Teaching problem-solving skills to nuclear engineering students

Problem solving is an essential skill for nuclear engineering graduates entering the workforce. Training in qualitative and quantitative aspects of problem solving allows students to conceptualise and execute solutions to complex problems. Solutions to problems in high consequence fields of study such as nuclear engineering require rapid and accurate analysis of the problems, design of solutions (focusing on public safety, environmental stewardship and ethics), solution execution and monitoring results. A three-month course in problem solving, modelling and simulation was designed and a collaborative approach was undertaken with instructors from both industry and academia. Training was optimised for the laptop-based pedagogy, which provided unique advantages for a course that includes modelling and simulation components. The concepts and tools learned as part of the training were observed to be utilised throughout the duration of student university studies and interviews with students who have entered the workforce indicate that the approaches learned and practised are retained long term.     

利用学案促进学生自主学习和发展

课程改革是基础教育改革的重点，在新课程理念的指导下，特别强调教与学方法的转变，积极开展自主学习、自主发展的研究。如何将先进的教学理念转化为实际教学行为，调动学生的学习主动性？在教学实践中，我们通过认真研究教材大纲、教师教法、学生学法，针对教师、学生的实际情况和课时紧、容量大等问题，改变目前学生课堂上被动听讲、大量记笔记、学习效率低、学习积极性差和课业负担重的现状。因此，我们通过科学合理地设计学案并进行教学取得了明显的效果。[第一段]     

加强高职学生解决问题能力培训的研究

本文论述了加强高职学生解决问题能力培训的意义,介绍了培训的基本内容、基本途径和七种培训教学的方法。     

A programme-wide training framework to facilitate scientific communication skills development amongst biological sciences Masters students

In this article we describe the effectiveness of a programme-wide communication skills training framework incorporated within a one-year biological sciences taught Masters course designed to enhance the competency of students in communicating scientific research principally to a scientific audience. In one class we analysed the numerical marks achieved by students (N 61) for specific communication assignments completed at the start and at the end of the course. This was complemented by questionnaires administered to students at the beginning and at the end of the course to self-assess their competency and to elicit their views on the usefulness of the training received. We considered three questions: did students’ communication skills improve during the course; did the outcomes depend on the place of previous education (UK or non-UK); and how useful did students consider the learning and teaching activities to be? We show that the training improved students’ self-reported competency in most of the communication skills considered. Coursework marks for writing literature reviews improved during the course (p < 0.001). Those marks were marginally associated (that is, approaching statistical significance after Bonferroni correction) with the place of previous education (relatively high in UK students; p = 0.005). Coursework marks for writing research proposals did not change during the course (p = 0.361) but did depend on place of previous education (relatively high for UK students (p = 0.001). Although this small study’s intriguing results merit further investigation, our initial data supports the use of a programme-wide framework of the type presented here to facilitate communications skills development amongst biological science graduate students.     

Development of a test of experimental problem-solving skills

The emphasis given to experimental problem-solving skills in science curriculum innovation has not been matched by the development of comparable assessment tools. Multiple-choice tests were constructed for seven skills using learning hierarchies based on expert-novice differences. The instruments were refined in three phases of field testing. The reliabilities of the tests are sufficient for making judgments of group performance, but are insufficient in a single administration for individual assessment. Evidence of the validity of the tests is presented and their worth is discussed within the framework of a theory of instruction.     

情感互动与网络外语教育论坛的可持续发展

情感交际和语言学习是相辅相成的关系,重视师生情感的互动,能极大地促进教师教的热情和学生学的热情。在网络外语教育论坛中,教师和学生应有情感的投入,应有良好的情感交往的能力与技巧。为促进网络外语教育论坛的发展,应使网络课程、论坛形式和方法情感化,把情感贯穿于所有的论坛活动中,将之作为论坛的手段及发展的动力。     

利用档案夹提高学生的参与程度

关于如何提高学生在教学中的参与度，引导学生主动参与，乐于探究、勤于动手，逐步培养学生收集和处理科学信息、分析和解决问题以及交流与合作等多方面的能力，是生物新课程标准所倡导的。怎样使不同层次的学生在以上各方面的潜能得到最大发挥呢？如何在新课程教学中提高学生的参与程度呢？     

Improving learning achievements,motivations and problem-solving skills through a peer assessment-based game development approach

In this study, a peer assessment-based game development approach is proposed for improving students’ learning achievements, motivations and problem-solving skills. An experiment has been conducted to evaluate the effectiveness of the proposed approach in a science course at an elementary school. A total of 167 sixth graders participated in the experiment, 82 of whom were assigned to the experimental group and learned with the peer assessment-based game development approach, while 85 students were in the control group and learned with the conventional game development approach. From the empirical results, it was found that the proposed approach could effectively promote students’ learning achievement, learning motivation, problem-solving skills, as well as their perceptions of the use of educational computer games. Moreover, it was found from the open-ended questions that most of the students perceived peer assessment-based game development as an effective learning strategy that helped them improve their deep learning status in terms of “in-depth thinking,” “creativity,” and “motivation.”     

Examining problem-solving skills in technology-rich environments as related to numeracy and literacy

ABSTRACT

This study sought to a better understanding of the construct of problem solving in technology-rich environments and the effect of literacy and numeracy on problem solving. Data used in this study were drawn from Programme for the International Assessment of Adult Competencies US data which includes 5010 completed cases and a total of 1326 variables. The assessment of literacy, numeracy and problem-solving competencies were administrated using computer-based approaches. The result of the study showed that adults with higher numeracy and literacy competencies were more likely to have higher level of problem-solving skills. The results of the analyses also revealed that solution latency (i.e. time) were an important factor influencing problem-solving skills. This study indicates that basic mathematical skills are essential for solving problems that require interpersonal communication, computer and software knowledge, planning, and organising. The findings from this study provide several implications for researchers, educators, teachers and policymakers.     

Warts and all: Using student portfolio outcomes to facilitate a faculty development workshop

In 2004, the Department of Writing Studies at Roger Williams University in Bristol, Rhode Island, the U.S., began an assessment of student outcomes for two first-year writing courses (Fall 04 to Fall 05) to evaluate performance on previously established criteria. A study of the students’ Portfolio Assessment Sheets concluded that one pervasive problem was “Development” as determined partly by low A grades in the two courses. To engage the faculty (full-time and adjunct), the grades from Fall 04, Spring 05, and Fall 05 were presented during a Summer Workshop in June 2006. After analyzing a sample student essay, the 28 faculty participants discussed the implications of “Development” and evaluated the presentation itself. This case study of one college's participatory exercise in improving writing found some faculty resistance and some unintended results.     

Using blogs to be aware of the development and adoption of professional skills

In view of the challenges facing universities in our days and in accordance with the guidelines of the EHEA, the present article presents the results of a project which aims to unite the use of blogs and a competency approach. Specifically, the project is structured around two basic, complementary aims: 1. The design and implementation of a teaching innovation project which through the use of blogs promotes the development of certain professional competencies and 2. To assess the experiences and comments of students regarding the use of blogs in a university context, in order to appraise how students assess the use of this new learning tool. To achieve the latter aim, we used a methodology that combines a questionnaire with content analysis, using a sample of 82 subjects. The article shows that university students consider the blog as a tool that enables the acquisition of professional competencies, boosts the teaching-learning process, and foments the development of reflection. Based on these results, several proposals are made concerning the use of blogs, including activities related to reflection, provision of training-focused feedback, and the use of labels as an exercise of metareflection, amongst others.     

Calculation and word problem-solving skill profiles: relationship to previous skills and interest

Abstract

The current study focuses on the calculation and word problem-solving skill profiles at the end of middle school and their relationships to previous skills and interest in math. The sample included 818 (48% boys) Estonian students from 31 schools. Math skills, reasoning, text comprehension, and interest in math were assessed in Grade 8. Latent profile analysis was used to identify latent profiles of calculation and word problem-solving skills in Grade 9 (age 15 years). Five latent profiles were found. Results indicated that students had significantly different math and cognitive skills; however, the interest level for average and lower-achieving students was quite similar. Students with the highest skills had an exceptionally high interest in math, showing that enhancing students’ interest together with academic skills might help to reach a high level of math skills by the end of middle school.     

Towards powerful learning environments for the acquisition of problem-solving skills

It is generally agreed that acquiring thinking and problem-solving skills is nowadays a primary objective of general education. Responding appropriately to this challenge requires an answer to the following questions: 1. what does the acquisition of problem-solving skills involve, and 2. how can those abilities be fostered through systematic instruction? This contribution describes a four-step model of skilled problem-solving processes, and gives an overview of three major categories of cognitive skills involved in competent problem solving, namely, the flexible and integrated application of domain-specific knowledge, of heuristic methods, and of metacognitive skills. Furthermore, a framework is presented for the design and elaboration of powerful teaching-learning environments in which such problem-solving skills can be acquired efficiently. Two basic ideas underlying this model are: the view of learning as a constructive process, and the idea of cognitive apprenticeship as an effective and appropriate method for learning and teaching. Finally, some recent research findings supporting the educational significance of the framework are briefly reviewed.     

The relationship of day care quality to children's free-play behavior and social problem-solving skills

The relationship of day care quality to the activities of 4-year-old children during free play and their knowledge of social problem solving was investigated. The subjects were 55 children attending 15 day care centers and nursery school. Indicators of day care quality included quality of interaction with teachers, arrangement of the physical space, spaciousness of the environment, appropriateness and variety of the materials provided for play, quality of the outdoor area, group size, and child-teacher ratio. Relationships were found between these dimensions and children's absorption in solitary play and knowledge of social problem solving. Most of these relationships held up after the effects of social class were statistically removed.