Denna systematiska litteraturstudie syftar till att presentera vilka undervisningsmetoder forskning visar främjar elevers problemlösningsförmåga. Detta genomförs genom en kartläggning av 66 internationella artiklar. Kartläggningen har resulterat i identifierandet av nio undervisningsmetoder. Det gemensamma resultatet av studien visar att de nio undervisningsmetoderna främjar elevers problemlösningsförmåga. Studien presenterar även att den främsta faktorn för främjandet av elevers problemlösningsförmåga är tillämpandet av en specifik undervisningsmetod. Slutligen diskuteras även konsekvenser för undervisning samt fortsatta studier. / This systematic review aims to present teaching methods that research show enhances students´ problem solving skills. The review is completed by an analysis of 66 international articles. The analysis resulted in an identification of nine teaching methods. The overall result of the study shows that the nine teaching methods all enhances students’ problem solving skills. The results also suggest that the single most important factor to enhance students´ problem solving skills is the implementation of a specific teaching method. Consequences for education and future research are discussed.

Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2016. / The purpose of this study was to examine learners’ mathematical word problem solving skills and strategies in Intermediate Phase. The study was prompted by Grade 6 learners’ poor performance in the cognitive area, non-routine mathematical word problems, as revealed in Annual National Assessment reports of 2011, 2012, 2013 and 2014. The study followed action research collaborative method involving 26 Grade 6 learners and their mathematics educator. The school is a rural primary school categorised under quintile two. Problem solving theory by Polya (1957) guided the study in answering three research questions: What are the challenges faced by Grade 6 learners in solving word problems? What are Grade 6 learners’ strategies in solving word problems? How can learners’ problem solving skills and strategies focusing on word problems be improved? Data were collected in a routine structured process: pre-intervention phase, intervention phase and post-intervention phase. Analysis was made through the development of a system of categorisation of learners’ responses. The four principles of problem solving by Polya (1957) namely, the way learners understand the problem, how they devise the plan, how they carry out the plan and the manner in which they look back guided the analysis. The findings of the study revealed that the strategies introduced assisted learners in making sense of the word problems and finally proceeding towards an adequate solution. It was also found out that the learners lacked the ability to read with understanding; the problem being their lack of competence in the language of learning and teaching. The skills which learners also lacked when solving word problems were identified as arithmetic skills and reflective skills.

Thesis advisor: Henry I. Braun / Sponsored by OECD, PIAAC represents the first attempt to assess adult problem solving in technology-rich environments (PS-TRE) on an international scale that is comparable cross-culturally and cross-nationally. The objectives of this study are to study (1) the distributions of PS-TRE proficiency scores across 14 selected countries and (2) within each country, the associations between PS-TRE proficiency scores and the different formats of adult education and training (AET) participation. Using data on full-time professionals (at least 25 years old) from these countries, propensity score weighting was applied to estimate the associations between the different formats of AET participation and their PS-TRE proficiency scores. To place these estimates in context, parallel analyses were conducted – one with the sample of full-time associates in the 14 selected countries and the other with full-time professionals’ Literacy and Numeracy proficiency scores as measured by PIAAC. The results showed that after controlling for socio-demographic background, occupational categories, use of key information-processing skills (both at home and at work), as well as use of generic workplace skills, no consistent pattern was found across the 14 selected countries. At the individual country level, scattered significant relationships were identified. For example, in Denmark, both formats of AET participation (vs. None) are significantly and positively associated with full-time professionals’ PS-TRE proficiency scores and their probability of scoring in the top quartile of the PS-TRE distribution (p < .01). While in the United States, Formal AET (vs. None) is significantly and positively associated with full-time associates’ PS-TRE proficiency scores and their probability of scoring in the top quartile of the PS-TRE distribution (p < .01). The variations in relationships between the different formats of AET participation and working adults’ skills proficiency across domains and samples indicate the necessity of conducting qualitative research on AET programs in individual countries. Furthermore, to provide recommendations tailored to the specific needs of each country, a fine-grained classification of AET programs based on the OECD guideline was suggested. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

The purpose of this study is to examine whether Olympiad participation can develop problem-solving skills in mathematically-gifted learners from disadvantaged schools. My methodological approach was QUAN→Qual, using a quasi-experimental design with a non-equivalent comparison group. I chose two schools from the same disadvantaged area, and identified the top 50 Grade 7 learners in each school by mathematics marks. The study consisted of a pre-test, three mathematics sessions and a post-test. The Study Orientation in Mathematics Questionnaire (SOM) (Maree, Prinsloo, & Claassen, 2011) was used as the pre- and post-test, and a focus group explored the learners’ experience of the SOM. In the mathematics sessions, the intervention group worked through past papers of the SA Mathematics Challenge (South African Mathematics Foundation, 2018), and the alternative intervention group completed worksheets from a Department of Basic Education workbook. My study revealed a positive relationship between success in traditional Mathematics and Study Attitude, Study Habits and overall Study Orientation, and an interaction between disadvantage and success in Mathematics. Participants were less disadvantaged than their surroundings would indicate, and had higher Mathematics anxiety than expected for their achievement level. The intervention did not increase problem-solving behaviour and both the quantitative and qualitative findings showed that the participants found the Olympiad type questions unfamiliar and difficult. This unfamiliarity is indicative of the limited enrichment opportunities for mathematically-gifted learners in disadvantaged areas of South Africa. Greater experience of Mathematics Olympiads is suggested to help mathematically-gifted disadvantaged learners live up to their problem-solving potential. / Dissertation (MEd)--University of Pretoria, 2020. / Educational Psychology / MEd (LSGC) / Unrestricted

Thesis (M. Ed. (Technology Education)) -- University of Limpopo, 2020 / This research focused on the effective use of simulation in the high school design process. Technology develops learners’ simulation skills in the design process. According to the CAPS document in technology, learners should be provided with the opportunities to use a variety of life skills to solve technological problems. Solving technological problems require learners to engage their simulation skills. This involves learners identifying problems, formulating problems, collecting real data, formulating and developing a model, validating the model, and documenting the model. Technology as a subject considers simulation skills as important to learners in real situations. It seems that teachers find it difficult to use simulation effectively in the classroom. The literature also reports that technology teachers fail to develop learners’ opportunities to handle the problems in the way of the goals that they need to achieve. This is a challenge in the teaching of technology. The study thus sought to investigate this challenge. This study used Maria’s (1997) simulation models: problem identifying, problem formulating, collecting data, developing model, validate model and documenting model. The study was also based on the design process, which includes: investigate design, make, evaluate and communicate. Maria’s simulation models were used with the design process to demonstrate the way in which simulation skills can be used to solve technological problems using the design process. This study engaged qualitative research using a multiple case study design and purposive sampling. Technology teachers with less than five years and those with more than five years of experience teaching technology were considered appropriate for this study. Data was collected by means of observations and semi-structured interviews and was analysed using the simulation models. A major finding of the study was that the technology teachers had inadequate knowledge of the use of simulation. The sampled technology teachers were unable to provide learners with opportunities to use simulation effectively in their classrooms. During the classroom observations, the participants did not engage the design process in the teaching of simulation. It appeared that these teachers were not aware of the requirements of CAPS. CAPS in technology stipulates that teachers should be aware that learners need to have knowledge of the design process (DBE, 2011). The major recommendation of this study is that technology teachers should have adequate knowledge of the use of simulation, the skills to be used in the use of simulation, and the steps to be used in gaining problem-solving skills. It is also recommended that technology teachers should ensure that they use the design process in the teaching of simulation. The use of the design process may provide teachers with opportunities to use simulation effectively in the classroom. Key words: Simulation, design process, problem solving skills, self-efficacy

Critical-thinking is an essential skill that graduate nurses need to make sound clinical decisions. While traditional lecturing is the method most commonly used in nursing education, incorporating problem-based learning (PBL) into nursing curricula has been suggested as a better option for students' learning of theory and practice. The purpose of this study was to explore the difference in critical-thinking and problem-solving skills between nursing students taught using PBL versus those taught with traditional classroom lectures. A quasi-experimental approach, with cognitive learning theory as the foundation, was used to compare the results of an Assessment Technologies Institute (ATI) Comprehensive Predictor posttest in the control group, taught using the traditional learning method, and the experimental group, taught using PBL. Two-way ANOVA was used to analyze the effect of 2 independent variables: archived ATI Fundamentals Nurse exam proxy pretest scores, divided into low and high groups, and control or experimental group assignment, on the posttest scores of 192 nursing students at the study site. The results of the study showed that the main effect of the treatment, PBL vs. non-PBL, was significant, F(1, 191) = 116.77, p < .001, and the main effect for pretest groups was significant, F(1, 191) = 121.79, p < .001. The interaction effect was also significant, F(1, 191) = 8.04, p = .005, indicating that the effect of PBL was greater for nursing students in the low pretest group. The results of this study provide the premise for recommendations for nurse educators regarding the use of alternative teaching methods. The study may promote social change by providing preliminary research results to the local site that may contribute to improving the quality of nurse education.

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This thesis offers a broad approach in elucidating biological risk factors, as well as psychological and social functioning in schizophrenia. The aims are as follows: (I) investigate the association between birth characteristics and schizophrenia, (II) study the association between levels of neurotransmitter neuropeptide Y (NPY) in cerebrospinal fluid (CSF), social function and longitudinal outcome in schizophrenia, (III) compare social functioning of patients with schizophrenia with their biological siblings and (IV) explore how siblings to patients with schizophrenia perceive the sibling relationship and their role. Paper I was a cohort analysis of 11,360 same-sexed twins in which obstetric records were used. Low birth weight and small head circumference were associated with later development of schizophrenia. To some extent the results persisted in the within-pair analyses conducted on 82 pairs discordant for schizophrenia. Fifty-six patients with schizophrenia were included in paper II. Levels of NPY in CSF correlated to social competence at index admission. For each standard deviation increase in baseline NPY, there was a concomitant increased risk of being unemployed, having moderate or severe symptoms or recent hospitalization at the 3-year follow-up. In paper III, social functioning was investigated using the Swedish version of the videotaped test Assessment of Interpersonal Problem Solving Skills (AIPSS) in 70 participants (25 patients with schizophrenia, 20 siblings and 25 randomly selected controls). The patients presented severe deficits in social functioning. The siblings expressed subtle impairments in nonverbal language but did not generally differ from the controls. To explore the siblings’ perspective on schizophrenia a qualitative study was conducted with interviews of 16 siblings in paper IV. A unifying major theme was an emotional sibling bond. Siblings developed several coping patterns, including avoidance, isolation, normalization, care giving and grieving. A third major theme consisted of the fear of inheriting schizophrenia. In conclusion, fetal growth, altered levels of NPY in CSF and subtle impairments in nonverbal social behavior might be important risk factors in schizophrenia. Patients with schizophrenia revealed extensive impaired social functioning, and from the siblings’ perspective, a brother or sister’s diagnosis of schizophrenia seems to have a profound psychological impact on the siblings.