Gotowe bibliografie tematyczne / Problem students

Gotowa bibliografia na temat „Problem students”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Problem students"

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Duskri, M., Erni Maidiyah, Risnawati Risnawati i Sri Ilham. "PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS DALAM PEMECAHAN MASALAH DI KELAS IX-6 SMPN 8 BANDA ACEH". Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika 1, nr 1 (1.06.2017): 75. http://dx.doi.org/10.22373/jppm.v1i1.1734.

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The background of this study is the low level-achievement of students’ mathematical communication in solving problems of students grade 9 (Classroom IX-6), SMP Negeri 8 Banda Aceh. The results of the pre-test showed that 60% students only write the given information, 52% students only write the asking-problems, 4% students successfully make model/mathematical representation, 80% students write the formulas, 100% students write calculating operation, 72% students solve problems in well ordering and 64% students write summaries. The purposes of this study was to determine: (1) the way of applying Problem Based Learning (PBL) model enhancing students mathematical communication ability in solving problems, and (2) enhancing students mathematical communication in solving problems after applying PBL model. The Classroom Action Research (CAR) conducted in two cycles in 25 students. The data was collected by using teachers’ activity form and students’ activity form in teaching learning instruction of problem based learning model, test of students’ achievement in essay formed problem solving items, and rubric of students’ mathematical communication in assessing student mathematical problem solving. The observation data was analysed by describing instructional process based on the lesson plan, students’ achievement was analysed based on assessing rubric and scoring the percentage of minimal student achievement. The results showed: (1) the way of conducting problem based learning model is able to enhance students’ mathematical communication namely applying problem based learning model based on the steps of the model that have been improved to 12 steps, stress on students’ activity in each step, pose contextual problems based on real world problems, guides to applying steps of mathematical communication in each students’ worksheet (LKPD), and give real appreciation to students who ask and respond teachers’ questions and (2) students’ achievement in cycle I that achieve the minimal students’ achievement only 44%, meanwhile in cycle II increase to be 100%, on the other hand, students mathematical communication in cycle I only 60% students achieve the minimal students’ achievement increase to be 95,83% in cycle II . The Result showed that that 91,67% students only write the given information, 93,75% students only write the asking-problems, 85,42% students successfully make model/mathematical representation, 100% students write the formulas, 97,92% students write calculating operation, 85,42% students solve problems in well ordering and 97,92% students write summaries
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Mikusa, Michael G. "Problem Solving: Is More Than Solving Problems". Mathematics Teaching in the Middle School 4, nr 1 (wrzesień 1998): 20–25. http://dx.doi.org/10.5951/mtms.4.1.0020.

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The curriculum and evaluation Standards for School Mathematics (NCTM 1989) states that one of its five general goals is for all students to become mathematical problem solvers. It recommends that “to develop such abilities, students need to work on problems that may take hours, days, and even weeks to solve” (p. 6). Clearly the authors have not taught my students! When my students first encountered a mathematical problem, they believed that it could be solved simply because it was given to them in our mathematics class. They also “knew” that the technique or process for finding the solution to many problems was to apply a skill or procedure that had been recently taught in class. The goal for most of my students was simply to get an answer. If they ended up with the correct answer, great; if not, they knew that it was “my job” to show them the “proper” way to go about solving the problem.
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Tanna, Dr Paresh, Dr Amit Lathigara i Dr Nirav Bhatt. "Implementation of Problem Based Learning to Solve Real Life Problems". Journal of Engineering Education Transformations 35, S1 (1.01.2022): 103–11. http://dx.doi.org/10.16920/jeet/2022/v35is1/22015.

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Problem based learning (PBL) has been used for many years and it is one of the effective educational methodologies applicable for distinguished engineering disciplines. It is a widely used student-centric approach through which students get engaged to solve real world problems by research, continuous study, and regular practices along with knowledge utilization during implementation. This study explores the PBL with an advanced computer engineering course of pre-final year students. This study centers around the implementation of a system to solve one of the real-life problems and distinguishes a portion of the difficulties that lie ahead for PBL. Here, to examine the impact of PBL approach for the specified subject, the result of B.Tech. (CE and IT branches) sixth semester students (A.Y. 2019-20 and 2020-21) are considered with various known parameters. Students' feedback is taken at the end of course study. Problem title, hook of the problem, background or history of the problem, clarifying/providing constraints, list of deliverables, strategy to solve the problem, assessment criteria/rubric etc. are provided well in advance to the students to be comprehensible for the problem. Learning sequence sessions are also arranged on a regular basis during problem solving by the facilitator to fill out the gap. As a result, the PBL approach is found to be intended more strongly for engineering students than for other students; in contrast, with traditional MCQ based examination students mostly focus on mug up of concepts rather than implementation and critical thinking. Engineering students are able to work smartly along with hard work, and as a result students have developed their technical skills, collaborative skills, self-learning approach with advanced computer engineering courses. Assessment pattern has changed into advancement with the proposed PBL approach over a traditional MCQ based approach. Continuous assessment is performed on covering all segments of the exam. Results found with traditional approach are contrasted with results found with PBL approach and tracked down that a more prominent number of students had secured more than over average score (>=60%) with the proposed PBL approach and statistically proven for the same. This correlation shows that students are more noticeable and curious about the PBL approach as opposed to robbing up hypothetical ideas and choosing the appropriate answers with a traditional MCQ based approach. In Addition, student’s feedback is observed to be very satisfactory. It has been seen that through PBL, students' retaining level has extremely increased and their learning abilities and understanding level too has improved altogether. PBL plays out a fundamental role for achieving the student's involvement and commitment towardslearning. Logical, critical thinking, teamwork, technical etc. skills for engineering students can be developed effectively with the PBL approach. Keywords— Problem-based learning, Continuous assessment, PBL, self-regulated learning, self-directed learning
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Koriakina, Anzhelina A. "The Problem of Ethnic Tolerance Development among Students". Educational Process: International Journal 8, nr 1 (15.01.2019): 85–90. http://dx.doi.org/10.22521/edupij.2019.81.6.

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Glines, Don, i Doris Rapp. "Allergies and Problem Students". Health Education 19, nr 2 (maj 1988): 34–38. http://dx.doi.org/10.1080/00970050.1988.10610154.

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Schaeffler, Janice, i David Lester. "Impulsivity in Problem Students". Psychological Reports 70, nr 1 (luty 1992): 10. http://dx.doi.org/10.2466/pr0.1992.70.1.10.

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Arnelia, Mutia Rahmi, i Syahrul Syahrul. "An Analysis of Students’ Problem in Writing a Personal Letter at 11th Grade of MAN 4 Agam". FOSTER: Journal of English Language Teaching 2, nr 2 (30.04.2021): 346–57. http://dx.doi.org/10.24256/foster-jelt.v2i2.42.

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There were some students’ problems that the writer found at MAN 4 AGAM. First, some students could not develop their ideas when writing. Second, some students were confused about using tenses. Next, some students had limited vocabulary. The last, some students were wrong in diction. This research aimed to discover the students’ problems in writing personal letters and the causes of students’ problems in writing personal letters. In this research, the researcher used mix method by using descriptive design. The mixed-method was the combination of quantitative and qualitative research. The informants of this research were the students of the XI IS-1 class, which consisted of 19 students. The data were obtained through documentation and interview. This research found five aspects of students’ problems in writing a personal letter—the problems which percentage 18,2 % was content. The second was organization, with a percentage of 15,4 %. Next, the student's problem in grammar was 25,3 %. After that, the problem of vocabulary was 23,2 %. The last, mechanics’ problem was 17,7 %. Therefore, from the percentage, the most common of students’ problems was grammar. There were some causes why students got a problem in writing a personal letter. There was the psychological, linguistic, and cognitive problem. Thus, based on an interview with some students, the most cause of the problem was linguistic problems.
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Silver, Edward A., i Jinfa Cai. "Assessing Students' Mathematical Problem Posing". Teaching Children Mathematics 12, nr 3 (październik 2005): 129–35. http://dx.doi.org/10.5951/tcm.12.3.0129.

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Posing problems is an intellectual activity that is crucially important in mathematics research and scientific investigation. Indeed, some have argued that problem posing, as a part of scientific or mathematical inquiry, is usually at least as important as problem solving (Einstein and Infeld 1938; Hadamard 1945).
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Moore, Kevin C., i Marilyn P. Carlson. "Students’ images of problem contexts when solving applied problems". Journal of Mathematical Behavior 31, nr 1 (marzec 2012): 48–59. http://dx.doi.org/10.1016/j.jmathb.2011.09.001.

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Saputra, Ade Tegar, Jumadi Jumadi, Debora Wibianne Paramitha i Siti Sarah. "Problem-Solving Approach in Multiple Representations of Qualitative and Quantitative Problems in Kinematics Motion". Jurnal Ilmiah Pendidikan Fisika Al-Biruni 8, nr 1 (29.04.2019): 89–98. http://dx.doi.org/10.24042/jipfalbiruni.v8i1.3801.

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The study aims to find the approach used by students in solving physics problems with symbol and graph representations and also to find out the student's approach to solving qualitative and quantitative questions. This is related to student good problem solvers use multiple representations to solve the problem. They use the qualitative and quantitative approach in a physics problem. The type of research conducted to find out this is quantitative descriptive. In this study, data were obtained by tests and interviews. We give four problems in kinematic motions to undergraduate students. The problem consists of a graphic and symbol representation of qualitative and quantitative problems. The result shows that the quantitative problem of symbol and graphic representation, all of the students only solve the problem without qualitative analysis. That proves in these problems all of the students become a novice problem solver in this problem. Different from it, 84% of students not only solve the qualitative physics problem in symbol representation problems with the qualitative approach but also, we solve with quantitative analysis. On the other hand, they only explain the graph representations problem with descriptions
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Rozprawy doktorskie na temat "Problem students"

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Yuen, Gary. "Problem solving strategies students use when solving combinatorial problems". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5535.

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This research is a case study that examines the strategies that three grade 11 students use to manoeuvre through a series of three combinatorial problems. Grade 11 students were chosen as participants because they have had no formal training in solving this class of math problems. Data includes video recordings of each participant’s problem solving sessions along with each participant’s written work. Through analysis of this data, several themes related to problem solving strategies were identified. First, students tend to rely on algebraic representation and methods as they approach a problem. Second, students use the term “guess and check” to describe any strategy where the steps to a solution are not clearly defined. Thirdly, as students negotiate problems, they tend to search for patterns that will streamline their methods. Fourthly, students approach complicated problems by breaking up the problem into smaller parts. Finally, students who verify their work throughout the problems solving process tend to experience more success than those who do not. From these findings, I suggest that mathematics teachers need to ensure that they are not over-emphasizing algebraic strategies in the classroom. In addition, students need to be given the opportunity to explore various solution strategies to a given problem. Finally, students should be taught how to verify their work, and be encouraged to perform this step throughout the problem solving process. 11
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Stoyanova, Elena N. "Extending and exploring students' problem solving via problem posing". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/885.

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Despite the fact that problem posing has been recommended as a useful mathematical activity in the curriculum documents of several countries, research about the types of problem-posing situations in which students could be involved, and about the effects of these problem-posing activities on students' mathematical performance is limited. The application of problem posing in school mathematics has been hindered by the absence of a framework which links problem posing, problem solving and mathematics curricula
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Strompolis, Melissa Elaine. "First-year college students self-reported problem structure, problem domains, and affective reactions". [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000169.

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Thesis (M.A.)--University of West Florida, 2009.
Submitted to the Dept. of Psychology. Title from title page of source document. Document formatted into pages; contains 72 pages. Includes bibliographical references.
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Krawec, Jennifer Lee. "Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability". Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/455.

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The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students. The primary interest was to analyze the problem representation processes students use to translate and integrate problem information as they solve math word problems. Problem representation processes were operationalized as (a) paraphrasing the problem and (b) visually representing the problem. Paraphrasing accuracy (i.e., paraphrasing relevant information, paraphrasing irrelevant linguistic information, and paraphrasing irrelevant numerical information), visual representation accuracy (i.e., visual representation of relevant information, visual representation of irrelevant linguistic information, and visual representation of irrelevant numerical information), and problem-solving accuracy were measured in eighth-grade students with LD (n = 25), LA students (n = 30), and AA students (n = 29) using a researcher-modified version of the Mathematical Processing Instrument (MPI). Results indicated that problem-solving accuracy was significantly and positively correlated to relevant information in both the paraphrasing and the visual representation phases and significantly negatively correlated to linguistic and numerical irrelevant information for the two constructs. When separated by ability, students with LD showed a different profile as compared to the LA and AA students with respect to the relationships among the problem-solving variables. Mean differences showed that students with LD differed significantly from LA students in that they paraphrased less relevant information and also visually represented less irrelevant numerical information. Paraphrasing accuracy and visual representation accuracy were each shown to account for a statistically significant amount of variance in problem-solving accuracy when entered in a hierarchical model. Finally, the relationship between visual representation of relevant information and problem-solving accuracy was shown to be dependent on ability after controlling for the problem-solving variables and ability. Implications for classroom instruction for students with and without LD are discussed.
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Dennee, Julie A. "Teaching disrespectful students". Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001denneej.pdf.

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Pestana, M. E. M. F. "Students' difficulties with chemical problem solving". Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374290.

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Yee, Sean P. "Students' Metaphors for Mathematical Problem Solving". Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340197978.

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Saleh, Saad Mohamed. "International students mentality". Thesis, НТУ "ХПІ", 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/8454.

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Hardin, Laura E. "The problem-solving process of veterinary students /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012974.

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Klein, Ana Maria. "Children's problem-solving language : a study of grade 5 students solving mathematical problems". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0030/NQ64590.pdf.

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Książki na temat "Problem students"

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Teaching problem students. New York: Guilford Press, 1996.

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Laredo Independent School District (Tex.). STOPS: Students taking on problem solving. Laredo, TX: The District, 1995.

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Maria Elisa Viriato de Matos Maia Ferreira Pestana. Students' difficulties with chemical problem solving. Norwich: Universityof East Anglia, 1986.

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Student Volunteer Missionary Union (Great Britain), red. Students and the missionary problem: Addresses. London: Student Volunteer Missionary Union, 1986.

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Succeeding with difficult students. Thousand Oaks, Calif: Corwin Press, 1997.

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A, Kottler Jeffrey, red. Success with challenging students. Thousand Oaks, Calif: Corwin Press, 1997.

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Brophy, Jere E. Failure syndrome students. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1998.

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Parker, Harvey C. Problem Solver Guide for Students with ADHD. Chicago: Specialty Press, 2009.

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Karel, Hughes, Cheltenham and Gloucester College of Higher Education. Geography Discipline Network (GDN)., Great Britain. Higher Education: Quality and Employability Division. i Great Britain. Department for Education and Employment., red. Improving students' problem-solving and thinking skills. Cheltenham: Geography Discipline Network, 2000.

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G, Baruth Leroy, red. Students at risk. Boston: Allyn and Bacon, 1995.

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Części książek na temat "Problem students"

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Ben, Johnson. "Problem Solvers". W Teaching Students to Dig Deeper, 44–62. Second edition. | New York : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315165653-5.

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Kilpatrick, Jeremy. "Reaction: Students, Problem Posing, and Problem Solving". W Posing and Solving Mathematical Problems, 255–60. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28023-3_15.

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Cybal-Michalska, Agnieszka. "Identity problem solving by students". W Polish Students and Alcohol, 153–62. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015035.153.

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Choy, Jeanette L. F., i Lisa-Angelique Lim. "The Student Perspective: How Students Manage Their Learning at Republic Polytechnic". W One-Day, One-Problem, 103–37. Singapore: Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-75-3_6.

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Greefrath, Gilbert. "Analysis of Modeling Problem Solutions with Methods of Problem Solving". W Modeling Students' Mathematical Modeling Competencies, 265–71. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0561-1_23.

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Zawojewski, Judith. "Problem Solving Versus Modeling". W Modeling Students' Mathematical Modeling Competencies, 237–43. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0561-1_20.

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Jones, Tiffany. "GLBTIQ Students; What’s the Problem?" W Policy and Gay, Lesbian, Bisexual, Transgender and Intersex Students, 23–55. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11991-5_2.

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Sequeira, Lee-Ann. "The problem with silent students". W Meaningful Teaching Interaction at the Internationalised University, 39–54. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429329692-4.

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Haines, Catherine. "Assessing problem solving in mathematical subjects". W Assessing Students’ Written Work, 171–85. Wyd. 2. Second edition. | Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Key guides for effective teaching in higher education: Routledge, 2021. http://dx.doi.org/10.4324/9780429329593-13.

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Gurganus, Susan Perry. "Problem-Solving Instruction". W Math Instruction for Students with Learning Difficulties, 160–96. Wyd. 3. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003096733-5.

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Streszczenia konferencji na temat "Problem students"

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Mardhiah, M. Z., M. Mailizar i E. Elizar. "Students’ mathematics problem-solving skills in PISA problems". W THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0041685.

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Cechlárová, Katarína, Laurent Gourvès i Julien Lesca. "On the Problem of Assigning PhD Grants". W Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/19.

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In this paper, we study the problem of assigning PhD grants. Master students apply for PhD grants on different topics and the number of available grants is limited. In this problem, students have preferences over topics they applied to and the university has preferences over possible matchings of student/topic that satisfy the limited number of grants. The particularity of this framework is the uncertainty on a student's decision to accept or reject a topic offered to him. Without using probability to model uncertainty, we study the possibility of designing protocols of exchanges between the students and the university in order to construct a matching which is as close as possible to the optimal one i.e., the best achievable matching without uncertainty.
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Ryumshina, Liubov I., i Liliya S. Sudarkina. "The Gifted Students: Psychological Problems and Problem Solutions Techniques". W Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-234-240.

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Berry, Katherine. "Word Problem Problems? Five Strategies for Improving Problem-Solving Skills of Tier 2 Students". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1880332.

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Qu, Jingru, i Ling Dai. "Promoting Students’ Problem-Solving Competencies". W ICETT 2021: 2021 7th International Conference on Education and Training Technologies. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3463531.3463544.

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Mishra, Shitanshu. "Developing students' problem-posing skills". W the tenth annual conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2632320.2632333.

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Hanganu, Anastasiya Dmitrievna. "The problem of international relations in initial school". W X International students' applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111701.

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Ambadi, Djidda Oumar. "The Roughage Problem and Solutions in Animal Feeding in Chad". W 6th International Students Science Congress. Izmir International Guest Student Association, 2022. http://dx.doi.org/10.52460/issc.2022.003.

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Chad, a landlocked country in Central Africa with an area of 1,284,000 km², is divided into three major agro-climatic zones: the Saharan zone (47% of the area), the Sahelian zone (43% of the area), and the Sudanian zone (10% of the area). In the last census 2018, the agricultural land amounted to about 502,380 square kilometers. Agriculture accounts for two-thirds of the economy in Chad and livestock remains one of the economic backbones with cattle population being the most predominant. Pigs and chicken population are relatively small. Milk producing animals increased from 1.16 million heads in 1971 to 3.95 million head in 2020 growing at an average annual rate of 2.75%. Roughage shortage, both in quantity and quality, remains the main problem of animal production in Chad. The use of roughage in the nutrition of ruminant animals is of great physiological and economic importance. In order to produce quality roughage, it is important to rehabilitate the available meadow pasture, increase the roughage planting areas, and enhance forage conservation through silage and hay making. This review discusses the strategies to get quality and cheap roughage in order to avoid future challenges in livestock production in Chad.
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Bennett, J. C. "Promoting Effective Student Problem Solving". W ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41208.

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If one were to ask most anyone what engineers do, they would say “solve problems.” And indeed, engineers do [but I would suggest that all people solve problems regardless of their chosen careers]. What are less obvious are [a] whether engineering students and graduates are effective problem solvers; [b] whether engineering education is facilitated effectively as a “problem to be solved” and [c] whether that engineering education intentionally facilitates the development by students of an effective problem solving approach. In this paper, it is argued that instructors use of effective problem solving in course development, preparation, and facilitation must include the explicit attention to the student development of effective problem solving procedures. In this paper, it is argued that students will become more effective problem solvers if instructors encourage them to use procedures that embrace ambiguity and if instructors more consistently expect them to apply the procedures to open-ended problems throughout the curriculum. As students move from well-defined problem solving to more complex problem solving, they will benefit from one general and effective problem-solving procedure that is sufficiently flexible to include the various and more specific procedures that students will encounter. With career paths continually evolving and with information generation growth ever expanding, such skills are absolutely critical to success, again regardless of career choice.
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Shergadwala, Murtuza, Ilias Bilionis i Jitesh H. Panchal. "Students As Sequential Decision-Makers: Quantifying the Impact of Problem Knowledge and Process Deviation on the Achievement of Their Design Problem Objective". W ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85537.

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Factors such as a student’s knowledge of the design problem and their deviation from a design process impact the achievement of their design problem objective. Typically, an instructor provides students with qualitative assessments of such factors. To provide accurate assessments, there is a need to quantify the impact of such factors in a design process. Moreover, design processes are iterative in nature. Therefore, the research question addressed in this study is, How can we quantify the impact of a student’s problem knowledge and their deviation from a design process, on the achievement of their design problem objective, in successive design iterations? We illustrate an approach in the context of a decision-making scenario. In the scenario, a student makes sequential decisions to optimize a mathematically unknown design objective with given constraints. Consequently, we utilize a decision-making model to abstract their design process. Their problem knowledge is quantified as their belief about the feasibility of the design space via a probability distribution. Their deviation from the decision-making model is quantified by introducing uncertainty in the model. We simulate cases where they have a combination of high (or low) knowledge of the design problem and high (or low) deviation in their design process. The results of our simulation study indicate that if students have a high (low) deviation from the modeled design process then we cannot (can) infer their knowledge of the design problem based on their problem objective achievement.
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Raporty organizacyjne na temat "Problem students"

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Moskalenko, O. L., E. V. Derevyannykh, N. A. Balashova i R. A. Yaskevich. DEPRESSIVE DISORDERS AMONG STUDENTS OF MEDICAL HIGHER EDUCATIONAL INSTITUTIONS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-382-390.

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The article presents a review of the literature on the current problem of medicine-depressive disorders among medical students. The need to study the problem of depressive disorders among students of medical higher educational institutions is due to their high frequency and negative impact on the quality of life of students.
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MOSKALENKO, O. L., i R. A. YASKEVICH. ANXIETY DISORDERS AMONG STUDENTS OF MEDICAL HIGHER EDUCATIONAL INSTITUTIONS (LITERATURE REVIEW). Science and Innovation Center Publishing House, kwiecień 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-120-127.

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The review of literature on the actual problem of medicine - anxiety disorders among medical students presented. The need to study the problem of anxiety disorders among students of medical higher educational institutions is due to their high frequency and negative impact on the quality of life of students.
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Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva i Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.
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Valko, Nataliia V., Viacheslav V. Osadchyi i Vladyslav S. Kruhlyk. Cloud resources use for students' project activities. [б. в.], czerwiec 2021. http://dx.doi.org/10.31812/123456789/4444.

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The modern educational system proclaims learning aimed at acquiring practical skills and based on the activity approach. Educational research projects are the necessary component of curricula in physics, computer science, biology and chemistry. There is a problem of specialized equipment and facilities using for the implementation of such projects in distance learning. Therefore, the issue of cloud resources using for distance learning organization in robotics is relevant. The article presents a brief overview of the current state of projects development in Ukrainian schools and approaches used in foreign educational institutions in teaching robotics distantly. The article describes the stages of robotics projects development such as organizational, communicative, project work, summarizing. The peculiarities of the stages in distance learning and the possibilities of cloud technologies in robotics are also considered. The authors’ experience in projects developing in this environment for students and future teachers is described.
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Minson, Valrie, Laura I. Spears, Adrian Del Monte, Margaret Portillo, Jason Meneely, Sara Gonzalez i Jean Bossart. Library Impact Research Report: Facilitating Innovative Research, Creative Thinking, and Problem Solving. Association of Research Libraries, wrzesień 2022. http://dx.doi.org/10.29242/report.uflorida2022.

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As part of ARL’s Research Library Impact Framework initiative, the Marston Science Library (MSL) of the University of Florida (UF) George A. Smathers Libraries partnered with the UF Department of Interior Design (IND) to explore how research libraries facilitate innovation, creativity, and problem-solving competencies among their patrons. The MSL-IND team explored a three-tiered hypothesis that included: (1) students’ use of library spaces can contribute to building knowledge and practical applications for library space renovations; (2) student perceptions of space desirability as measured by the Place-based Semantic Differential can be used to indicate gaps in the library space facilitation of creativity; and (3) the creative thought process requires spaces that are diverse, flexible, and under a certain amount of student control. The research team developed a mixed-method study that included a spatial analysis, a survey utilizing an adjective checklist, and several focus groups designed to validate the adjective checklist. The research team analysis of the resulting data identified recommendations related to creating a sense of place, solving for the group by addressing the individual, offering a palette of posture, increasing biophilia, and offering choice and control.
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Bukataru, Y. S., O. V. Horbatiuk i T. I. Filatenko. Means of forming the professional competence of students of TEI. Wschodnioeuropejskie Czasopismo Naukowe, 2020. http://dx.doi.org/10.31812/123456789/4546.

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The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.
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Enoch, Sarah. Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-class Discussions Around Mathematical Problem-solving Tasks. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1063.

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Nechypurenko, Pavlo, Tetiana Selivanova i Maryna Chernova. Using the Cloud-Oriented Virtual Chemical Laboratory VLab in Teaching the Solution of Experimental Problems in Chemistry of 9th Grade Students. [б. в.], czerwiec 2019. http://dx.doi.org/10.31812/123456789/3175.

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The article discusses the importance of the skills of primary school students to solve experimental problems in chemistry and the conditions for the use of virtual chemical laboratories in the process of the formation of these skills. The concept of “experimental chemical problem” was analyzed, classifications were considered, and methodological conditions for using experimental chemical problems in the process of teaching chemistry were described. The essence of the concept of “virtual chemical laboratories” is considered and their main types, advantages and disadvantages that define the methodically reasonable limits of the use of these software products in the process of teaching chemistry, in particular, to support the educational chemical experiment are described. The capabilities of the virtual chemical laboratory VLab to support the process of solving experimental problems in chemistry in grade 9 have been determined. The main advantages and disadvantages of the virtual chemical laboratory VLab on the modeling of chemical processes necessary for the creation of virtual experimental problems in chemistry are analyzed. The features of the virtual chemical laboratory VLab, the essence of its work and the creation of virtual laboratory work in it are described. The results of the study is the development of a set of experimental tasks in chemistry for students in grade 9 on the topic “Solutions” in the cloud-oriented virtual chemical laboratory VLab.
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Means, Barbara, i Julie Neisler. Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic. Digital Promise, sierpień 2020. http://dx.doi.org/10.51388/20.500.12265/102.

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This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person.
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Panchenko, Liubov, i Andrii Khomiak. Education Statistics: Looking for Case-Study for Modeling. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4461.

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The article deals with the problem of using modeling in social statistics courses. It allows the student-researcher to build one-dimensional and multidimensional models of the phenomena and processes that are being studied. Social Statistics course programs from foreign universities (University of Arkansas; Athabasca University; HSE University, Russia; McMaster University, Canada) are analyzed. The article provides an example using the education data set – Guardian UK universities ranking in Social Statistics course. Examples of research questions are given, data analysis for these questions is performed (correlation, hypothesis testing, discriminant analysis). During the research the discriminant model with group variable – modified Guardian score – and 9 predictors: course satisfaction, teaching quality, feedback, staff-student ratio, money spent on each student and other) was built. Lower student’s satisfaction with feedback was found to be significantly different from the satisfaction with teaching. The article notes the modeling and statistical analysis should be accompanied by a meaningful interpretation of the results. In this example, we discussed the essence of university ratings, the purpose of Guardian rating, the operationalization and measurement of such concepts as satisfaction with teaching, feedback; ways to use statistics in education, data sources etc. with students. Ways of using this education data in group and individual work of students are suggested.
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