This study investigated the effects of a technological problem solving activity, specifically the 2004 No Limits FIRST™ LEGO™ League Robotics Challenge, on student participants' problem solving styles and performances. Previous research suggested that problem solving styles and performances could be influenced in children who are developing cognitively. Thirty-six 9-14 year old males and females were selected from officially registered FLL teams in the Virginia Department of Education Regions 6 & 7 of Southwest Virginia. Student participants self-assessed their technological problem solving confidence, approach/avoidance styles, and personal control during said activity three times over an eight week period. Two raters directly observed four dimensions of technological problem solving (problem clarification, developing a design, modeling/prototyping, and evaluating the design solution) at four points during the same eight-week time frame. Simple ANOVA, Repeated Measures ANOVA, MANOVA, Regression Analyses, and Qualitative Analyses were used to analyze the data. Female FLL student participants aged 9-14 perceived their overall technological problem solving style no differently than did 9-14 year old males. Gender alone showed no significant differences in performance; however, without any formal training or coursework, 9-14 year old FLL student participants showed significant increases in confidence, overall technological problem solving styles, problem clarification, developing a design, evaluating a design solution, and overall technological problem solving performance in only eight weeks. / Ph. D.

This thesis describes two problem solving environments that integrate visualization and computational tools into a high level user interface. The objective of a problem solving environment is to provide scientists with a complete, usable, and integrated set of high level facilities for solving problems in a specific domain. Integrating visualization tools with computation tools encourages scientists to think in terms of the overall task of solving a problem, not simply using the visualization to view the results of the computation. This increases their productivity by allowing them to focus on the problem at hand rather than on general computation issues. Two problem solving environments based on this philosophy, but intended for different problem domains, are presented: VizCraft and WBCSim. VizCraft provides an integrated environment for aircraft designers working with multidimensional design spaces. The design problem currently being faced by aircraft designers, some approaches that have been taken in the past towards solving it, and how VizCraft provides a unique approach in helping the designer visualize the problem, are presented. WBCSim provides a Web-based framework for wood scientists conducting research on wood-based composite materials. It integrates legacy simulation codes with a graphical front end, an optimization tool, and a visualization tool. WBCSim serves as a prototype for the design, construction, and evaluation of larger scale problem solving (computing) environments. Several different wood-based composite material simulations are supported. / Master of Science

Problem solving is one of the central activities performed by computer scientists as well as by computer science learners. Whereas the teaching of algorithms and programming languages is usually well structured within a curriculum, the development of learners’ problem-solving skills is largely implicit and less structured. Students at all levels often face difficulties in problem analysis and solution construction. The basic assumption of the workshop is that without some formal instruction on effective strategies, even the most inventive learner may resort to unproductive trial-and-error problemsolving processes. Hence, it is important to teach problem-solving strategies and to guide teachers on how to teach their pupils this cognitive tool. Computer science educators should be aware of the difficulties and acquire appropriate pedagogical tools to help their learners gain and experience problem-solving skills.

The main purpose of this study was to explore the relationships between pupils¡¦ multiple intelligences, action control, self-regulation, demographic variables, and their competences of everyday problem solving. The participants were 453 fifth and sixth graders (238 boys and 215 girls) sampling from elementary schools in Kaohsiung City. The employed instruments included The Multiple Intelligences Appraisal, The Action Control Scale (ACS), The Self-regulated Learning Strategies Inventory, and The Everyday Problem-Solving Test (EPST). The applied analysis methods were Descriptive Statistics, One-way Multivariate Analysis of Variance, One-way Analysis of Variance, Canonical Correlation Analysis, and Discriminant Analysis. The main findings of this study were as follows: 1.The participants were not very competent in everyday problem solving. Among the four indices of everyday problem solving, the participants had comparably better abilities in ¡§defining multiple problems¡¨ and ¡§setting priority¡¨ than those in ¡§proposing solutions¡¨ and ¡§deciding the best solution¡¨. 2.The participants¡¦ development of multiple intelligences and their abilities in action control as well as self-regulation were in above-average level. 3.The pupils who had higher multiple intelligences outperformed their counterparts in everyday problem solving; moreover, the pupils¡¦ logical-mathematical intelligence was strongly correlated with their problem solving abilities of ¡§proposing solutions¡¨ and ¡§deciding the best solution¡¨. 4.Pupils with the action-oriented style of action control outperformed those with the state-oriented style in everyday problem solving; in addition, the pupils¡¦ abilities in dealing with ¡¨non-preoccupation with failure¡¨ and ¡§non-hesitation with decision¡¨ were positively correlated with their problem solving ability of ¡§proposing solutions¡¨. 5.The pupils who had more mechanism of self-regulation outperformed their counterparts in everyday problem solving; besides, the pupils¡¦ ¡§self-evaluating and confidence¡¨ in self-regulation was highly correlated with their problem solving ability of ¡§proposing solutions¡¨. 6.The sixth graders¡¦ overall competence in everyday problem solving was better than that of the fifth graders. Moreover, the sixth graders outperformed the fifth graders on the abilities of ¡§setting priority¡¨, ¡§proposing solutions¡¨, and ¡§deciding the best solution¡¨. 7.There were no significant gender differences on the pupils¡¦ overall performance in everyday problem solving, nor on the four indices of everyday problem solving. 8.Birth order had significant effects on the pupils¡¦ performance of everyday problem solving. More specifically, those first-born pupils (including the only child and the first born children) outperformed the middle-born pupils in ¡§defining multiple problems¡¨ and ¡§proposing solutions¡¨. 9.The pupils¡¦ multiple intelligences, action control, self-regulation, and demographic variables could jointly predict their ability group of everyday problem solving, among the three levels of ability group, the ¡§high ability¡¨ group could be best predicted. Finally, after discussion, some suggestions were proposed for educational institutions, teachers, parents and future further studies.

The paper documents the need for an effective technology to teach problem-solving. It asserts that a behaviorological analysis of problem-solving can speed the development of an effective technology to teach problem-solving behavior. A behaviorological definition of problem-solving is proposed. The history of behaviorological approaches to problem-solving is traced and suggestions are offered that may facilitate further empirical and theoretical work. One application of a behaviorological analysis to the teaching of problem-solving is illustrated by some preliminary data on the effectiveness of a technique for teaching a type of problem-solving behavior. Suggestions for further research are provided.

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This mixed-methods study investigated the relationship between self-concept and problem-solving style and how these two constructs compared and contrasted in regards to a participant's perception of his or her problem-solving ability. The 86 study participants were high-achieving rising 11th and 12th grade students attending a summer enrichment program for agriculture. This study used a concurrent triangulation mixed methods design. The quantitative aspect of the study employed two instruments, SDQ III to test perceived self-concept and the VIEW to determine the perceived problem-solving style. Concurrent with this data collection, 13 open-ended interviews were conducted to explored the description of the problem-solving process during a problem-solving event. The reason for collection of both quantitative and qualitative data was to bring together the strengths of both forms of research in order to merge the data to make comparisons and further the understanding of problem-solving ability of high-achieving youth. The study discovered that self-concept and problem-solving style have a weak relationship for many of the constructs and a negative relationship between two of constructs. The qualitative component revealed that high-achieving youth had clear definitions of problem-solving, a rich and descriptive heuristic approach, a clear understanding of which resources provided key information, and a strong depiction of themselves as problem-solver. An emergent concept from the research was the participants' perceptions of the team-based structure and how the inclusion of multiple ability levels versus high ability levels affected the participants' perceptions of solving a problem in a team situation. The mixing component of the study depicted the influence of self-concept on the problem-solving style. This study was an initial exploration of the relationship between self-concept and problem-solving and compared the current results with previous research. It extended and connected the previous research areas of self-concept and problem-solving style. As an initial study, it led to recommendations for further research across education as well as additional exploration of the emergent relationships identified. Finally, the study denoted the importance of mixed-methods research due to the interconnectivity between self-concept and problem-solving style and the participant descriptions of themselves as problem-solvers. / Ph. D.

The main purpose of this study was to investigate the effects of problem solving approaches on pre-service elementary teachers&rsquo / basic mathematics achievement, problem- solving performance and their self regulated learning. The study was conducted as quasi - experimental design with 110 elementary school pre-service teachers at a public university in Central Anatolia Region in the 2007-2008 academic year during the second semester. The time duration of the study was 12 weeks. Experimental group was instructed by questioning problem solving approach while control group was instructed by traditional problem solving approach. The data were collected through Basic Mathematics Achievement Test, Mathematical Problem Solving Test, Motivated Strategies for Learning Questionnaire, Treatment Evaluation Form, interviews and observation checklists. The quantitative data was analyzed using multivariate analysis of covariance. The results revealed that questioning problem solving approach had a statistically significant effect on pre-service elementary school teachers&rsquo / basic mathematics achievement, problem solving performance, task value, and control of learning beliefs, metacognitive self-regulation and effort regulation. However, there was no statistically significant mean difference between the experimental and control group in terms of intrinsic and extrinsic goal orientation, self-efficacy for learning and performance, test anxiety, rehersal, elaboration, organisation, critical thinking, time and study environment management, peer learning and help seeking. In addition the interview results showed that questioning problem solving approach had developed pre-service teachers&rsquo / skills on Polya&rsquo / s problem solving phase which were devising a plan and looking back. The common opinions among the students about the qustioning problem solving approach that questioning problem solving approach improved their problem solving skills and they learned new ways of solution through class discussions. Moreover, they implied that they learned to think differently.

Syftet med studien är att undersöka om problemlösningsuppgifter i läroböcker ger möjlighet till utveckling av problemlösningsförmågan. I studien har innehållsanalys valts som metod och med hjälp av Schoenfeld’s ramverk och Skolverkets kommentarmaterial har ett resultat skrivits fram. I resultatet framgår det att förekomsten av problemlösningsuppgifter i läromedlet Favorit matematik för årskurs 3 är låg. Vidare visar resultatet att majoriteten av problemlösningsuppgifterna ger elever möjlighet att utveckla fyra av de fem delförmågorna i problemlösningsförmågan samtidigt. Studiens slutsats är att läroböcker i matematik bör analyseras för att ge elever möjlighet att arbeta med problemlösningsuppgifter och säkerställa deras utveckling av problemlösningsförmågans olika delar. / The purpose of the study is to investigate whether problem-solving tasks in textbooks provide an opportunity for the development of problem-solving ability. In the study, content analysis has been chosen as the method and with the help of Schoenfeld's framework and the Swedish National Agency for Education's commentary material a result has been produced. In the result appears that the occurrence of problem-solving tasks in the learning material Favorit matematik for grade 3 is low. Furthermore, the results show that most of the problem-solving tasks give pupils the opportunity to develop four of the five sub-skills in the problem-solving ability at the same time. The study's conclusion is that textbooks in mathematics should be analyzed to give pupils the opportunity to work with problem-solving tasks and ensure their development of the different parts of problem-solving ability.

Suicide is a leading cause of death among adolescents and young adults. Numerous risk factors have been identified in the literature, including poor problem-solving skills, poor family functioning, excessive risk-taking behaviors, legal difficulties, and school difficulties. Deficits in problem-solving skills and poor family functioning are typically reported together, indicating a relationship between the two. However, no previous studies have identified this relationship. The purpose of this study was to identify possible relationships between two known risk factors and suicidal ideation, to determine whether problem-solving skills taught in the experimental groups reduce suicidal ideation and improve perceptions of family relationships, and to establish if knowledge of problem-solving skills acts as a mediator between family functioning and suicidal ideation. Archival data of 285 adolescents who participated in up to 10 sessions dedicated to teaching the process of solving problems were analyzed. There was an unusually high attrition rate (64%), and so in some analyses, only data from 85 adolescents was reported. One empirically-validated questionnaire and three additional questionnaires were utilized to assess suicidal ideation, perception of family functioning, risky behaviors, and knowledge of steps in problem-solving. Knowledge of the problem solving process was shown to significantly improve over the course of the group. Although there were not significant improvements in suicidal ideation or family functioning, the change in scores was in the predicted direction. The results also found significant correlations between family functioning and problem solving and family functioning and suicidal ideation; however, no significant relationship was found between problem solving and suicidal ideation. Additionally, there were many significant correlations found between the outcome measures and many of the risk factors for suicide. Lastly, a mediator effect of problem-solving on the relationship between family functioning and suicidal ideation was found at pre-test only.