Готові списки джерел за темами / Roblem solving

Добірка наукової літератури з теми "Roblem solving"

Автор: Grafiati

Опубліковано: 22 червня 2024

Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями

Оберіть тип джерела:

Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Roblem solving".

Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.

Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.

Статті в журналах з теми "Roblem solving":

Nageh, Nashwa, Ahmed Elshamy, Abdel Wahab Said Hassan, Mostafa Sami та Mustafa Abdul Salam. "Enhanced Heap-Based Optimizer Algorithm for Solving Team Formation燩roblem". Computers, Materials & Continua 73, № 3 (2022): 5245–68. http://dx.doi.org/10.32604/cmc.2022.030906.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Saida, Nailis, and Ismail Ismail. "PROSES BERPIKIR KREATIF PESERTA DIDIK DALAM MEMECAHKAN MASALAH SOAL PISA DITINJAU DARI GAYA BELAJAR GLOBAL-ANALITIK." MATHEdunesa 9, no. 1 (January 31, 2020): 9–14. http://dx.doi.org/10.26740/mathedunesa.v9n1.p9-14.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

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.

Kim, Sohee. "Criticism of Policy Changes in Korean Higher Education." Sookmyung institute of Global Governance 1, no. 2 (December 31, 2022): 17–26. http://dx.doi.org/10.56485/jous.2022.1.2.17.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

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.

Amollo, Odundo Paul, Kinyua, Gladys Wanjiru, and Ganira Lilian Khavugwi. "Adopting Value Creating Pedagogy and Problem Based Learning in Secondary Schools in Kenya." World Journal of Educational Research 5, no. 3 (August 21, 2018): 269. http://dx.doi.org/10.22158/wjer.v5n3p269.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

Value Creating Pedagogy (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 Problem Based Learning (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.

Bae, Yuna, Ju Hyun Kang, and Ju hyuk Lee. "A Case Study on Problem Solving Content Production Education using Virtual Reality Platform <ROBLOX>." Liberal Arts Innovation Center 14 (March 30, 2024): 123–55. http://dx.doi.org/10.54698/kl.2024.14.123.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

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.

Mustaf, Nor Hanim, Nur Hafezah Hussein, and Suria Baba. "English Language Problem-based Learning via user-generated 3D world Roblox Module: Need Analysis." Kresna Social Science and Humanities Research 1 (December 8, 2020): 1–8. http://dx.doi.org/10.30874/ksshr.28.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

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.

Hu, Zhuo, Yong Zhao, Yang Chen, and Dong Xiang. "An Improved TRIZ-CBR Model for Rapidly Innovative Design." Advanced Materials Research 308-310 (August 2011): 126–31. http://dx.doi.org/10.4028/www.scientific.net/amr.308-310.126.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

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.

Oguoma, Ikechukwu Chiwueze, and Thomas Mbah Acho. "Mathematical Modelling of the Spread and Control of Onchocerciasis in Tropical Countries: Case Study in Nigeria." Abstract and Applied Analysis 2014 (2014): 1–12. http://dx.doi.org/10.1155/2014/631658.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

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.

Peng, Ji-Ming, Christian Kanzowb, and Masao Fukushima. "A hybrid Josephy — Newton method for solving box constrained variational equality roblems via the D-gap function." Optimization Methods and Software 10, no. 5 (January 1999): 687–710. http://dx.doi.org/10.1080/10556789908805734.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Maddahi, Alireza, and Ellips Masehian. "Linguistic geometry approach for solving the Cops and Robber problem in grid environments." Information Sciences 414 (November 2017): 68–101. http://dx.doi.org/10.1016/j.ins.2017.05.045.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Більше джерел

Дисертації з теми "Roblem solving":

Bang, Sanghun. "Development framework for language acquisition based on the embodied cognition : case of problem solving and gesture." Electronic Thesis or Diss., Paris 8, 2021. http://www.theses.fr/2021PA080007.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

L'idée de “cognition incarnée” part du constat que notre cerveau est un organe vivant relié à un corps (lui aussi vivant) plongé dans un environnement sur lequel il s'agit. Cette inscription corporelle, vivante et active du cerveau a une incidence majeure sur la pensée (pris dans le sens large de “cognition”). Cela signifie que les représentations ont une composante corporelle issue de notre système sensori-moteur, mais aussi émotionnel lors de la réalisation de nos actions sensorimotrices et de nos actions planifiées. Il est alors possible de concevoir le langage comme essentiellement métaphorique : utilisant le connu (les actions corporelles) comme base de la production et de l'assignation de signification. Ainsi comprendre la phrase suivante “Vous en avez sans doute suivi les conséquences à la caisse du supermarché : les prix s'élèvent (plus) comme le corps lorsqu'il grimpe, etc
The idea of embodied cognition is based on the fact that our brain is not only a living organ which is connected to our body, but also the mode that the body communicates with our environment. The alive and active brain, which interacts with the environment through our living body, has a major impact on our thinking, especially cognitive thinking. This means that our communicative expressions are composed of bodily component following our sensor-motor systems and emotional components which concerns realization of our sensor-motor actions and of planned actions.It is then possible to perceive the language like as essentially metaphorical : using the bodily actions like as the basis of production and of the assignment of meaning. So we can understand the following sentence “You have undoubtedly followed the consequences at the supermarket checkout: prices rise (more) like the body when it climbs, etc