Tesis sobre el tema "Group problem solving"
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Snellenburg, Sidney C. "Problem solving and The Idea Machine". Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08062007-094359/.
Texto completoAbimbola, Gbemisola. "EFFECTS OF TASK STRUCTURE ON GROUP PROBLEM SOLVING". Thesis, University of Waterloo, 2006. http://hdl.handle.net/10012/824.
Texto completoPrevious researchers have focused their efforts on individual problem solving with minimal reference to groups. This is due to difficulties such as the presence of distributed information, the coordination of people and the large scale of work that typified group problems. Specifically, the effect of problem structure in group problems has been rarely studied due to the absence of an encompassing theory.
In this thesis, the effect of problem structure on group performance is studied using the fundamental characteristics of structure such as detour, redundancy, abstraction and degree of homogeneity. These characteristics were used in conjunction with existing problem solving theories (such as Information processing system, Gestalt approach and Lewin's lifespace approach) and Heider's balance theory to understand the effects of task structure on group performance and behavioural output.
Balance theory is introduced as a conceptual framework in which the problem solving process is viewed as a dynamic progression from cognitive imbalance towards a state of structural balance corresponding with the solution. This theoretical approach captures both incremental search processes and insight associated with cognitive restructuring, typical of existing problem solving approaches in the literature. It also allowed the development of unique measures for studying the effect of structure in group problem solving.
A Laboratory experiment was conducted using 153 undergraduate and 3 graduate students in groups of 4 subjects. The experiment examined the effect of task structure on groups' performance and behavioural variety. The stimulus used for the experiment was a categorization problem consisting of sixteen cards with two objects each shared equally among four participants. The objective was to form four groups of items with no cards left unused. The groups' performance data was collected and analyzed to verify the postulated hypotheses.
The results indicate that both increased problem structure complexity and the introduction of a restructuring dimension in the problem structure were associated with reduced performance and increased behavioural variety. With respect to problem solving strategy, early discussion in problem solving was associated with better performance and less behavioural variety. Finally, the results support the premise that group problem solving processes tend to be in the direction of attaining higher states of balance.
Vanhorn, Renee E. "Locus of control, need for cognition, and a hierarchical approach to real-world problem solving : searching for a problem solving personality". Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/897524.
Texto completoDepartment of Psychological Science
Welch, Malcolm W. (Malcolm William). "The strategies used by ten grade 7 students, working in single-sex dyads, to solve a technological problem". Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40467.
Texto completoResults showed that novice designers do not design in the way described in textbooks. Their strategy is not linear but highly iterative. Subjects developed their ideas using three-dimensional materials rather than two-dimensional sketches. They were unlikely to generate several possible solutions prior to modelling, but developed solutions serially. The act of modelling stimulated the generation of additional ideas. Evaluation occurred repeatedly throughout their designing.
Ma, Ka Leung. "In solving the dominating set problem : group theory approach". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ40311.pdf.
Texto completoAdams, Douglas R. "An early counselling intervention program for problem drinkers contrasting group and individual delivery formats". Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31113.
Texto completoEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Lichacz, Frederick Michael John Carleton University Dissertation Psychology. ""The effects of perceived collective efficacy on social loafing."". Ottawa, 1992.
Buscar texto completoLai, Man-kin. "Performance differences across communication environments in collaborative problem solving /". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21779235.
Texto completoThomas, Kimberly M. "Generating alternative solutions to social problems : an evaluation of active and inactive approaches". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864914.
Texto completoDepartment of Psychological Science
Hender, Jillian Mary. "Improving group creativity : an evaluation of the use of creative techniques with a group support system". Thesis, Henley Business School, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387532.
Texto completoOwen, Larry. "Joint problem solving in negotiation as a small group process". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58729.pdf.
Texto completoCooper, Phadiela. "Problem-solving in geometry in collaborative small group settings: how learners appropriate mathematical tools while working in small groups". Thesis, University of the Western Cape, 2011. http://hdl.handle.net/11394/4248.
Texto completoProblem-solving in Mathematics is an important skill. The poor performance of South African learners in international tests such as the Trends in International Mathematics and Science Study (TIMSS) and in schools in general indicates that emphasis should be placed on problem-solving in the teaching and learning of Mathematics. The new national senior certificate curriculum in South Africa encourages group work amongst learners. The thesis proposes that learning is enhanced in a small-group setting, since learners actively engage with the problems. Furthermore, Euclidean Geometry is perceived by learners to be a „difficult‟ section of Mathematics. However, Geometry is important since the skills acquired while doing Geometry can be applied to various fields of study. This research focused on Geometry problem-solving in collaborative small-group settings. An inductive approach was taken that focused on what learners were doing while they were doing problem-solving in geometry in collaborative groups. Problem-solving is viewed as a situated and contextually-determined activity. The research focused on how learners appropriated tools (physical as well as intellectual) and how they interacted with one other and the subject matter. The socio-cultural perspective was the theoretical framework underpinning the study. In this perspective, learning is seen as a social process in which learners actively participate and contribute with ideas and arguments. In addition, learning is seen as a situated activity. The research was carried out in the form of a case study that focused on three groups of three learners each, from a secondary school in Khayelitsha, a township approximately 30 km outside Cape Town, South Africa. The small groups were monitored and observed in a school setting and special attention was given to their interaction within their group, given their social and cultural context. The ethnographic approach to data gathering, which allows for the routine, everyday, taken-for-granted aspects of school and classroom life, was used. Data were collected by means of audio and video recordings, interviews with learners and teacher observations. The data analysis included analysis of field notes, audio and video transcripts and learners‟ written work. The data were analysed in terms of Pickering‟s theory that all scientific practice is a “dialectic of resistance and accommodation” and that this constitutes a “mangle of practice” (Pickering, 1995).
賴文建 y Man-kin Lai. "Performance differences across communication environments in collaborative problem solving". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31222791.
Texto completoTan, Kok-khim Verna. "A case study of integrating ICT in task-based lessons in a Hong Kong senior secondray school /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25474467.
Texto completoCheng, Suling. "A comparison of collaborative and individualistic problem solving in younger and older adults on an everyday task". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1425.
Texto completoTitle from document title page. Document formatted into pages; contains vii, 100 p. Includes abstract. Includes bibliographical references (p. 62-74).
Sjödin, Sture. "Problemlösning i grupp : betydelsen av gruppstorlek, gruppsammansättning, gruppnorm och problemtyp för grupprodukt och individuell kunskapsbehållning". Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1991. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16592.
Texto completodigitalisering@umu
Hurme, T. R. (Tarja-Riitta). "Metacognition in group problem solving—a quest for socially shared metacognition". Doctoral thesis, University of Oulu, 2010. http://urn.fi/urn:isbn:9789514262708.
Texto completoTiivistelmä Tässä tutkimuksessa selvitetään metakognition, erityisesti sosiaalisesti jaetun metakognition, ilmenemistä tietokoneavusteisessa yhteisöllisessä matematiikan ongelmanratkaisussa. Tutkimuksen tavoitteena on myös kehittää aineiston analysointimenetelmiä metakognition ja erityisesti sosiaalisesti jaetun metakognition tutkimiseksi. Tutkimus koostuu kahdesta empiirisestä osatutkimuksesta. Ensimmäisessä tutkimuksessa koehenkilöinä olivat erään perusasteen yläkoulun seitsemännen luokan suomalaiset oppilaat. Toisessa tutkimuksessa koehenkilöinä toimivat ensimmäisen vuosikurssin suomalaiset luokanopettajaopiskelijat. Molemmissa tutkimuksissa yhteisöllisen ongelmanratkaisuprosessin tukena käytettiin tekstipohjaiseen, eriaikaiseen vuorovaikutukseen perustuvia oppimisympäristöjä: Knowledge Forumia ja Työporukkaa (engl. WorkMates, WM). Tutkimusaineisto koostuu verkkokeskustelukommenteista, kyselylomakkeista sekä ongelmanratkaisutehtävän jälkeen piirretyistä graafeista, jotka ilmentävät tehtävän aikana koettua vaikeuden tunnetta. Ongelmanratkaisuprosessia kuvaavassa analyysissa yhdistetään sekä kvalitatiivisia että kvantitatiivisia menetelmiä sosiaalisesti jaetun metakognition tutkimiseksi. Verkkokeskusteluaineistoa analysoidaan yksilötasolla kvalitatiivisen sisällönanalyysin periaatteiden mukaisesti. Osallistujien tallentamat verkkokeskustelukommentit on luokiteltu kognitiivisiksi, metakognitiivisiksi tai sosiaalisiksi viesteiksi. Viestien sisällön tulkinta perustuu ainoastaan kirjoitettuun tekstiin eikä osallistujien ajatteluun viestien taustalla. Verkkokeskusteluaineistoa tulkitaan ryhmätasolla erilaisten visualisointimenetelmien, kuten sosiaalisen verkostoanalyysin ja ryhmän ongelmanratkaisua kuvaavan graafin, avulla. Sosiaalisesti jaetun metakognition yhteyttä yksilön metakognitioon, erityisesti tehtävään liittyvään vaikeuden tunteeseen, tutkitaan ryhmän ongelmanratkaisua kuvaavien graafien, verkkokeskustelukommenttien ja ongelmanratkaisutehtävän jälkeen piirrettyjen tehtävän aikana koettua vaikeutta kuvaavien graafien avulla. Sosiaalisesti jaettua metakognitiota ei ilmene yleisesti ryhmän ongelmanratkaisussa. Tähän vaikuttaa muun muassa se, ettei ryhmissä kiinnitetä huomiota tehtävänantoon ja saadun ratkaisun oikeellisuuteen, vaan pääpaino ongelmanratkaisussa on ratkaisumenetelmien etsimisessä ja esitettyjen ehdotusten toteuttamisessa. Tämän tutkimuksen tulokset kuitenkin osoittavat, että sosiaalisesti jaettu metakognitio on ilmiönä monitahoinen. Tulosten perusteella sosiaalisesti jaettu metakognitio on myös tärkeä tekijä ryhmän ongelmanratkaisussa. Onnistuneessa ongelmanratkaisussa ryhmän jäsenet sitoutuvat yhteiseen prosessiin ja toimivat vastavuoroisesti perustellen esittämänsä ajatukset sekä huomioiden ratkaisun kannalta tärkeät kysymykset ja ratkaisuehdotukset. Tällöin on mahdollista, että sosiaalisesti jaettu metakognitio vähentää useimpien ryhmän jäsenten kokemaa vaikeuden tunnetta. Sosiaalisesti jaetulla metakognitiolla näyttää olevan tärkeä tehtävä paitsi ryhmän myös yksilön ajattelussa
Carlsen, Martin. "Appropriating mathematical tools through problem solving in collaborative small-group settings /". Kristiansand : University of Agder, Faculty of Engineering and Science, 2008. http://www.uia.no/no/portaler/aktuelt/nyhetsarkivet/disputas_elevsamarbeid_gir_matematikklaering.
Texto completo余倩蕊 y Sin-yui Yue. "A comparative study of think tanks with reference to the Central Policy Unit". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31964199.
Texto completoGuthrie, James Dale. "A case study of problem-solving in an authentic classroom /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901238.
Texto completoYip, Wan-hung. "The relative functions of text and drawing in computer-supported collaborative problem-solving". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22786521.
Texto completoYue, Sin-yui. "A comparative study of think tanks with reference to the Central Policy Unit". [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13236362.
Texto completoHayes, Kate. "A Qualitative Analysis of Student Behavior and Language During Group Problem Solving". Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/HayesK2009.pdf.
Texto completoMoscovitz, Kara. "The effects of group communication processes on treatment outcomes in school-based problem solving teams /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7821.
Texto completoThomas, Gary R. "Problem solving, thinking and group work in mathematics: Developing an effective pedagogy". Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/394d126784c4ae02ffcdd0bbc4cd96d9498548174f0c8896b3663fc5257166a6/23120736/THOMAS2015.pdf.
Texto completoYen, Peng-Fang. "Some problems in Bayesian group decisions". Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845934.
Texto completoDepartment of Mathematical Sciences
Iz, Peri. "A comparative study of three group decision procedures for multiobjective problems". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1283172316.
Texto completoBalke, Ellen Louise. "A process model for dispute resolution". Thesis, London School of Economics and Political Science (University of London), 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287862.
Texto completoSloat, Daniel Lewis. "Indirect collaborative evolution for the facilitation of group intelligence in nursing care plan development". Diss., Online access via UMI:, 2009.
Buscar texto completoIncludes bibliographical references.
Chan, Lai-shan y 陳麗珊. "Gender effect on computer-based problem-solving tasks". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29409202.
Texto completoGao, Song. "A comparative study of problem framing in multiple settings". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36300470.
Texto completoCarrodus, Peter Jonathan. "Participation of low-achieving students in cooperative small-group problem solving in mathematics". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq37495.pdf.
Texto completoMorrison, John David. "Group composition and creative performance /". Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9315956.
Texto completoMeyer, Bertolt. "The effects of computer-elicited structural and group knowledge on complex problem solving performance". Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2008. http://dx.doi.org/10.18452/15788.
Texto completoThis thesis analyzes the influence of structural knowledge on the individual level and the influence of knowledge heterogeneity on the group level on complex problem solving (CPS) performance. For the elicitation of structural knowledge, a computer based method, the association structure test (AST), is developed. Through term associations, measurement of thinking times, and through pairwise concept comparisons, the AST elicits a graph for each participant. The AST is tested in the domain of CPS. As complex problems are usually addressed by groups, a group setting is chosen. A curvilinear n-shaped connection between the group''s knowledge heterogeneity and its CPS performance is assumed. In an experiment, 150 participants were divided into dyads. Each participant received a text with seven knowledge elements on the control of a complex scenario. The heterogeneity of knowledge in a dyad was varied (small, medium, and large). After learning, dyad members self-assessed their knowledge. Knowledge similarity was calculated with knowledge management system (the skillMap). The knowledge similarity was also used for performance prediction. A discussion followed, during which dyad members taught each other what they had learned. Their structural knowledge was then assessed with the AST. In the following CPS task, dyads with medium heterogeneity exhibited a significant superior performance in comparison with the other two conditions. Knowledge heterogeneity exhibited a curvilinear relationship with the dyad''s CPS performance. The weighted density of AST-elicited knowledge graphs weakly correlated with CPS performance and explained a small but unique fraction of its variance. The skillMap similarity measure correlated significantly with CPS performance. Computer-based knowledge elicitation tools are thus potentially suited for performance prediction. CPS performance of groups is partially determined by the way in which knowledge is distributed inside the group.
Van, Vlaenderen Hilde. "Group problem solving among community activists in a South African setting: an everyday cognition approach". Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002589.
Texto completoTicao, Cynthia J. "Mother's problem solving in relation to child nutrition in the Philippines". Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28541.
Texto completoSchantz, Donna Buchanan. "Analysis of problemsolving groups with feedback intervention using a systematic multiple level observation of groups". PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/573.
Texto completoAltringer, Bethanne. "Team creative problem solving in multi-disciplinary, cross-cultural and inter-organisational contexts". Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609513.
Texto completoPatten, Ryan. "The Washington Department of Fish and Wildlife's paradigm shift : a grounded theory analysis of law enforcement officers' receptivity toward collaborative problem solving". Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Spring2006/r%5Fpatten%5F050106.pdf.
Texto completoSwenson, Lisa M. "The influence of friendship, friendship quality, and gender on collaborative processes and performance". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1556.
Texto completoTitle from document title page. Document formatted into pages; contains vi, 86 p. : ill. Includes abstract. Includes bibliographical references (p. 49-54).
Cormier, Sandra Louise Cano. "Parents' perspective of the effectiveness of family therapy for children's school-related problems /". Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004243.
Texto completoBabasa, Bernadette Maria. "Conflict management styles and personality: The effects of dominance at the individual and group level". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1259.
Texto completoBelter, Jessie L. "What happens Monday? the impact group initiatives have on self-appraised problem-solving ability /". Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211387439/.
Texto completoHamilton, Rebecca W. (Rebecca Warme) 1969. "The means to an end : effects of process on group choice and problem solving". Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/86259.
Texto completoGao, Song y 高崧. "A comparative study of problem framing in multiple settings". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36300470.
Texto completoDUNCAN, JAMES EDWIN. "THE HEURISTICS UTILIZED BY FIFTH GRADE STUDENTS IN SOLVING VERBAL MATHEMATICS PROBLEMS IN A SMALL GROUP SETTING". Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188045.
Texto completoMehrotra, Jena. "Predicting problem-solving behavior among preschoolers in India: a cross-cultural comparison". Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/54317.
Texto completoPh. D.
Yip, Wan-hung y 葉韞紅. "The relative functions of text and drawing in computer-supported collaborative problem-solving". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31225494.
Texto completoTochon, François Victor. "Group problem solving in a complex verbal production with expert, postulant teacher, and peer regulation". Thesis, University of Ottawa (Canada), 1997. http://hdl.handle.net/10393/4166.
Texto completoBiggam, Fiona Helen. "Evaluation of a controlled social problem-solving group based intervention with vulnerable incarcerated young offenders". Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323105.
Texto completo