Assessing analytic and interactive aspects of problem solving competency

Fischer, Andreas; Greiff, Samuel; Wüstenberg, Sascha; Fleischer, Jens; Buchwald, Florian; Funke, Joachim

doi:10.1016/j.lindif.2015.02.008

Cited by 25 publications

(19 citation statements)

References 29 publications

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“…The correlations between DPS, DSPS, and IR were moderate and changed over time, as did those between DPS, DSPS and intelligence. With some limitations, it was possible to predict performance in dynamic problem solving measured by a third generation test by performance in traditional, static testing situations assessing thinking skills including problem solving (see also Fischer et al, 2015). Dimensionality more specifically, the microDyN approach gave students the opportunity to demonstrate their level of skills regarding both acquiring and applying knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…The fact that strength of the relationships between the four thinking skills (IR, intelligence, DSPS and DPS) changed over time signals that good problem solvers somehow learn to know how to solve both DPS and DSPS tasks, or that problem solving strategies used in DSPS situations become more and more similar to the strategies used in domain general DPS problems (see also Fischer et al, 2015). This further emphasises the importance of explicit training of DPS.…”

Section: Relationships Between Thinking Skillsmentioning

confidence: 99%

“…one of the arguably most comprehensive international large-scale assessments, the PISa survey, places special emphasis on DSPS and DPS processes. It measured DSPS in 2003 and DPS in 2012 as an additional domain beyond the usual fields of reading, science and mathematics (oECD, 2005(oECD, , 2010(oECD, , 2013greiff, holt and Funke, 2013;Fischer et al, 2015). here, problem solving was seen as a "crosscurricular" domain.…”

Section: From Static To Dynamic Problem Solving With Reference To Reamentioning

confidence: 99%

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Empirical study of computer-based assessment of domain-general complex problem-solving skills

Molnár¹,

Greiff

Wüstenberg³

et al. 2017

Educational Research and Innovation

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This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

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Section: Discussionmentioning

confidence: 99%

Section: Relationships Between Thinking Skillsmentioning

confidence: 99%

Section: From Static To Dynamic Problem Solving With Reference To Reamentioning

confidence: 99%

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Empirical study of computer-based assessment of domain-general complex problem-solving skills

Molnár¹,

Greiff

Wüstenberg³

et al. 2017

Educational Research and Innovation

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“…Problem-solving is a process to achieve goals in complex problems (Wang & Chiew, 2010;Fischer et al, 2015, Effendi, 2016. In addition, good problem-solving skills can help students transfer their knowledge and understand the physical situation.…”

Section: Introductionmentioning

confidence: 99%

Two Problem Solving Cycles to Achieve Learning Outcomes of Thinking Skills and Plant Anatomy Concept Mastery

Puspitawati

Yuanita

Rahayu

et al. 2018

JPII

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The purpose of this study was to measure the effectiveness of two problem-solving cycles. The effectiveness of thinking skills was measured through the achievement of learning outcomes of problem solving skills and mastery of the concept of Plant Anatomy. The study was conducted on 96 students at Plant Anatomy course. The research type was quantitative research with a quasi-experiment method. The research design used one group pretest-posttest design. The collected data were analysed descriptively based on the percentage of learning mastery and the average of N-gain. The data indicated a significant difference in the students' problem-solving skills between the pre-test and post-test with the N-gain value was categorized as a medium level. Moreover, 75% of learning indicators have been completed by the students. In relation to the conceptual understanding, the results showed that the percentages of students who could complete the topics of a stem, a root, and a leaf were 80,21%, 71,88%, and 84,98%, respectively. Therefore, it suggested that the two cycles of problem-solving cycles implemented in this study were effective.

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“…There is a great deal of research focusing on individual problem solving processes (e.g., Kim,2015;Fischer et al, 2015;Ramirez et al, 2016), in contrast, team-based problem solving has not been paid much attention. Modern organizations rely increasingly on the use of diverse work teams (Bar et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

A Case Study of Team-based Problem Solving Processes: Comparison between Successful and Unsuccessful Teams

Du-hong¹,

Liu²,

He³

et al. 2017

dtssehs

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Abstract. The goal of current study was to compare the differences between successful and unsuccessful teams among their problem-solving process. According to the results that "completely/correctly solving" (successful), "part solving or completely wrong"(unsuccessful), 3 typical teams were selected from 11 teams randomly, and coded the whole discussion text with Nvivo8. The results showed that: (1) The success or failure of team problem solving was not necessarily related with interaction time, length and frequency. (2) Whether a team could solve the problem or not within limited time depended on the quality of team members' promotion reciprocally. To capture the correct ingredients, discard the wrong ones, and then refined and sustained the others' right thoughts would decide the final result. (3) Successful team was closely monitored peer thinking, and it had outstanding performance on capturing the important cognitive contribution of their companions and keeping advancing. (4) During the process of the team interaction, individual cognition was greatly influence by the quality of team's support.

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Assessing analytic and interactive aspects of problem solving competency

Cited by 25 publications

References 29 publications

Empirical study of computer-based assessment of domain-general complex problem-solving skills

Empirical study of computer-based assessment of domain-general complex problem-solving skills

Two Problem Solving Cycles to Achieve Learning Outcomes of Thinking Skills and Plant Anatomy Concept Mastery

A Case Study of Team-based Problem Solving Processes: Comparison between Successful and Unsuccessful Teams

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