subject:(problem solving)

University of New South Wales

1. Di Mascio, Rita. The effect of instructions on problem-solving creativity.

Degree: Education, 2011, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/51686 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10353/SOURCE02?view=true

► The literature is replete with studies that examine the effectiveness of instructions to be creative and to brainstorm on creativity. Most studies, however, have used… (more)

▼ The literature is replete with studies that examine the effectiveness of instructions to be creative and to brainstorm on creativity. Most studies, however, have used fairly simple tasks, made the creativity goal highly salient, and were conducted in an experimental environment. Problemcomplexity, goal salience and creativity context may mitigate or reverse the positive influence of instructions on creativity.Study One examined the effect of the two instructions (be creative, brainstorm) separately and combined on the creativity of ideas suggested by students to solve an ill-structured problem solving.A randomised experimental design was used, in which students worked individually ona written business problem, in the classroom. A standard instruction group provided a control tocapture students usual creativity expectations. Responses were rated on novelty, workability andrelevance by two independent industry practitioners. The two instructions had similar effects,enhancing novelty and number of ideas compared to standard, but reduced relevance.Brainstorming yielded slightly more ideas than the 'be creative' instruction. The combinedinstruction produced little difference to the individual instructions.Study Two examined how reading goals (placing the creativity instructions before or after thecase study) or presentation order of instructions (placing the 'be creative' instruction before orafter brainstorming) affected idea creativity. It utilised the same business problem and similardesign as Study One, in a different class of students. Placing creativity instructions before thecase study only enhanced novelty slightly, but presentation order had no observable effect.The findings suggest that: (i) the gist of creativity instructions may influence creative problemsolvinggoals in complex, ill-defined problems; (ii) creativity instructions may cause a noveltyrelevancetrade-off in complex ill-defined problems due to cognitive load limitations; (iii)enhancing the salience of creativity goals in problem-solving does not necessarily enhancenovelty; (iv) creativity context may moderate the effect of creativity instructions; and (v)creativity instructions may induce a promotion regulatory focus. If lecturers would like theirstudents to solve business problems creatively, they should provide creativity instructions andthey establish a creative climate in the classroom. Lecturers should be aware, though, that theresulting solutions may be less relevant to the problem. Advisors/Committee Members: Sweller, John, Faculty of Arts & Social Sciences, UNSW, Kalyuga, Slava, Faculty of Arts & Social Sciences, UNSW.

Subjects/Keywords: Problem solving

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APA (6^th Edition):

Di Mascio, R. (2011). The effect of instructions on problem-solving creativity. (Masters Thesis). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/51686 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10353/SOURCE02?view=true

Chicago Manual of Style (16^th Edition):

Di Mascio, Rita. “The effect of instructions on problem-solving creativity.” 2011. Masters Thesis, University of New South Wales. Accessed April 11, 2021. http://handle.unsw.edu.au/1959.4/51686 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10353/SOURCE02?view=true.

MLA Handbook (7^th Edition):

Di Mascio, Rita. “The effect of instructions on problem-solving creativity.” 2011. Web. 11 Apr 2021.

Vancouver:

Di Mascio R. The effect of instructions on problem-solving creativity. [Internet] [Masters thesis]. University of New South Wales; 2011. [cited 2021 Apr 11]. Available from: http://handle.unsw.edu.au/1959.4/51686 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10353/SOURCE02?view=true.

Council of Science Editors:

Di Mascio R. The effect of instructions on problem-solving creativity. [Masters Thesis]. University of New South Wales; 2011. Available from: http://handle.unsw.edu.au/1959.4/51686 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10353/SOURCE02?view=true

Vanderbilt University

2. Wang, Amber Yu. Irrelevant Information and Person Effects of Word-Problem Performance.

Degree: PhD, Special Education, 2016, Vanderbilt University

URL: http://hdl.handle.net/1803/12830

► The purpose of this study was to extend the literature on word-problem performance by using a crossed random-effects item response model to bring together two… (more)

Subjects/Keywords: word-problem solving; mathematical problem solving

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APA (6^th Edition):

Wang, A. Y. (2016). Irrelevant Information and Person Effects of Word-Problem Performance. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12830

Chicago Manual of Style (16^th Edition):

Wang, Amber Yu. “Irrelevant Information and Person Effects of Word-Problem Performance.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed April 11, 2021. http://hdl.handle.net/1803/12830.

MLA Handbook (7^th Edition):

Wang, Amber Yu. “Irrelevant Information and Person Effects of Word-Problem Performance.” 2016. Web. 11 Apr 2021.

Vancouver:

Wang AY. Irrelevant Information and Person Effects of Word-Problem Performance. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/1803/12830.

Council of Science Editors:

Wang AY. Irrelevant Information and Person Effects of Word-Problem Performance. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/12830

University of Waterloo

3. Grinberg, Arielle. Effects of Incentives on Group Problem Solving Processes and Paths.

Degree: 2020, University of Waterloo

URL: http://hdl.handle.net/10012/16124

► Incentives have been known to affect group performance when solving complex problems. Groups that are given individual incentives for solving problems are able to solve… (more)

▼ Incentives have been known to affect group performance when solving complex problems. Groups that are given individual incentives for solving problems are able to solve problems quicker, and with less errors compared to those that are given group incentives. However, much is unknown about the underlying cognitive and social factors that influence problem solving in conjunction with incentives. Research has neglected to investigate the process by which groups move from an initial problem state to the solution state. There is a heavy involvement of coordination between members, even between a heterogeneous group where members have their own individual goals. Groups must first agree upon a solution, or goal state, and members must solve their own sub-goals in conjunction with one another to ensure there is no conflict or overlap. This research explores the different routes that groups with varying incentive structures take when solving a complex problem. A previous study was analyzed where groups were given four cards with pictorial items and each member was asked to collect four of a kind. The study revealed that the most complex condition, detour and restructuring, showed the largest differences between incentive groups. In this condition participants could fall into blind alley categories, and must detour around these false sets in order to reach the correct solution. The solution also consisted of three similar pictorial items and one superordinate item, requiring participants to cognitively restructure their perception of the category sets. Thematic coding was done on transcripts of the experimental videos, and differences between groups were analyzed. Additional analysis was also conducted on the way each group organized their solution paths by investigating the order of category labels that groups would produce. Results showed that groups given individual incentives had much more organized paths, were less willing to explore the problem space, and had a better understanding of problem structure compared to groups given a group incentive. Individual incentive groups were also more likely to move directly towards the solution, and spend less time creating category labels for incorrect category solutions. Overall, these results contribute to the problem solving research field by establishing that the behaviours and characteristics of groups solving complex problem vary not only on internal factors, such as personality type and expertise, but also based on external factors, such as incentive types.

Subjects/Keywords: group problem solving; problem solving; incentives

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APA (6^th Edition):

Grinberg, A. (2020). Effects of Incentives on Group Problem Solving Processes and Paths. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/16124

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Grinberg, Arielle. “Effects of Incentives on Group Problem Solving Processes and Paths.” 2020. Thesis, University of Waterloo. Accessed April 11, 2021. http://hdl.handle.net/10012/16124.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Grinberg, Arielle. “Effects of Incentives on Group Problem Solving Processes and Paths.” 2020. Web. 11 Apr 2021.

Vancouver:

Grinberg A. Effects of Incentives on Group Problem Solving Processes and Paths. [Internet] [Thesis]. University of Waterloo; 2020. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10012/16124.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grinberg A. Effects of Incentives on Group Problem Solving Processes and Paths. [Thesis]. University of Waterloo; 2020. Available from: http://hdl.handle.net/10012/16124

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Lieffring, Leah K. The importance of training in employee quality of work.

Degree: 2019, University of Wisconsin – Stout

URL: http://digital.library.wisc.edu/1793/79664 ; http://www2.uwstout.edu/content/lib/thesis/2019/2019lieffringl.pdf

► Company XYZ has added a new election period named OEP, and the requirements for using this election period have not been made clear to the… (more)

Subjects/Keywords: Employees; Problem solving

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APA (6^th Edition):

Lieffring, L. K. (2019). The importance of training in employee quality of work. (Thesis). University of Wisconsin – Stout. Retrieved from http://digital.library.wisc.edu/1793/79664 ; http://www2.uwstout.edu/content/lib/thesis/2019/2019lieffringl.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lieffring, Leah K. “The importance of training in employee quality of work.” 2019. Thesis, University of Wisconsin – Stout. Accessed April 11, 2021. http://digital.library.wisc.edu/1793/79664 ; http://www2.uwstout.edu/content/lib/thesis/2019/2019lieffringl.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lieffring, Leah K. “The importance of training in employee quality of work.” 2019. Web. 11 Apr 2021.

Vancouver:

Lieffring LK. The importance of training in employee quality of work. [Internet] [Thesis]. University of Wisconsin – Stout; 2019. [cited 2021 Apr 11]. Available from: http://digital.library.wisc.edu/1793/79664 ; http://www2.uwstout.edu/content/lib/thesis/2019/2019lieffringl.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lieffring LK. The importance of training in employee quality of work. [Thesis]. University of Wisconsin – Stout; 2019. Available from: http://digital.library.wisc.edu/1793/79664 ; http://www2.uwstout.edu/content/lib/thesis/2019/2019lieffringl.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Allen, Justin Paul. LEARNING THE PROBLEM-SOLVING PROCESS THROUGH CONSULTATION.

Degree: EdD, Psychology & Research in Education, 2016, University of Kansas

URL: http://hdl.handle.net/1808/24120

► Theories of school-based consultation posit that by using consultative services to resolve a difficult problem, the consultee will gain the ability to solve similar problems… (more)

Subjects/Keywords: Educational psychology; consultation; problem-solving process; social problem-solving; transfer of the problem-solving process

10 more images…

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APA (6^th Edition):

Allen, J. P. (2016). LEARNING THE PROBLEM-SOLVING PROCESS THROUGH CONSULTATION. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/24120

Chicago Manual of Style (16^th Edition):

Allen, Justin Paul. “LEARNING THE PROBLEM-SOLVING PROCESS THROUGH CONSULTATION.” 2016. Doctoral Dissertation, University of Kansas. Accessed April 11, 2021. http://hdl.handle.net/1808/24120.

MLA Handbook (7^th Edition):

Allen, Justin Paul. “LEARNING THE PROBLEM-SOLVING PROCESS THROUGH CONSULTATION.” 2016. Web. 11 Apr 2021.

Vancouver:

Allen JP. LEARNING THE PROBLEM-SOLVING PROCESS THROUGH CONSULTATION. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/1808/24120.

Council of Science Editors:

Allen JP. LEARNING THE PROBLEM-SOLVING PROCESS THROUGH CONSULTATION. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/24120

Oregon State University

6. Durgi, Parthsarathy. Optimal troubleshooting plan for a complex electro-mechanical system.

Degree: MS, Mechanical Engineering, 2004, Oregon State University

URL: http://hdl.handle.net/1957/30053

► The decision sequences used for troubleshooting of complex electro-mechanical systems are often ad hoc and less than optimal. This research investigated Decision Analysis and Bayesian… (more)

Subjects/Keywords: Problem solving

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Durgi, P. (2004). Optimal troubleshooting plan for a complex electro-mechanical system. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/30053

Chicago Manual of Style (16^th Edition):

Durgi, Parthsarathy. “Optimal troubleshooting plan for a complex electro-mechanical system.” 2004. Masters Thesis, Oregon State University. Accessed April 11, 2021. http://hdl.handle.net/1957/30053.

MLA Handbook (7^th Edition):

Durgi, Parthsarathy. “Optimal troubleshooting plan for a complex electro-mechanical system.” 2004. Web. 11 Apr 2021.

Vancouver:

Durgi P. Optimal troubleshooting plan for a complex electro-mechanical system. [Internet] [Masters thesis]. Oregon State University; 2004. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/1957/30053.

Council of Science Editors:

Durgi P. Optimal troubleshooting plan for a complex electro-mechanical system. [Masters Thesis]. Oregon State University; 2004. Available from: http://hdl.handle.net/1957/30053

University of Tasmania

7. Taplin, Margaret Lillian. An investigation of perseverance in number problem solving.

Degree: 1992, University of Tasmania

URL: https://eprints.utas.edu.au/21771/1/whole_TaplinMargaretLillian1993_thesis.pdf

Subjects/Keywords: Problem solving

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APA (6^th Edition):

Taplin, M. L. (1992). An investigation of perseverance in number problem solving. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21771/1/whole_TaplinMargaretLillian1993_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Taplin, Margaret Lillian. “An investigation of perseverance in number problem solving.” 1992. Thesis, University of Tasmania. Accessed April 11, 2021. https://eprints.utas.edu.au/21771/1/whole_TaplinMargaretLillian1993_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Taplin, Margaret Lillian. “An investigation of perseverance in number problem solving.” 1992. Web. 11 Apr 2021.

Vancouver:

Taplin ML. An investigation of perseverance in number problem solving. [Internet] [Thesis]. University of Tasmania; 1992. [cited 2021 Apr 11]. Available from: https://eprints.utas.edu.au/21771/1/whole_TaplinMargaretLillian1993_thesis.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taplin ML. An investigation of perseverance in number problem solving. [Thesis]. University of Tasmania; 1992. Available from: https://eprints.utas.edu.au/21771/1/whole_TaplinMargaretLillian1993_thesis.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vanderbilt University

8. Hirtle, Jane Anne Trapp. I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction.

Degree: PhD, Psychology, 2016, Vanderbilt University

URL: http://hdl.handle.net/1803/12818

► Previous research on the development of infant tool use learning in the second year of life has provided contrary evidence as to how infants select… (more)

Subjects/Keywords: tool use; problem-solving; infancy

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APA (6^th Edition):

Hirtle, J. A. T. (2016). I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12818

Chicago Manual of Style (16^th Edition):

Hirtle, Jane Anne Trapp. “I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed April 11, 2021. http://hdl.handle.net/1803/12818.

MLA Handbook (7^th Edition):

Hirtle, Jane Anne Trapp. “I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction.” 2016. Web. 11 Apr 2021.

Vancouver:

Hirtle JAT. I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/1803/12818.

Council of Science Editors:

Hirtle JAT. I Know Something You Don’t Know: Twenty-Month-Olds’ Tool use Learning from Exploration and Social Interaction. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/12818

Oregon State University

9. Chamberlin, Martha J. Relationship of pauses to problem solving events in mechanical design protocols.

Degree: MS, Computer Science, 1990, Oregon State University

URL: http://hdl.handle.net/1957/37330

► This thesis compares two methods for studying the problem-solving processes of mechanical design engineers. The first method, verbal protocol analysis, was applied by L. Stauffer… (more)

Subjects/Keywords: Problem solving

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APA (6^th Edition):

Chamberlin, M. J. (1990). Relationship of pauses to problem solving events in mechanical design protocols. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/37330

Chicago Manual of Style (16^th Edition):

Chamberlin, Martha J. “Relationship of pauses to problem solving events in mechanical design protocols.” 1990. Masters Thesis, Oregon State University. Accessed April 11, 2021. http://hdl.handle.net/1957/37330.

MLA Handbook (7^th Edition):

Chamberlin, Martha J. “Relationship of pauses to problem solving events in mechanical design protocols.” 1990. Web. 11 Apr 2021.

Vancouver:

Chamberlin MJ. Relationship of pauses to problem solving events in mechanical design protocols. [Internet] [Masters thesis]. Oregon State University; 1990. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/1957/37330.

Council of Science Editors:

Chamberlin MJ. Relationship of pauses to problem solving events in mechanical design protocols. [Masters Thesis]. Oregon State University; 1990. Available from: http://hdl.handle.net/1957/37330

University of Wisconsin – Stout

10. Holan, Richard W. A study to determine the relationship between the perception of the difficulty of a task and persistance in attempts to solve a problem.

Degree: 2004, University of Wisconsin – Stout

URL: http://www.uwstout.edu/lib/thesis/2004/2004holanr.pdf ; http://digital.library.wisc.edu/1793/41277

Subjects/Keywords: Problem solving

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Holan, R. W. (2004). A study to determine the relationship between the perception of the difficulty of a task and persistance in attempts to solve a problem. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2004/2004holanr.pdf ; http://digital.library.wisc.edu/1793/41277

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Holan, Richard W. “A study to determine the relationship between the perception of the difficulty of a task and persistance in attempts to solve a problem.” 2004. Thesis, University of Wisconsin – Stout. Accessed April 11, 2021. http://www.uwstout.edu/lib/thesis/2004/2004holanr.pdf ; http://digital.library.wisc.edu/1793/41277.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Holan, Richard W. “A study to determine the relationship between the perception of the difficulty of a task and persistance in attempts to solve a problem.” 2004. Web. 11 Apr 2021.

Vancouver:

Holan RW. A study to determine the relationship between the perception of the difficulty of a task and persistance in attempts to solve a problem. [Internet] [Thesis]. University of Wisconsin – Stout; 2004. [cited 2021 Apr 11]. Available from: http://www.uwstout.edu/lib/thesis/2004/2004holanr.pdf ; http://digital.library.wisc.edu/1793/41277.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holan RW. A study to determine the relationship between the perception of the difficulty of a task and persistance in attempts to solve a problem. [Thesis]. University of Wisconsin – Stout; 2004. Available from: http://www.uwstout.edu/lib/thesis/2004/2004holanr.pdf ; http://digital.library.wisc.edu/1793/41277

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Illinois – Chicago

11. Mielicki, Marta K. Exploring the Necessary Conditions for Observing Interleaved Practice Benefits in Problem Solving.

Degree: 2019, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/23666

► Previous research has demonstrated benefits of interleaved practice over blocked practice for learning basic skills and formulas in math. This series of experiments tested whether… (more)

Subjects/Keywords: interleaved practice; problem solving

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APA (6^th Edition):

Mielicki, M. K. (2019). Exploring the Necessary Conditions for Observing Interleaved Practice Benefits in Problem Solving. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23666

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mielicki, Marta K. “Exploring the Necessary Conditions for Observing Interleaved Practice Benefits in Problem Solving.” 2019. Thesis, University of Illinois – Chicago. Accessed April 11, 2021. http://hdl.handle.net/10027/23666.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mielicki, Marta K. “Exploring the Necessary Conditions for Observing Interleaved Practice Benefits in Problem Solving.” 2019. Web. 11 Apr 2021.

Vancouver:

Mielicki MK. Exploring the Necessary Conditions for Observing Interleaved Practice Benefits in Problem Solving. [Internet] [Thesis]. University of Illinois – Chicago; 2019. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10027/23666.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mielicki MK. Exploring the Necessary Conditions for Observing Interleaved Practice Benefits in Problem Solving. [Thesis]. University of Illinois – Chicago; 2019. Available from: http://hdl.handle.net/10027/23666

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Clemson University

12. Lawrimore, Jr., Donald C. School-Based Instructional Leadership and Problem Solving: Principals’ Descriptions of Shared Issue Resolution.

Degree: PhD, Education and Human Development, 2020, Clemson University

URL: https://tigerprints.clemson.edu/all_dissertations/2600

► Over the last half century, researchers added to a body of knowledge regarding principals’ effective behaviors with few insights about how or why they… (more)

▼ Over the last half century, researchers added to a body of knowledge regarding principals’ effective behaviors with few insights about how or why they acted. Current models purport that leadership emerges through various collaborative interactions among principals and other school-based leaders (i.e. teacher leaders, instructional coaches, content department heads, etc.) as they tackle academic and social-behavioral issues. To illuminate these collaborations more clearly, I used the Critical Incident Technique (CIT) to investigate how selected South Carolina secondary school principals described their interactions with other school-based leaders as they collaboratively tackled instructional issues. For this study, instructional issues covered concerns regarding alignment of curriculum, instruction, and assessment, student assessment scores, and instructional delivery. Six selected secondary (grades 6 through 12) South Carolina principals recounted their examples of successful and unsuccessful examples of addressing instructional issues by interacting with other school leaders. Principals related incidents they deemed representative of collaborative problem-solving about instruction. They participated in face-to-face interviews and reviewed their transcripts from the audio-recorded sessions. The analysis protocol derived from a synthesis of studies on leadership and problem-solving in the realms of business (Grint, 2005) and a two-decade series of studies in education by Leithwood and colleagues in the 1980s which was then replicated in the 2000s by Spillane’s teams of researchers. Both sources identified a range of responses to addressing problems of various types and structures. Both sources showed a similar tendency among typical and novice leaders to lean into an individualistic style as opposed to more sophisticated leadership approaches that involved more expertise and shared knowledge for addressing complex problems. This synthesis of sources produced an a priori coding list which I applied to the transcripts. Findings confirmed the original similarities among the business and education studies about leadership and problem-solving. Among these six principals’ recall of their successful and unsuccessful approaches to instructional issues, their dominant problem-solving style was authoritarian, even when describing collaboration. Their narratives showed that collaboration extended into implementation of a decision that either the principal or the district already made before sharing the instructional issue. Advisors/Committee Members: Jane C Lindle, Hans W Klar, Laura Olson, Frederick D Wilkerson.

Subjects/Keywords: leadership; principal; problem solving; secondary

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APA (6^th Edition):

Lawrimore, Jr., D. C. (2020). School-Based Instructional Leadership and Problem Solving: Principals’ Descriptions of Shared Issue Resolution. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2600

Chicago Manual of Style (16^th Edition):

Lawrimore, Jr., Donald C. “School-Based Instructional Leadership and Problem Solving: Principals’ Descriptions of Shared Issue Resolution.” 2020. Doctoral Dissertation, Clemson University. Accessed April 11, 2021. https://tigerprints.clemson.edu/all_dissertations/2600.

MLA Handbook (7^th Edition):

Lawrimore, Jr., Donald C. “School-Based Instructional Leadership and Problem Solving: Principals’ Descriptions of Shared Issue Resolution.” 2020. Web. 11 Apr 2021.

Vancouver:

Lawrimore, Jr. DC. School-Based Instructional Leadership and Problem Solving: Principals’ Descriptions of Shared Issue Resolution. [Internet] [Doctoral dissertation]. Clemson University; 2020. [cited 2021 Apr 11]. Available from: https://tigerprints.clemson.edu/all_dissertations/2600.

Council of Science Editors:

Lawrimore, Jr. DC. School-Based Instructional Leadership and Problem Solving: Principals’ Descriptions of Shared Issue Resolution. [Doctoral Dissertation]. Clemson University; 2020. Available from: https://tigerprints.clemson.edu/all_dissertations/2600

University of the Western Cape

13. Cooper, Phadiela. Problem-solving in geometry in collaborative small group settings: how learners appropriate mathematical tools while working in small groups .

Degree: 2011, University of the Western Cape

URL: http://hdl.handle.net/11394/4248

► Problem-solving in Mathematics is an important skill. The poor performance of South African learners in international tests such as the Trends in International Mathematics and… (more)

▼ Problem-solving in Mathematics is an important skill. The poor performance of South African learners in international tests such as the Trends in International Mathematics and Science Study (TIMSS) and in schools in general indicates that emphasis should be placed on problem-solving in the teaching and learning of Mathematics. The new national senior certificate curriculum in South Africa encourages group work amongst learners. The thesis proposes that learning is enhanced in a small-group setting, since learners actively engage with the problems. Furthermore, Euclidean Geometry is perceived by learners to be a „difficult‟ section of Mathematics. However, Geometry is important since the skills acquired while doing Geometry can be applied to various fields of study. This research focused on Geometry problem-solving in collaborative small-group settings. An inductive approach was taken that focused on what learners were doing while they were doing problem-solving in geometry in collaborative groups. Problem-solving is viewed as a situated and contextually-determined activity. The research focused on how learners appropriated tools (physical as well as intellectual) and how they interacted with one other and the subject matter. The socio-cultural perspective was the theoretical framework underpinning the study. In this perspective, learning is seen as a social process in which learners actively participate and contribute with ideas and arguments. In addition, learning is seen as a situated activity. The research was carried out in the form of a case study that focused on three groups of three learners each, from a secondary school in Khayelitsha, a township approximately 30 km outside Cape Town, South Africa. The small groups were monitored and observed in a school setting and special attention was given to their interaction within their group, given their social and cultural context. The ethnographic approach to data gathering, which allows for the routine, everyday, taken-for-granted aspects of school and classroom life, was used. Data were collected by means of audio and video recordings, interviews with learners and teacher observations. The data analysis included analysis of field notes, audio and video transcripts and learners‟ written work. The data were analysed in terms of Pickering‟s theory that all scientific practice is a “dialectic of resistance and accommodation” and that this constitutes a “mangle of practice” (Pickering, 1995). Advisors/Committee Members: Mbekwa, Monde (advisor), Julie, C (advisor).

Subjects/Keywords: Problem-solving; Collaboration; Small groups

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cooper, P. (2011). Problem-solving in geometry in collaborative small group settings: how learners appropriate mathematical tools while working in small groups . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cooper, Phadiela. “Problem-solving in geometry in collaborative small group settings: how learners appropriate mathematical tools while working in small groups .” 2011. Thesis, University of the Western Cape. Accessed April 11, 2021. http://hdl.handle.net/11394/4248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cooper, Phadiela. “Problem-solving in geometry in collaborative small group settings: how learners appropriate mathematical tools while working in small groups .” 2011. Web. 11 Apr 2021.

Vancouver:

Cooper P. Problem-solving in geometry in collaborative small group settings: how learners appropriate mathematical tools while working in small groups . [Internet] [Thesis]. University of the Western Cape; 2011. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/11394/4248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cooper P. Problem-solving in geometry in collaborative small group settings: how learners appropriate mathematical tools while working in small groups . [Thesis]. University of the Western Cape; 2011. Available from: http://hdl.handle.net/11394/4248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Michigan State University

14. Williams, Marlot Wesley. Problem-solving persistence as a function of type of reinforcement and need for approval among college students.

Degree: PhD, Department of Counseling, Personnel Services, and Educational Psychology, 1970, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:44268

Subjects/Keywords: Problem solving

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APA (6^th Edition):

Williams, M. W. (1970). Problem-solving persistence as a function of type of reinforcement and need for approval among college students. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:44268

Chicago Manual of Style (16^th Edition):

Williams, Marlot Wesley. “Problem-solving persistence as a function of type of reinforcement and need for approval among college students.” 1970. Doctoral Dissertation, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:44268.

MLA Handbook (7^th Edition):

Williams, Marlot Wesley. “Problem-solving persistence as a function of type of reinforcement and need for approval among college students.” 1970. Web. 11 Apr 2021.

Vancouver:

Williams MW. Problem-solving persistence as a function of type of reinforcement and need for approval among college students. [Internet] [Doctoral dissertation]. Michigan State University; 1970. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:44268.

Council of Science Editors:

Williams MW. Problem-solving persistence as a function of type of reinforcement and need for approval among college students. [Doctoral Dissertation]. Michigan State University; 1970. Available from: http://etd.lib.msu.edu/islandora/object/etd:44268

Michigan State University

15. Pieper, William J. The effect of two situational variables on creative problem solving abilities.

Degree: MA, Dept. of Psychology, 1965, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:7521

Subjects/Keywords: Problem solving

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APA (6^th Edition):

Pieper, W. J. (1965). The effect of two situational variables on creative problem solving abilities. (Masters Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:7521

Chicago Manual of Style (16^th Edition):

Pieper, William J. “The effect of two situational variables on creative problem solving abilities.” 1965. Masters Thesis, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:7521.

MLA Handbook (7^th Edition):

Pieper, William J. “The effect of two situational variables on creative problem solving abilities.” 1965. Web. 11 Apr 2021.

Vancouver:

Pieper WJ. The effect of two situational variables on creative problem solving abilities. [Internet] [Masters thesis]. Michigan State University; 1965. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:7521.

Council of Science Editors:

Pieper WJ. The effect of two situational variables on creative problem solving abilities. [Masters Thesis]. Michigan State University; 1965. Available from: http://etd.lib.msu.edu/islandora/object/etd:7521

Michigan State University

16. Loupe, Michael James, 1943-. The training of problem solving and inquiry.

Degree: PhD, Department of Counseling, Personnel Services and Educational Psychology, 1969, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:42878

Subjects/Keywords: Problem solving

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APA (6^th Edition):

Loupe, Michael James, 1. (1969). The training of problem solving and inquiry. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:42878

Chicago Manual of Style (16^th Edition):

Loupe, Michael James, 1943-. “The training of problem solving and inquiry.” 1969. Doctoral Dissertation, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:42878.

MLA Handbook (7^th Edition):

Loupe, Michael James, 1943-. “The training of problem solving and inquiry.” 1969. Web. 11 Apr 2021.

Vancouver:

Loupe, Michael James 1. The training of problem solving and inquiry. [Internet] [Doctoral dissertation]. Michigan State University; 1969. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:42878.

Council of Science Editors:

Loupe, Michael James 1. The training of problem solving and inquiry. [Doctoral Dissertation]. Michigan State University; 1969. Available from: http://etd.lib.msu.edu/islandora/object/etd:42878

Michigan State University

17. Hallgren, Stuart Oliver, 1949-. Effects of verbalization, tempo, and problem size on problem solving.

Degree: PhD, Department of Psychology, 1976, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:42881

Subjects/Keywords: Problem solving

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APA (6^th Edition):

Hallgren, Stuart Oliver, 1. (1976). Effects of verbalization, tempo, and problem size on problem solving. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:42881

Chicago Manual of Style (16^th Edition):

Hallgren, Stuart Oliver, 1949-. “Effects of verbalization, tempo, and problem size on problem solving.” 1976. Doctoral Dissertation, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:42881.

MLA Handbook (7^th Edition):

Hallgren, Stuart Oliver, 1949-. “Effects of verbalization, tempo, and problem size on problem solving.” 1976. Web. 11 Apr 2021.

Vancouver:

Hallgren, Stuart Oliver 1. Effects of verbalization, tempo, and problem size on problem solving. [Internet] [Doctoral dissertation]. Michigan State University; 1976. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:42881.

Council of Science Editors:

Hallgren, Stuart Oliver 1. Effects of verbalization, tempo, and problem size on problem solving. [Doctoral Dissertation]. Michigan State University; 1976. Available from: http://etd.lib.msu.edu/islandora/object/etd:42881

University of Minnesota

18. Ryan, Qing. Internet computer coaches for introductory Physics problem solving.

Degree: PhD, Physics, 2013, University of Minnesota

URL: http://hdl.handle.net/11299/162518

► The ability to solve problems in a variety of contexts is becoming increasingly important in our rapidly changing technological society. Problem-solving is a complex process… (more)

Subjects/Keywords: Computer coaches; Physics; Problem solving

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APA (6^th Edition):

Ryan, Q. (2013). Internet computer coaches for introductory Physics problem solving. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/162518

Chicago Manual of Style (16^th Edition):

Ryan, Qing. “Internet computer coaches for introductory Physics problem solving.” 2013. Doctoral Dissertation, University of Minnesota. Accessed April 11, 2021. http://hdl.handle.net/11299/162518.

MLA Handbook (7^th Edition):

Ryan, Qing. “Internet computer coaches for introductory Physics problem solving.” 2013. Web. 11 Apr 2021.

Vancouver:

Ryan Q. Internet computer coaches for introductory Physics problem solving. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/11299/162518.

Council of Science Editors:

Ryan Q. Internet computer coaches for introductory Physics problem solving. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://hdl.handle.net/11299/162518

Texas Tech University

19. Marcy, William M. Information and entropy in organized problem solving.

Degree: Engineering (General), 1972, Texas Tech University

URL: http://hdl.handle.net/2346/14901

Subjects/Keywords: Problem solving

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APA (6^th Edition):

Marcy, W. M. (1972). Information and entropy in organized problem solving. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/14901

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Marcy, William M. “Information and entropy in organized problem solving.” 1972. Thesis, Texas Tech University. Accessed April 11, 2021. http://hdl.handle.net/2346/14901.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Marcy, William M. “Information and entropy in organized problem solving.” 1972. Web. 11 Apr 2021.

Vancouver:

Marcy WM. Information and entropy in organized problem solving. [Internet] [Thesis]. Texas Tech University; 1972. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/2346/14901.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Marcy WM. Information and entropy in organized problem solving. [Thesis]. Texas Tech University; 1972. Available from: http://hdl.handle.net/2346/14901

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Limerick

20. Guerin, Aoife. The complex system of problem solving - providing the conditions to develop proficiency.

Degree: 2017, University of Limerick

URL: http://hdl.handle.net/10344/6555

►

peer-reviewed

Problem solving in mathematics has been a central topic of research in mathematics education, stemming mainly from Pólya’s (1945) work on problem solving heuristics… (more)

▼

peer-reviewed

Problem solving in mathematics has been a central topic of research in mathematics education, stemming mainly from Pólya’s (1945) work on problem solving heuristics (Lesh and Zawojewski, 2007). Despite the attention this topic has received, the research conducted in problem solving has not easily translated into improving school practice (Lester and Kehle, 2003). Foster et al. (2014) found that the teachers’ knowledge and ability to employ “effective strategies for teaching problem solving processes was particularly underdeveloped” (p.7). Felmer and Diaz (2016, p.289) also noted that there is little research on “teachers as problem solvers”, particularly at second level. Evidence on pre-service secondary teachers’ performance on non-routine problem solving tasks and experience with solving such problems led Felmer and Diaz (2016) to recommend that action be taken on pre-service mathematics teacher education courses. The aim of this research was to develop a framework for teaching and assessing problem solving in mathematics and to implement this framework in the form of a teaching intervention with a sample of pre-service secondary level mathematics teachers. The author developed a Framework for Teaching and Assessing Problem Solving (F-TAPS) in mathematics, consistent with findings on significant issues identified from the review of literature. The author’s F-TAPS in mathematics integrates significant knowledge and affective factors with mathematical thinking in order to develop proficiency in problem solving in mathematics through the coherent construction of meaningful knowledge. The author integrated her F-TAPS in mathematics with the Modified Moore Method using the Modified 4C-ID model to design and implement an educational intervention in problem solving. This intervention was implemented with sixteen secondary pre-service mathematics teachers. Two assessments in problem solving were developed to assess problem solving ability before and after the intervention. The mindset (growth/fixed) of the pre-service teachers who participated in this study was also evaluated before and after the intervention. Educational Design Research methodology which incorporates a proof of concept approach underpinned this research. Pre and post-test findings showed statistically significant increases in the growth mindset and problem solving ability of the pre-service teachers who participated in this study. The intervention (and the integrated F-TAPS) had a moderate effect on the mindset of the pre-service teachers and a strong effect on the problem solving ability of the pre-service teachers. The proof of concept approach provides evidence that the author’s F-TAPS could contribute to improved teaching of problem solving in mathematics at secondary level.

Advisors/Committee Members: Fitzmaurice, Olivia, O'Donoghue, John.

Subjects/Keywords: problem solving; mathematics; education; teaching

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APA (6^th Edition):

Guerin, A. (2017). The complex system of problem solving - providing the conditions to develop proficiency. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/6555

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Guerin, Aoife. “The complex system of problem solving - providing the conditions to develop proficiency.” 2017. Thesis, University of Limerick. Accessed April 11, 2021. http://hdl.handle.net/10344/6555.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Guerin, Aoife. “The complex system of problem solving - providing the conditions to develop proficiency.” 2017. Web. 11 Apr 2021.

Vancouver:

Guerin A. The complex system of problem solving - providing the conditions to develop proficiency. [Internet] [Thesis]. University of Limerick; 2017. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10344/6555.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guerin A. The complex system of problem solving - providing the conditions to develop proficiency. [Thesis]. University of Limerick; 2017. Available from: http://hdl.handle.net/10344/6555

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Waterloo

21. Alzayat, Ayman. Positive and Negative Analogical Transfer in Problem Solving.

Degree: 2011, University of Waterloo

URL: http://hdl.handle.net/10012/6325

► This thesis has investigated the positive and negative analogical transfer in which we proposed three hypotheses that shed more light on the process of human… (more)

Subjects/Keywords: Analogical Transfer; Problem Solving

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APA (6^th Edition):

Alzayat, A. (2011). Positive and Negative Analogical Transfer in Problem Solving. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/6325

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Alzayat, Ayman. “Positive and Negative Analogical Transfer in Problem Solving.” 2011. Thesis, University of Waterloo. Accessed April 11, 2021. http://hdl.handle.net/10012/6325.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Alzayat, Ayman. “Positive and Negative Analogical Transfer in Problem Solving.” 2011. Web. 11 Apr 2021.

Vancouver:

Alzayat A. Positive and Negative Analogical Transfer in Problem Solving. [Internet] [Thesis]. University of Waterloo; 2011. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10012/6325.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alzayat A. Positive and Negative Analogical Transfer in Problem Solving. [Thesis]. University of Waterloo; 2011. Available from: http://hdl.handle.net/10012/6325

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Queens University

22. Delvecchio, Francine Lisa. Students' Use of Metacognitive Skills While Problem Solving in High School Chemistry .

Degree: Education, 2011, Queens University

URL: http://hdl.handle.net/1974/6703

► The purpose of this study was to investigate how purposeful metacognitive instruction affected students’ use of metacognitive skills and their abilities to solve complex chemistry… (more)

▼ The purpose of this study was to investigate how purposeful metacognitive instruction affected students’ use of metacognitive skills and their abilities to solve complex chemistry problems. The pilot (n = 18 to 26) and study (n = 21) groups were enrolled in separate Ontario Grade 11 university preparation chemistry classes. A quasi-experimental intervention was implemented, using the pilot study as a control. A Metacognitive Framework that outlined metacognitive skills specific to problem solving in chemistry formed the foundation for the intervention. Pre- and post-test self report questionnaires measuring students’ use of metacognitive skills (MCAI) and the problem solving tasks (i.e., PSTs) were used to measure the impact of the intervention. Data about students’ metacognitive and problem solving processes were also collected for the study group from: (a) think aloud pair problem solving (TAPPS) protocols, (b) an exit interview with the classroom teacher, (c) the students’ lab reports for two design labs, and (d) a survey of students’ use of the Metacognitive Framework. One way repeated measures ANOVA indicated that the pre- and post-test MCAI scores were not significantly different within and between the pilot and study groups. A comparison of the higher and lower achievement subgroups within the study group revealed that over time, the mean scores on the MCAI increased for the higher achievement group and decreased for the lower achievement group. One-way repeated measures ANOVA revealed that the post-test PST scores were significantly higher than the pre-test scores, and the groups differed significantly from each other with the study group scoring higher on both scores. While the statistical analyses revealed few differences, the teacher’s exit interview, TAPPS protocols, pre- and post-test lab reports, and student survey of the Metacognitive Framework indicated that the intervention supported students’ abilities to solve complex chemistry problems and use metacognitive skills associated with planning, monitoring, and evaluation.

Subjects/Keywords: Problem Solving ; Science Education

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APA (6^th Edition):

Delvecchio, F. L. (2011). Students' Use of Metacognitive Skills While Problem Solving in High School Chemistry . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6703

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Delvecchio, Francine Lisa. “Students' Use of Metacognitive Skills While Problem Solving in High School Chemistry .” 2011. Thesis, Queens University. Accessed April 11, 2021. http://hdl.handle.net/1974/6703.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Delvecchio, Francine Lisa. “Students' Use of Metacognitive Skills While Problem Solving in High School Chemistry .” 2011. Web. 11 Apr 2021.

Vancouver:

Delvecchio FL. Students' Use of Metacognitive Skills While Problem Solving in High School Chemistry . [Internet] [Thesis]. Queens University; 2011. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/1974/6703.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Delvecchio FL. Students' Use of Metacognitive Skills While Problem Solving in High School Chemistry . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6703

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Massey University

23. Palmer, Shane. Metacognitive beliefs and experiences : beliefs, predictions, monitoring and evaluations in well-defined and insight problem solving.

Degree: MA, Psychology, 2002, Massey University

URL: http://hdl.handle.net/10179/12895

► The present study attempted to replicate and extend understandings of differences in the metacognitive experiences of solving insight and well-defined problems. Insight often occurs with… (more)

Subjects/Keywords: Problem solving

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APA (6^th Edition):

Palmer, S. (2002). Metacognitive beliefs and experiences : beliefs, predictions, monitoring and evaluations in well-defined and insight problem solving. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/12895

Chicago Manual of Style (16^th Edition):

Palmer, Shane. “Metacognitive beliefs and experiences : beliefs, predictions, monitoring and evaluations in well-defined and insight problem solving.” 2002. Masters Thesis, Massey University. Accessed April 11, 2021. http://hdl.handle.net/10179/12895.

MLA Handbook (7^th Edition):

Palmer, Shane. “Metacognitive beliefs and experiences : beliefs, predictions, monitoring and evaluations in well-defined and insight problem solving.” 2002. Web. 11 Apr 2021.

Vancouver:

Palmer S. Metacognitive beliefs and experiences : beliefs, predictions, monitoring and evaluations in well-defined and insight problem solving. [Internet] [Masters thesis]. Massey University; 2002. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/10179/12895.

Council of Science Editors:

Palmer S. Metacognitive beliefs and experiences : beliefs, predictions, monitoring and evaluations in well-defined and insight problem solving. [Masters Thesis]. Massey University; 2002. Available from: http://hdl.handle.net/10179/12895

Montana Tech

24. Wise, Kathryn Lee. A COMPARATIVE STUDY OF PROBLEM-SOLVING PROCESSES IN THE CONCRETE TRANSITIONAL AND FORMAL OPERATOR.

Degree: PhD, 1978, Montana Tech

URL: https://scholarworks.umt.edu/etd/10024

Subjects/Keywords: Problem solving.

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APA (6^th Edition):

Wise, K. L. (1978). A COMPARATIVE STUDY OF PROBLEM-SOLVING PROCESSES IN THE CONCRETE TRANSITIONAL AND FORMAL OPERATOR. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10024

Chicago Manual of Style (16^th Edition):

Wise, Kathryn Lee. “A COMPARATIVE STUDY OF PROBLEM-SOLVING PROCESSES IN THE CONCRETE TRANSITIONAL AND FORMAL OPERATOR.” 1978. Doctoral Dissertation, Montana Tech. Accessed April 11, 2021. https://scholarworks.umt.edu/etd/10024.

MLA Handbook (7^th Edition):

Wise, Kathryn Lee. “A COMPARATIVE STUDY OF PROBLEM-SOLVING PROCESSES IN THE CONCRETE TRANSITIONAL AND FORMAL OPERATOR.” 1978. Web. 11 Apr 2021.

Vancouver:

Wise KL. A COMPARATIVE STUDY OF PROBLEM-SOLVING PROCESSES IN THE CONCRETE TRANSITIONAL AND FORMAL OPERATOR. [Internet] [Doctoral dissertation]. Montana Tech; 1978. [cited 2021 Apr 11]. Available from: https://scholarworks.umt.edu/etd/10024.

Council of Science Editors:

Wise KL. A COMPARATIVE STUDY OF PROBLEM-SOLVING PROCESSES IN THE CONCRETE TRANSITIONAL AND FORMAL OPERATOR. [Doctoral Dissertation]. Montana Tech; 1978. Available from: https://scholarworks.umt.edu/etd/10024

University of Montana

25. Corts, Daniel B. Analysis of methods for indicating strategy during the solving of anagram problems.

Degree: MA, 1966, University of Montana

URL: https://scholarworks.umt.edu/etd/4896

Subjects/Keywords: Problem solving.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Corts, D. B. (1966). Analysis of methods for indicating strategy during the solving of anagram problems. (Masters Thesis). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/4896

Chicago Manual of Style (16^th Edition):

Corts, Daniel B. “Analysis of methods for indicating strategy during the solving of anagram problems.” 1966. Masters Thesis, University of Montana. Accessed April 11, 2021. https://scholarworks.umt.edu/etd/4896.

MLA Handbook (7^th Edition):

Corts, Daniel B. “Analysis of methods for indicating strategy during the solving of anagram problems.” 1966. Web. 11 Apr 2021.

Vancouver:

Corts DB. Analysis of methods for indicating strategy during the solving of anagram problems. [Internet] [Masters thesis]. University of Montana; 1966. [cited 2021 Apr 11]. Available from: https://scholarworks.umt.edu/etd/4896.

Council of Science Editors:

Corts DB. Analysis of methods for indicating strategy during the solving of anagram problems. [Masters Thesis]. University of Montana; 1966. Available from: https://scholarworks.umt.edu/etd/4896

University of Montana

26. Cunin, Bertha Hoffman. Effects of practice group size and stimulus variables on the use of unfamiliar problem-solving strategies.

Degree: MA, 1969, University of Montana

URL: https://scholarworks.umt.edu/etd/4895

Subjects/Keywords: Problem solving.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cunin, B. H. (1969). Effects of practice group size and stimulus variables on the use of unfamiliar problem-solving strategies. (Masters Thesis). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/4895

Chicago Manual of Style (16^th Edition):

Cunin, Bertha Hoffman. “Effects of practice group size and stimulus variables on the use of unfamiliar problem-solving strategies.” 1969. Masters Thesis, University of Montana. Accessed April 11, 2021. https://scholarworks.umt.edu/etd/4895.

MLA Handbook (7^th Edition):

Cunin, Bertha Hoffman. “Effects of practice group size and stimulus variables on the use of unfamiliar problem-solving strategies.” 1969. Web. 11 Apr 2021.

Vancouver:

Cunin BH. Effects of practice group size and stimulus variables on the use of unfamiliar problem-solving strategies. [Internet] [Masters thesis]. University of Montana; 1969. [cited 2021 Apr 11]. Available from: https://scholarworks.umt.edu/etd/4895.

Council of Science Editors:

Cunin BH. Effects of practice group size and stimulus variables on the use of unfamiliar problem-solving strategies. [Masters Thesis]. University of Montana; 1969. Available from: https://scholarworks.umt.edu/etd/4895

University of British Columbia

27. Minkowitz, Goldie. A comparison of three approaches to problem solving in grades six and seven.

Degree: MA- MA, Education, 1978, University of British Columbia

URL: http://hdl.handle.net/2429/20988

► This study was undertaken to compare the effectiveness of two problem-solving strategies at the grade six and seven levels. Both strategies were designed to aid… (more)

▼ This study was undertaken to compare the effectiveness of two problem-solving strategies at the grade six and seven levels. Both strategies were designed to aid students in associating the verbal statement of a problem with its corresponding mathematical equation. One approach, the Translation Method, stressed literal, carefully structured translation of word problems, while the second, the Inductive Method, encouraged students to create their own problems, using mathematical equations given by the teacher. A control group practiced word problems without any instructional guidance. Forty-eight students from the sixth and seventh grades of a private elementary school in Vancouver, British Columbia were combined and assigned to the three treatment groups on the basis of their performance on a pretest in translation. For a period of four school days, all subjects used materials prepared by the investigator. Two criterion measures were used. Posttest One was composed of traditional word problems requiring only one mathematical operation for the correct solution. Posttest Two was constructed with novel or challenging word problems requiring more than one operation for the correct solution. Each test contained eight items and was designed for one forty-minute period. Scores of the tests were analyzed using multivariate analysis of variance for the two dependent measures. The three factors considered were Treatment, Sex, and Grade, and a simple main effects analysis was employed to examine male-female differences within each treatment level. Statistical comparisons among the three groups offered no evidence of superiority for one approach over another. In addition, no interaction was found between treatment and sex. Boys were found to be significantly superior to girls in performance on the posttests. Further analysis indicated that Posttest One scores for the Translation Group students differed significantly between boys and girls, with the girls' performance particularly weak for this measure. Subjective observation revealed differences in attitude. Students found the Translation Method burdensome. Students in the Inductive Group enjoyed that approach, and students in the Control Group seemed interested in the practice sequence of word problems.

Subjects/Keywords: Problem solving

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Minkowitz, G. (1978). A comparison of three approaches to problem solving in grades six and seven. (Masters Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/20988

Chicago Manual of Style (16^th Edition):

Minkowitz, Goldie. “A comparison of three approaches to problem solving in grades six and seven.” 1978. Masters Thesis, University of British Columbia. Accessed April 11, 2021. http://hdl.handle.net/2429/20988.

MLA Handbook (7^th Edition):

Minkowitz, Goldie. “A comparison of three approaches to problem solving in grades six and seven.” 1978. Web. 11 Apr 2021.

Vancouver:

Minkowitz G. A comparison of three approaches to problem solving in grades six and seven. [Internet] [Masters thesis]. University of British Columbia; 1978. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/2429/20988.

Council of Science Editors:

Minkowitz G. A comparison of three approaches to problem solving in grades six and seven. [Masters Thesis]. University of British Columbia; 1978. Available from: http://hdl.handle.net/2429/20988

University of British Columbia

28. Gill, Averlyn Penelope Pedro. The beliefs of educational administrators about problem formulation.

Degree: Doctor of Education - EdD, Administrative, Adult and Higher Education, 1985, University of British Columbia

URL: http://hdl.handle.net/2429/26041

► This study developed a scale for use in assessing administrators' beliefs about problem formulation behaviour, examined selected aspects of its construct validity, and used the… (more)

▼ This study developed a scale for use in assessing administrators' beliefs about problem formulation behaviour, examined selected aspects of its construct validity, and used the scale in an exploratory study to assess the problem formulation beliefs of educational administrators. Based on theoretical and empirical studies of problem formulation (Allal, 1973; Getzels and Csikszentmihalyi, 1976) and the theory of Cognitive Orientation (Kreitler and Kreitler, 1972; 1976) a conceptual framework was developed in which four kinds of beliefs could be held about each of four component behaviours of problem formulation. A set of statements which were consistent with this framework was developed. Screening and rating procedures yielded four equivalent sets of statements, one set for each belief domain. With the addition of questions about biodemographic characteristics these formed the instrument which was pilot tested and revised prior to being sent to 317 administrators in 12 Community Colleges and four Provincial Institutes in British Columbia. A 60% (189) return rate yielded the data for the study. Psychometric analyses indicated adequate internal reliabilities for the subtests. Hypotheses were tested by means of correlational analyses and showed that Normative, Goal and Self beliefs about problem formulation were moderately correlated with each other but not with General beliefs. Normative beliefs were positively and more highly correlated with Goal beliefs than with General or Self beliefs. A comparison of the responses of selected respondents (low scorers and high scorers) revealed that high scorers were more consistent than low scorers in the level and configuration of their responses. Training in problem solving was the only biodemographic characteristic found to distinguish significantly between low and high scorers. The results suggest some need for further examination of existing theory: the four belief domains may not be independent but organized in particular ways; computation of a summary "cognitive orientation" score is not well legitimized by the present data. Respondents' ability to recognize four component behaviours of problem formulation is confirmed by the study but their beliefs about the components are not equally consistent. The study concludes with speculations about the usefulness of the scale as a tool in administrative preparation.

Subjects/Keywords: Problem solving

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gill, A. P. P. (1985). The beliefs of educational administrators about problem formulation. (Doctoral Dissertation). University of British Columbia. Retrieved from http://hdl.handle.net/2429/26041

Chicago Manual of Style (16^th Edition):

Gill, Averlyn Penelope Pedro. “The beliefs of educational administrators about problem formulation.” 1985. Doctoral Dissertation, University of British Columbia. Accessed April 11, 2021. http://hdl.handle.net/2429/26041.

MLA Handbook (7^th Edition):

Gill, Averlyn Penelope Pedro. “The beliefs of educational administrators about problem formulation.” 1985. Web. 11 Apr 2021.

Vancouver:

Gill APP. The beliefs of educational administrators about problem formulation. [Internet] [Doctoral dissertation]. University of British Columbia; 1985. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/2429/26041.

Council of Science Editors:

Gill APP. The beliefs of educational administrators about problem formulation. [Doctoral Dissertation]. University of British Columbia; 1985. Available from: http://hdl.handle.net/2429/26041

University of British Columbia

29. Dinsmore, Laurie Annette. An investigation of the heuristics used by selected grade eleven academic algebra students in the solution of mathematical problems.

Degree: MA- MA, Mathematics Education, 1971, University of British Columbia

URL: http://hdl.handle.net/2429/33320

► This normative survey investigated the question, "What general heuristics are used by selected grade eleven academic algebra students in the solution of mathematical problems?" The… (more)

▼ This normative survey investigated the question, "What general heuristics are used by selected grade eleven academic algebra students in the solution of mathematical problems?" The investigator was interested in determining if students who had either A or B mathematics eleven grades used any heuristics. Forty-two students, who were enrolled in nine schools, were interviewed. Each student was given two mathematical problems to solve. These problems could be solved using two of nine general heuristics namely, cases, deduction, inverse deduction, invariation, analogy, symmetry, preservation of rules, variation, and extension. The researcher requested the students to think aloud. The student was encouraged to attempt the problems any way he chose. They were asked to be more concerned with revealing as much of their thought processes as possible, as with the accuracy of their solution. All the interviews were taped. The investigator found evidence that eight of the nine heuristics were used. The heuristics were cases, deduction, inverse deduction, invariation, analogy, preservation of rules, variation, and extension. Thirty-eight of the forty-two students interviewed showed evidence of using one or more of the heuristics. Eighteen of the students used cases, seven used deduction, three used invariation, two used inverse deduction, seven used analogy, two used preservation of rules, three used variation, and seven used extension. The investigator also found evidence that a heuristic which was not mentioned previously was used by eleven of the students. For the purpose of this investigation the heuristic was called "successive variation." When the heuristic of successive variation is used a possible resolution to the given problem is chosen at random. If the answer is not correct, the student determines what changes must be made. Then the possible solution is varied successively until the correct answer is found. The students’ command of the heuristics was not developed and therefore they could not use these techniques efficiently and effectively to solve the problems they were given.

Subjects/Keywords: Problem solving

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dinsmore, L. A. (1971). An investigation of the heuristics used by selected grade eleven academic algebra students in the solution of mathematical problems. (Masters Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/33320

Chicago Manual of Style (16^th Edition):

Dinsmore, Laurie Annette. “An investigation of the heuristics used by selected grade eleven academic algebra students in the solution of mathematical problems.” 1971. Masters Thesis, University of British Columbia. Accessed April 11, 2021. http://hdl.handle.net/2429/33320.

MLA Handbook (7^th Edition):

Dinsmore, Laurie Annette. “An investigation of the heuristics used by selected grade eleven academic algebra students in the solution of mathematical problems.” 1971. Web. 11 Apr 2021.

Vancouver:

Dinsmore LA. An investigation of the heuristics used by selected grade eleven academic algebra students in the solution of mathematical problems. [Internet] [Masters thesis]. University of British Columbia; 1971. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/2429/33320.

Council of Science Editors:

Dinsmore LA. An investigation of the heuristics used by selected grade eleven academic algebra students in the solution of mathematical problems. [Masters Thesis]. University of British Columbia; 1971. Available from: http://hdl.handle.net/2429/33320

University of British Columbia

30. Hartman, Bryan Douglas. Simple and contingent biconditional problem solving in three concept learning paradigms.

Degree: MA- MA, Counselling Psychology, 1971, University of British Columbia

URL: http://hdl.handle.net/2429/34349

► The structure of a classification appears to consist of two components: (a) relevant attributes and (b) the classification rule which combines the relevant attributes to… (more)

▼ The structure of a classification appears to consist of two components: (a) relevant attributes and (b) the classification rule which combines the relevant attributes to describe the classification. An experiment was conducted to separate attribute identification (Al) from rule learning (RL) and compare these with the complete learning (CL) of a classification which requires learning both components. The comparison was conducted for two biconditional classification rules, a two attribute, simple biconditional rule (SB), and a three attribute, contingent biconditional rule (CB), and for two sets of solution strategy instructions, an intra-stimuli (RA) strategy involving classification according to the combination of relevant attributes on each card, and an inter-stimuli (ER) strategy involving classification according to the number of relevant attribute discrepancies between each stimulus card and an exemplar focus card. These three experimental factors were combined with two hypothesized control factors, sex and problem order, in a 3x2x2x2x2 factorial design. Each of 48 grade ten Ss (24 male and 24 female) completed both biconditional problems in one of two counterbalanced problem orders. Performance was recorded on six dependent variables: (1) Trials; (2) Errors; and (3) Seconds - all to a criterion of 27 consecutive correct responses; as well as the post-criterion variables, (4) Classifications, the number of correctly classified cards for a withheld subset of the stimulus population used for original learning; (5) Verbalization, a verbal response which describes a classification rule that separates the cards into two mutually exclusive and exhaustive categories; and (6) Strategy, the classification of the verbal response as implying the RA or ER strategy according to whether reference was made to relevant attribute combinations or relevant attribute discrepancies. In general, the results were as follows. First, the obtained order of paradigm difficulty for the Trials, Errors, Seconds, Classifications, and Verbalization variables was CL > Al > RL, This result was interpreted as support for the Al and RL component approach of Haygood and Bourne (1965), and as an extension of this approach to SB and CB rules. Second, the obtained order of rule difficulty for the Trials, Errors, and Seconds variables was CB > SB, This result was interpreted as support for the rule results of Shepard, Hovland, and Jenkins (1961), and as an extension of their results to include four dimension, bivariate stimuli. Third, the obtained order of difficulty for the strategy instructions was RA > ER, But, only for the Seconds variable was this result significant. Consideration of the results for the Strategy variable supported the conclusion that the instruction treatment was not sufficient to overcome the tendency of Ss to choose their own strategy. Consequently, several suggestions for a more effective instruction treatment were offered. Fourth, the obtained correlations between the Classifications and Verbalization variables were .89 and…

Subjects/Keywords: Problem solving

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hartman, B. D. (1971). Simple and contingent biconditional problem solving in three concept learning paradigms. (Masters Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/34349

Chicago Manual of Style (16^th Edition):

Hartman, Bryan Douglas. “Simple and contingent biconditional problem solving in three concept learning paradigms.” 1971. Masters Thesis, University of British Columbia. Accessed April 11, 2021. http://hdl.handle.net/2429/34349.

MLA Handbook (7^th Edition):

Hartman, Bryan Douglas. “Simple and contingent biconditional problem solving in three concept learning paradigms.” 1971. Web. 11 Apr 2021.

Vancouver:

Hartman BD. Simple and contingent biconditional problem solving in three concept learning paradigms. [Internet] [Masters thesis]. University of British Columbia; 1971. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/2429/34349.

Council of Science Editors:

Hartman BD. Simple and contingent biconditional problem solving in three concept learning paradigms. [Masters Thesis]. University of British Columbia; 1971. Available from: http://hdl.handle.net/2429/34349

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