of literary texts is being covered, the PISA test is dominated by discontinuous nonfictional texts such as instructions for use, technical descriptions, and tables. Also, the 2000 PISA test in natural sciences deviated substantially from the syllabus of German schools. The test focused on basic competences of understanding scientific concepts, processes, and exemplary fields of application across the subjects. In contrast, classes in Germany are subdivided into physics, chemistry, and biology, while basic competences across the subjects can be acquired implicitly only, but are not taught explicitly. Conclusions Whoever wants to defend German school lessons against PISA might doubt the assessment's validity basically (Jahnke & Meyerhöfer, 2006; Rindermann, 2006, 2007). In any case, it does not measure what German schools want to teach their students in the context of their educational idea and tradition. Nevertheless, the PISA process is part and driving force of a major transformation. At the end of this transformation, the ideal of education as internalization of a cultural tradition embodied in accumulated knowledge will be replaced completely by the guiding principle of education as formation of competence and human capital. Basically, institutions may remain in a state of uncertainty for several decades, but nevertheless they have been deconstructed and robbed of their consecration so that the ground has been prepared for a profound change in the sense of conformity with the PISA structures.

Online video gaming has developed from a hobby to a ubiquitous, social and leisure phenomenon. Roblox, a free-to-play, online sandbox platform has thrived in this time, with a substantial global userbase, where the majority of Roblox users are under 16 years old. Using video recorded data from single case, this study examines the ways in which two preteen players collaboratively participate, solve problems, and share strategies during a pre-gaming interaction. The analysis highlights the affordances of this form of online play for social and language learning. Using Multimodal Conversation Analysis, this study explores how participants leverage cooperative learning strategies including mutual scaffolding techniques and fluidity of epistemic participation that includes material ecology, knowledge exchange, joint problem solving, instructing, and help-seeking. The analysis elucidates a relationship between these pre-gaming activities and participants’ utilization of resources for learning related to language, technology, literacy, and teamwork.

In this paper, the system of singularly Perturbed Reaction-Diffusion p roblems w hich a re commonly used in physics and chemistry branches of science, were investigated. Sinc-Galerkin Method was used to obtaining the solution of problems. Because of there is no article about Sinc-Galerkin Method related to singularly perturbed Reaction-Diffusion problems in liter- ature, the efficiency of the method was shown via this problem. There are important results that occurred after our research and application. Sinc Galerkin Method which was used in this paper as the main solution method gave better results according to parameter robust method and asymptotical initial value method. The figures and the tables show this competence and low errors.

Future skills, so-called 21st century skills, emphasise collaboration, creativity, critical thinking, problem-solving and especially ICT skills (Voogt & Roblin, 2012). Teachers have to be able to use various pedagogical approaches and ICT in order to support the development of their students’ 21st century skills (Voogt & Roblin, 2012). These skills, particularly ICT skills, pose challenges for teachers and teacher education. This paper focuses on developing an instrument for measuring pre-service teachers’ knowledge related to ICT in the context of 21st century skills.Technological Pedagogical Content Knowledge (TPACK; Mishra & Kohler, 2006) was used as a theoretical framework for designing the instrument. While the TPACK framework is actively used, the instruments used to measure it have proven challenging. This paper outlines the results of the development process of the TPACK-21 instrument. A new assessment instrument was compiled and tested on pre-service teachers in Study1 (N=94). Based on these results, the instrument was further developed and tested in Study2 (N=267). The data of both studies were analysed using multiple quantitative methods in order to evaluate the psychometric properties of the instruments. The results provide insight into the challenges of the development process itself and also suggest new solutions to overcome these difficulties.