Helping Students Become Proficient Problem Solvers Part I: A Brief Review

Maries, Alexandru; Singh, Chandralekha

doi:10.3390/educsci13020156

Cited by 10 publications

(9 citation statements)

References 138 publications

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“…Some teachers also reported that there was too little time to use additional materials in subject lessons fully, due to time constraints and the volume of the course syllabus, which is the main focus during the lesson. It is known that subject content knowledge is, indeed, particularly important for delivering effective PS activities in class (Maries & Singh, 2023). It can be concluded that teachers should be provided with very targeted methodological help and training about how to explicitly apply PS and SRL skills in various school subjects.…”

Section: Discussionmentioning

confidence: 99%

“…The concept of PS skills has been studied widely by the fields of psychology and education and there are various and rather different approaches to defining and researching PS skills (see Contente & Galvão, 2022;Maries & Singh, 2023;Wu & Molnár, 2022). A thorough understanding of PS skills is crucial, as they are listed among the crucial life skills (or transversal skills) that students have to acquire.…”

Section: Problem-solving Skillsmentioning

confidence: 99%

“…These processes may be clear and distinct theoretically, but may overlap in practice. It can be assumed that this overlap of PS stages reflects the trial-and-error approach typically practiced by students, which distinguishes students from 'experts' in the use of PS processes (Maries & Singh, 2023). The materials used in this study were designed to encourage students to follow a clear, step-by-step approach when solving problems.…”

Section: Rationale For the Supplementary Materials Piloted In The Cur...mentioning

confidence: 99%

“…Various authors have proposed similar approaches to enhancing PS through a step-by-step, detailed process (e.g., Dostál, 2015;Maries & Singh, 2023). It is important to use external representations, such as taking notes or drawing models, to solve problems and tasks more effectively, as it reduces the cognitive load on a person's working memory (Gupta & Zheng, 2020).…”

Section: Rationale For the Supplementary Materials Piloted In The Cur...mentioning

confidence: 99%

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Piloting Supplementary Materials Aimed at Developing Students’ Problem-Solving and Self-Regulated Learning Skills

Hačatrjana

Linde

2023

IJLTER

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Developing students' transversal skills is an important education goal, and its implementation requires equipping teachers with appropriate supplementary materials and methodological support. The aim of the research was to develop supplementary materials aimed at enhancing students’ problem-solving and self-regulated learning skills, and to pilot the materials in secondary school lessons. Problem-solving and self-regulated learning skills are transversal skills, so the supplementary materials were not subject-specific and were designed to help teachers promote these students' skills in the lessons of any school subjects. The set of materials comprised 10 worksheets with both questions and prompts that could promote the development of students’ problem-solving and self-regulated learning skills. In total 139 teachers applied to pilot materials for a month, and 36 of them provided feedback by completing a questionnaire. Participants represented different schools and school subjects and were teachers of Grades 5–12; the majority of them (80,6%) had more than 21 years of work experience. Overall, participants evaluated the materials as very helpful for developing students' problem-solving and self-regulated learning skills, as the materials paid particular attention to planning, self-monitoring and self-reflection through a detailed focus on each of these processes, stimulated by questions in the materials. However, the teachers also concluded that the students lacked the in-depth metacognitive skills to self-analyze and self-regulate their performance, and teachers provided feedback and valuable suggestions for improving the supplementary materials. The study contributes to the research area and work of practitioners by demonstrating that appropriately designed supplementary materials are a valuable and useful tool to help teachers develop students' problem-solving and self-regulated learning skills.

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Section: Discussionmentioning

confidence: 99%

Section: Problem-solving Skillsmentioning

confidence: 99%

Section: Rationale For the Supplementary Materials Piloted In The Cur...mentioning

confidence: 99%

Section: Rationale For the Supplementary Materials Piloted In The Cur...mentioning

confidence: 99%

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Piloting Supplementary Materials Aimed at Developing Students’ Problem-Solving and Self-Regulated Learning Skills

Hačatrjana

Linde

2023

IJLTER

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“…To better appreciate the learning value of analogies and metaphors starts, it is important to start by contextualising them within experiential learning especially because of the latter's emphasis on learner agency and experiential student-centred learning (Dewey, 1938;Kolb, 1984;Kolb, & Kolb, 2009;Otte 2016). As Maries and Singh (2023) explain, analogies prompt learners to actively relate new concepts to familiar knowledge, consistent with Dewey's emphasis on learning from experience. Analogies prompt learners to relate new concepts to familiar knowledge, consistent with Dewey's emphasis on experiential learning (Miettinen, 2000).…”

Section: The Pedagogical Utility Of Analogies and Metaphors In Teachi...mentioning

confidence: 94%

Beyond Textbook Cases- Exploring the Pedagogical Utility of Medical Analogy and Metaphor in Learning and Teaching Strategic Management

Chaderopa,

Ngocha-Chaderopa

2024

JPSE

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Students of strategic management are often inundated with a plethora of analytical tools from which they must chose a select few to help them to effectively analyse the forces impacting the sustainable competitiveness of an organisation. Choosing the right tool(s) can be daunting, yet crucial for understanding organizational challenges and crafting relevant and effective strategic solutions. This desk research study explores the utility of analogies and metaphors as pedagogical tools to prepare students to become adept in strategic analysis. Aristotle likened metaphors to puzzles, suggesting that, like puzzles, metaphors engage us in figuring out how one thing resembles another. It is during this active participation and interpreting that makes analogies and metaphors effective in making complex strategy concepts more relatable to students. Through the process of analogical encoding, this conceptual study argues that the medical analogy holds promise for effective scaffolding of students’ learning, demystifying abstracts and making them more relatable in addition to structuring thinking across domains as well as promoting critical thinking, decision-making, creativity, problem-solving, collaboration and communication skills - key 21st century skills sought by industry. By leveraging familiar medical analogies, teachers or educators can promote learner-centred authentic learning, simultaneously enhancing the students’ learning experience.

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The role of learning anxiety and mathematical reasoning as predictor of promoting learning motivation: The mediating role of mathematical problem solving

Supriadi,

Jamaluddin Z,

Suherman

2024

Thinking Skills and Creativity

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Helping Students Become Proficient Problem Solvers Part I: A Brief Review

Cited by 10 publications

References 138 publications

Piloting Supplementary Materials Aimed at Developing Students’ Problem-Solving and Self-Regulated Learning Skills

Piloting Supplementary Materials Aimed at Developing Students’ Problem-Solving and Self-Regulated Learning Skills

Beyond Textbook Cases- Exploring the Pedagogical Utility of Medical Analogy and Metaphor in Learning and Teaching Strategic Management

The role of learning anxiety and mathematical reasoning as predictor of promoting learning motivation: The mediating role of mathematical problem solving

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