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This community service activity program aims to guide school teachers to infuse CT principles into the learning modules and to implement their CT-infused modules in their classes. The methods for implementing community service activities were workshops and mentoring activities. The target of the activity was pre-school, elementary, and junior-high school teachers at School Foundation of Yohanes Gabriel sub-District Tuban. The instruments used to collect data were a survey, observation sheets, and learning-module documents. The data were analyzed to describe the teachers’ abilities to create CT-infused modules and their skills to carry out these modules in their instructional practices. The results of this program showed that the teachers understood CT principles and taxonomy and could create appropriate teaching modules infused with CT principles. It implies that this community service program could improve teachers’ teaching skills through their efforts to integrate computational thinking into their instructional practices.

This study evaluated the use of interactive, branched videos compared with traditional passive linear delivery for enhancing student engagement and learning in online courses. Undergraduate biology students were provided with either branched decision‐based or linear videos on cell biology and protein purification as self‐guided or consolidation activities. While the interactive branched videos did not improve learning gains, thematic analysis revealed that students found them more enjoyable and preferable for revision. However, most students felt linear passive videos were more logically structured for core content delivery. In a revised format, with clearer scaffolding, the interactive branched videos were perceived as significantly more engaging and useful when utilised for a problem‐solving activity. Students welcomed the autonomy of directing their learning path but desired support to avoid missing critical information. Overall, thoughtfully designed branched videos can increase student motivation, but their utility depends on context. Our findings indicate the importance of balancing interactivity, clear organisation and purpose when incorporating these innovative formats into online learning. Branched videos show promise for increasing engagement but require intentional instructional design tailored to learning objectives.

Programming is becoming a new literacy, and programming education is being implemented in various settings. One of the issues faced by novice programmers is a lack of problem-solving skills. They have difficulty planning abstract solutions and expressing them in a program. This study proposes a programming learning system that supports novice programmers’ thinking processes when solving programming tasks. The system presents candidates for solutions in natural language and allows the user to solve the problem by choosing from a limited number of options. The method allows users to repeat quick trial-and-error solutions without being interrupted by coding-induced problems. We implemented the proposed system as a web application for use on a smartphone and applied it in a university’s introductory programming class. After applying the proposed system to 37 students for four weeks, we found a correlation between the number of times a user selected an option using the proposed system and the class task score. We confirmed the possibility that using the proposed system can improve problem-solving skills for programming tasks.

In today's business environment, in which customer satisfaction plays a crucial role in an organization's ability to survive, problem-solving competencies are considered essential, since they enable organizations to efficiently identify, analyse and solve problems that could have an impact on the customer experience. It is no longer enough for employees in direct contact with customers just to be kind and helpful, as today it is necessary for them to respond quickly and efficiently to challenges that affect customer satisfaction. Problem-solving competencies are widely regarded as a fundamental skill necessary for success in the modern world and are of key importance for all business activities, particularly in customer relations. Along with the primary objective of satisfying customers, successful problem-solving also fulfils the requirements and principles of quality standards linked to improvements, resulting in a better quality of products and services, more efficient business processes, greater customer trust and enhanced business reputation. The authors of this paper point to the issue of insufficient employee motivation in the area of developing problem-solving competencies. There are several reasons for this attitude among employees: the accelerated development of digital technologies encourages the acquisition of digital skills; employees have insufficient awareness of the advantages of gaining competencies; managers lack understanding of the benefits of problem-solving competencies; and young people encounter insufficient opportunities to acquire problem-solving skills within their formal education.

The log sequence is often referred to as a language in automated log analysis. The natural consequence of this is that the log sequence should have a structure consisting of words and sentences. However, the word definitions in the log sequence are not uniform in the literature. The first approach splits line-by-line, and the second retrieves word-like structures from the log sequence. The main challenge in the second approach is the measurement of results. There are approaches for constructing unsupervised metrics; however, we found them to be inconsistent. Other methods rely on manually prepared golden standards; however, a benchmark for golden segmentation is not available for any set of logs. To overcome this problem, we created a benchmark of preprocessed log event IDs gathered from the open-source CloudStack log and commercial Nokia software execution. We created a gold segmentation standard with the help of a human expert, and made it publicly available. We then tested known unsupervised segmentation methods used for log sequence segmentation and adapted the Nested Pitman-Yor Language Model. We found that the results of log segmentation performed by these methods vary significantly between the natural language domain and the log domain. VotingExperts achieved the best F-score, recording 97.3% for CloudStack and 44.1% for Nokia logs. The results are related to the uni-gram entropy of the log sequence, which differs across software platforms.

This research develops learning media with a Science, Technology, Engineering, Art, Mathematics (STEAM) approach based on Augmented Reality (AR) to improve students' mathematical problem-solving abilities on geometric concepts. This method uses design-based research (DBR). The development stages consist of needs assessment and literature review, design and development, user testing to analyze user responses and evaluation and examination of the media devices being developed. The research subjects for expert tests included media experts and education experts, practicality tests for teachers, response tests for ten high school students, and examination stage tests for 30 high schools in Indonesia. The instruments used were media expert questionnaires, education expert questionnaires, practicality questionnaires, and tests. The media developed is called Augmented Reality Mathematics (ARM). The results of this research are 1) ARM media expert test in the very good category, 2) ARM educational media expert test in the very good category, 3) ARM media practicality test in the good category, 4) responses from students who use ARM media in the very good category, and 5) ARM media can improve mathematical problem-solving abilities in the moderate category. The findings of this research are that AR media is effectively used to improve students' problem-solving abilities in medium-category geometry concepts using the STEAM approach. This research concludes that using ARM media with STEAM learning can improve problem-solving abilities in geometric concepts.

This research aims to determine the thinking activity types dominated by a mental process in producing answers characterized by automatic, unconscious, and subjective-empirical processes (system 1) in solving problems so that the default-interventionist interaction occurs. This research novelty is the formulation of the contents and thinking activity arrangement adapted to students' thinking when solving problems. The problem used in this research is a mathematical problem that triggers students to produce answers quickly with confidence that the answers are correct at a high level. Another problem is about probability because the mode of occurrence of students' learning difficulties at the secondary school level occurs when learning the concept of probability. This is qualitative research with a case study approach. The research subjects were students of Mathematics Education in semester 1. The results showed that thinking activity one could condition the occurrence of type 1 default-interventionist interaction. Thinking activity two could condition the occurrence of type 2 default-interventionist interaction. Thinking activity three could condition the occurrence of type 3 default-interventionist interaction. This research concluded that the default-interventionist interaction occurred because the content and arrangement of the thinking activity conditioned the subjects to pay attention to information gradually and change the subjects’ beliefs. Lecturers were recommended to produce, develop, and research thinking activities on topics other than probability at various levels of education. The default-interventionist interaction was essential to be conditioned when system one dominated students' thinking, causing difficulties.

Comprehending and formulating strategies for geometry problems that require higher-order thinking skills (HOTS) is crucial in enhancing mathematics education. This study implements a qualitative case study approach to comprehend how prospective mathematics teachers with varying Adversity Quotients (AQ) solve geometry Higher-Order Thinking Skill (HOTS) problems. We selected 3 participants from 167 Indonesian prospective mathematics teachers to solve the three- and two-dimensional HOTS problems and were invited to an interview session. The three participants represent three types of participants: a climber student (high AQ), a camper student (medium AQ), and a quitter student (low AQ). Our findings show that each student had different responses to deal with the obstacles they faced while solving the problem. The climber student is more adept at solving problems than the camper and quitter students. In addition to identifying specific implications, this study offers a comprehensive understanding of AQ's significant role in solving mathematical problems. This knowledge serves as a concrete foundation for guiding the future advancement of curricula, assessment methods, and instructional approaches in mathematics education, particularly in the field of geometry. This research contributes to enhancing educational practices and policies on a broader scale.

Traditionally, conservation and cognition have been disparate research disciplines. However, Audet et al. 's recent research contributes to an increasing body of evidence that innovative behaviours may determine the ability of species to respond to rapid environmental change, identifying an opportunity for cognition research to directly contribute to conservation outcomes. [ABSTRACT FROM AUTHOR]

The process of drawing conclusions in semiotic reasoning based on objects, signs, students' interpretation of the meaning of signs is reflected through written, verbal, and gestural answers (multimodal). Therefore, this research aims to describe the patterns of students' semiotic reasoning in solving two-dimensional shape problems based on a multimodal analysis. This study was conducted qualitatively using an exploratory descriptive approach. The research was conducted by involving two participants from the third grade of Muhammadiyah Elementary School (MES), Malang. The instruments used were observations, interview guidelines, and written exam questions. Observations were made when the participants solved problems in writing and during interviews. The interviews were conducted to confirm the written answers. The written test consisted of one question about the perimeter of a two-dimensional shape. The research results of the two third-grade students were analyzed using four stages of data transcription, sorting and selecting appropriate data, data presentation, and drawing conclusions. The research obtained two patterns of semiotic reasoning used by the participants. The first pattern was analysis, analysis-generalization, integration, and justification. The second pattern was analysis, analysis-generalization, integration, analysis, integration, integration, and justification. In addition, it was found that the first pattern gave the wrong final answer. In the first pattern, especially at the stage of implementing the problem-solving plan, the participant made a mistake in the integration indication, resulting in a wrong answer. Follow-up research needs to be carried out to determine the quality of students' reasoning ability when solving multimodal-based mathematical problems.

This paper uses a correlational research design to investigate the predictive power of the sources of self-efficacy and non-routine problem-solving achievement. It collected the data from a sample of 118 high-achieving secondary school learners in the Gauteng province, South Africa, using questionnaires, a problem-solving test, and interviews. Their self-efficacy beliefs were categorized into mastery experience, vicarious experience, social persuasion, and physiological state. The findings revealed that the physiological state, vicarious experience, and mastery experience self-efficacy beliefs had a positive impact on problem-solving achievement, whilst that of social persuasion was negative. The magnitudes of the impact of the physiological state and social persuasion sources of self-efficacy were relatively greater than the others. Each source of self-efficacy was discovered to have an insignificant weak positive linear relationship with problem-solving achievement.

This research aims to determine the relationship between computational thinking ability and mathematical critical thinking ability of seventh-grade students at SMPN 49 Jakarta. Computational thinking ability is skills or processes in solving problems effectively, while mathematical critical thinking ability is a process of analyzing problems to make an accurate decision. This research used correlation research with research subjects consisting of 14 female students and 16 male students. The instrument in this study is a test in the form of a description, which is measured using indicators. This study used decomposition, pattern recognition, abstraction, and algorithm thinking as indicators of computational thinking ability. This study uses elementary clarification, essential support, inference, advanced clarification, strategy, and tactics as indicators of mathematical critical thinking. The outcome of this research showed a positive correlation between computational thinking ability and students’ mathematical critical thinking ability. The relationship analysis shows a simultaneous and significant relationship between computational thinking and essential mathematical thinking abilities. The correlation test results using Pearson Product Moment obtained a result of 0.897 with a coefficient of determination of 80.5%. The magnitude of the correlation indicates that the two abilities have a solid relationship. If computational thinking ability is high, then mathematical critical thinking ability is also high, and if computational thinking ability is low, then mathematical critical thinking ability is also low.

This research aims to describe the level of mathematical reasoning ability of students in solving mathematical Olympiad problems based on problem-solving of the Polya model. This study employed descriptive analysis with a qualitative approach. Data were collected by using observation, documentation, and interviews. The study subjects were 27 junior high school students participating in the National Science Competition in Indonesia. Meanwhile, the Miles and Huberman analysis model was used as the data analysis. The results of this study indicated that: (1) the level of students’ mathematical reasoning-ability based on the problem-solving of Polya models in the category of "sufficiently competent" (high-group students), in the category of "less competent" (medium-group students), and in the category of "incompetent" (low-group students); (2) the most complex and rarely performed stages by students in Polya’s model were at the "devising a plan" and "looking back" stages; and (3) the Polya's model used in solving mathematical Olympiad test items was more suitable for those considered as routine-questions, and it was not suitable for non-routine questions. This study also showed that, on average, the students had difficulty finding initial ideas to start working on the test items.

Abstract Introduction Critical thinking is a much‐needed skill required by radiography students, across disciplines, when they graduate. The facilitation of critical thinking is a task that radiography educators are faced with in order to produce graduates who can apply these skills in the clinical setting, for the best care of the patient. The development of critical thinking skills is challenging, and currently there is no radiography‐specific model which has been implemented and evaluated as a framework of reference for radiography educators. The aim of this article is to present a critical thinking model as a framework of reference that was implemented and evaluated by diagnostic radiography educators. Methods A theory‐generating qualitative, exploratory, descriptive and contextual design was used for the development of a model to facilitate critical thinking skills of diagnostic radiography students in a South African setting. Results A theory‐generation model to facilitate critical thinking skills for radiography students was developed. The model was implemented and evaluated by radiography educators. Three themes emerged from the evaluation of the model after implementation. The results indicated the implementation of the model provided a platform for radiography educators to collaborate and purposefully tailor activities to incorporate critical thinking into their teaching. Conclusions Through the implementation of the model, radiography educators felt empowered by using a framework of reference to facilitate critical thinking skills of radiography students.

The objective of this paper is to explore a multidisciplinary problem-solving team investigating a customer-reported failure using an Ishikawa diagram with a spreadsheet for prioritizing and tracking investigation actions in a manufacturing organization. A case study methodology is used with the actions taken to investigate a customer-reported failure explained. The highest priority failure hypothesis was found to be unrelated to the failure. Two medium-rated hypotheses were found to be causing the problem; leakage was occurring at the connection between two components due to a diameter deviation of one of the components. Identifying and prioritizing hypotheses from the Ishikawa diagram provided structure to the investigation and gave the investigation team leader a tool for tracking the investigation actions. This approach is suitable for all types of failure investigations in which an Ishikawa diagram is used to list hypotheses.

Abstract: The study investigated the validation of a rating scale to measure cognitive load in science teacher education. The rating scale was used to measure three types of cognitive load in a new learning context with 81 undergraduate students enrolled in a science education program, randomly assigned to three experimental groups: problem-solving, example-based learning, and control groups. The preservice teachers' cognitive load was measured using a rating scale during an intervention to diagnose students' misconceptions in physics. The study also assessed the effect of instructional design on cognitive load. The results showed that the three types of cognitive load can be reliably measured in science teacher education and that instructional designs that create germane cognitive load contribute to the development of preservice teachers' diagnostic competencies. Conversely, designs that create irrelevant cognitive load are detrimental to this development. These findings suggest the importance of considering cognitive load in science teacher education for effective instructional design.

Time course analysis of eye movements during free exploration of real-world scenes often reveals an increase in fixation durations together with a decrease in saccade amplitudes, which has been explained within the two visual systems approach, i.e., a transition from ambient to focal. Short fixations and long saccades during early viewing periods are classified as ambient mode of vision, which is concerned with spatial orientation and is related to simple visual properties such as motion, contrast, and location. Longer fixations and shorter saccades during later viewing periods are classified as focal mode of vision, which is concentrated in the foveal projection and is capable of object identification and its semantic categorization. While these findings are mainly obtained in the context of image exploration, the present study endeavors to investigate whether the same pattern of interplay between ambient and focal visual attention is deployed when people work on complex real-world tasks--and if so, when? Based on a re-analysis of existing data that integrates concurrent think aloud and eye tracking protocols, the present study correlated participants' internal thinking models to the parameters of their eye movements when they planned solutions to an open-ended design problem in a real-world setting. We hypothesize that switching between ambient and focal attentional processing is useful when solvers encounter difficulty compelling them to shift their conceptual direction to adjust the solution path. Individuals may prefer different attentional strategies for information-seeking behavior, such as ambient-to-focal or focal-to-ambient. The observed increase in fixation durations and decrease in saccade amplitudes during the periods around shifts in conceptual direction lends support to the postulation of the ambient-to-focal processing; however, focal-to-ambient processing is not evident. Furthermore, our data demonstrate that the beginning of a shift in conceptual direction is observable in eye movement behavior with a significant prolongation of fixation. Our findings add to the conclusions drawn from laboratory settings by providing preliminary evidence for ambient and focal processing characteristics in realworld problem-solving. [ABSTRACT FROM AUTHOR]

Dynamical systems that exhibit a high degree of sensitivity to the parameters of their initial states are referred to as chaotic. Natural selection and the process of evolution are the models that inspire a group of optimization algorithms collectively referred to as evolutionary algorithms (EA). EA is quite beneficial when handling difficult optimization difficulties, especially in situations where traditional procedures are either not practical or insufficient. The resolution of goal conflicts is accomplished through multi-objective optimization (MOO). The study proposed using chaotic systems and evolutionary algorithms to address the issue of multi-objective optimization.An initially chaotic time series of wind speed predictions was gathered from three locations in Penglai, China. The preprocessing of these data was carried out using Z-score normalization. We suggested using multi-objective particle swarm optimization (MOPSO) to gather information. Before the suggested design can be applied to the MOPSO of the chaotic system itself, it is required to evaluate the architecture of the proposed that will be utilized, the functioning of the chaotic systems, and the problems in the design of the system. Studies using currently available methods demonstrate that the proposed method outperforms all parameter measurements in terms of 15bits of throughput, active power loss 6.4812 MVA, 0.6495 voltages, 6.8% of RMSE, 0.8% of MAPE, and 0.1 sec of time. The finding of combining evolutionary algorithms with chaotic systems yields a powerful and effective framework for addressing multi-objective optimization problems, which bodes well for practical implementations in fields like building design, economics, and time management. [ABSTRACT FROM AUTHOR]

Organizations are confronted with quality failures that must be addressed. Often, statistical methods can be helpful, but the organization lacks an internal statistician. This paper explores the use of a statistical problem‐solving team using Six Sigma professionals as problem‐solving team leaders, trainers, and coaches. A case study methodology is used. The actions and events from the implementation of a statistical problem‐solving team in a global manufacturing organization in the automotive industry through the first decade after implementation are described. Statistical problem‐solving bridges the gap between engineer and statistician using engineers trained to awareness‐level knowledge of statistics and supported by Six Sigma Master Black Belts. The statistical problem‐solving team members need to be highly trained in the three pillars of statistical problem‐solving: Key statistical concepts, key statistical analysis, and the key test method as well as a solid foundation in quality tools. This paper provides a unique view of a global problem‐solving team using both Six Sigma tools and methods and the 8D process as a problem‐solving methodology. [ABSTRACT FROM AUTHOR]

Background: This study investigated whether combining simultaneous physical and cognitive training yields superior cognitive outcomes compared with aerobic training alone in individuals with mild cognitive impairment (MCI) and whether these benefits persist after four weeks of detraining. Methods: Forty-four people with MCI (11 males and 33 females) aged 65 to 75 years were randomly assigned to an 8-week, twice-weekly program of either aerobic training (AT group, n = 15), aerobic training combined with cognitive games (ACT group, n = 15), or simply reading for controls (CG group, n = 14). Selective attention (Stroop), problem-solving (Hanoi Tower), and working memory (Digit Span) tasks were used to assess cognitive performances at baseline, in the 4th (W4) and 8th weeks (W8) of training, and after 4 weeks of rest (W12). Results: Both training interventions induced beneficial effects on all tested cognitive performance at W4 (except for the number of moves in the Hanoi tower task) and W8 (all p <0.001), with the ACT group exhibiting a more pronounced positive impact than the AT group (p < 0.05). This advantage was specifically observed at W8 in tasks such as the Stroop and Tower of Hanoi (% gain ≈40% vs. ≈30% for ACT and AT, respectively) and the digit span test (% gain ≈13% vs. ≈10% for ACT and AT, respectively). These cognitive improvements in both groups, with the greater ones in ACT, persisted even after four weeks of detraining, as evidenced by the absence of a significant difference between W8 and W12 (p > 0.05). Concerning neuropsychological assessments, comparable beneficial effects were recorded following both training regimens (all p < 0.05 from pre- to post-intervention). The control group did not show any significant improvement in most of the cognitive tasks. Conclusions: The greater mid-term and long-lasting effects of combined simultaneous physical–cognitive training underscores its potential as a cost-effective intervention for the prevention and management of cognitive decline. While these results are valuable in guiding optimal physical and mental activity recommendations for adults with MCI, further neurophysiological-based studies are essential to offer robust support and deepen our understanding of the mechanisms underlying these promising findings. [ABSTRACT FROM AUTHOR]

Self-cues such as personal pronouns are known to elicit processing biases, such as attention capture and prioritisation in working memory. This may impact the performance of tasks that have a high attentional load like mathematical problem-solving. Here, we compared the speed and accuracy with which children solved numerical problems that included either the self-cue "you," or a different character name. First, we piloted a self-referencing manipulation with N = 52, 7 to 11 year-olds, testing performance on addition and subtraction problems that had either a single referent ("You"/"Sam") or more than one referent. We took into account operation and positioning of the pronoun and also measured performance on attention and working memory tasks. We found a robust accuracy advantage for problems that included "you," regardless of how many characters were included. The accuracy advantage for problems with a self-pronoun was not statistically associated with individual differences in attention or working memory. In our main study (9 to 11 year-olds, N = 144), we manipulated problem difficulty by creating consistently and inconsistently worded addition and subtraction problems. We found significantly higher speed and accuracy for problems that included "you." However, this effect varied by task difficulty, with the self-pronoun effect being strongest in the most difficult inconsistently worded, subtraction problems. The advantage of problems with a self-pronoun was not associated with individual differences in working memory. These findings suggest that self-cues like the pronoun "you" can be usefully applied in numerical processing tasks, an effect that may be attributable to the effects of self-cues on attention. [ABSTRACT FROM AUTHOR]

This study evaluated the use of interactive, branched videos compared with traditional passive linear delivery for enhancing student engagement and learning in online courses. Undergraduate biology students were provided with either branched decision‐based or linear videos on cell biology and protein purification as self‐guided or consolidation activities. While the interactive branched videos did not improve learning gains, thematic analysis revealed that students found them more enjoyable and preferable for revision. However, most students felt linear passive videos were more logically structured for core content delivery. In a revised format, with clearer scaffolding, the interactive branched videos were perceived as significantly more engaging and useful when utilised for a problem‐solving activity. Students welcomed the autonomy of directing their learning path but desired support to avoid missing critical information. Overall, thoughtfully designed branched videos can increase student motivation, but their utility depends on context. Our findings indicate the importance of balancing interactivity, clear organisation and purpose when incorporating these innovative formats into online learning. Branched videos show promise for increasing engagement but require intentional instructional design tailored to learning objectives. [ABSTRACT FROM AUTHOR]

It is tough and challenging to learn several computer-based subjects via an online learning setting during COVID-19 for students from the education field. It required a lot of skills, techniques, understanding among students, and the ability to think critically to solve problems. To date, a lack of studies provides digital content as learning approaches to computer-based subject students for their learning via online learning. Thus, the problem-solving oriented e-module in learning computer-based subject via Facebook for Higher Education was proposed. An exploratory sequential research design (qualitative and then quantitative approach) has been used in this study. Research samples were selected based on purposive sampling (10 students) to find out what they needed from the e-module. Then, the module was developed based on ADDIE Model and problem-solving learning strategy. There were nine experts validated the e-module in terms of the ADDIE model approach, problem-solving approach, and content. This module was tested on 34 undergraduate students towards students’ performance and social presence for quantitative part. The t-test showed that the e-module significantly improved student performance (p 0.00; t=5.52) with Cohen’s d=0.944. Interestingly, the results from the content analysis show that this module fosters social presence via Facebook learning groups such as interactive, affective, and cohesive. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: This study implemented an electronic medical record (EMR) training program for nursing students and aimed to confirm its effectiveness. Methods: A non-equivalent control group pretest-posttest design was used. The participants were 42 sophomore nursing students enrolled in a fundamental nursing course (experimental group: n=21, control group n=21). The EMR training program consisted of 6 sessions, taught over 5 weeks. Data were collected between April 23 and July 14, 2023, and were analyzed using the χ² test, Fisher exact test, t-test, paired t-test, Wilcoxon signed-rank test, and Mann-Whitney U test with SPSS for Windows version 24.0. Results: Significant differences were shown between the experimental and control groups regarding self-directed learning ability (t=2.22, p=.032), problem-solving ability (t=2.34, p=.026), practice satisfaction (U=136.00, p=.016) and EMR competency (U=101.50, p=.001). Conclusion: The EMR training program effectively improved nursing students' self-directed learning ability, problem-solving ability, practice satisfaction, and EMR competency. Therefore, developing and applying EMR-related content can enhance nursing student's awareness of EMR systems is recommended. [ABSTRACT FROM AUTHOR]

The study explores the capabilities of OpenAI's ChatGPT in solving di􀀀erent types of physics problems. ChatGPT (with GPT-4) was queried to solve a total of 40 problems from a college-level engineering physics course. These problems ranged from well-specified problems, where all data required for solving the problem was provided, to under-specified, real-world problems where not all necessary data were given. Our findings show that ChatGPT could successfully solve 62.5% of the well-specified problems, but its accuracy drops to 8.3% for under-specified problems. Analysis of the model's incorrect solutions revealed three distinct failure modes: (1) failure to construct accurate models of the physical world, (2) failure to make reasonable assumptions about missing data, and (3) calculation errors. The study o􀀀ers implications for how to leverage LLM-augmented instructional materials to enhance STEM education. The insights also contribute to the broader discourse on AI's strengths and limitations, serving both educators aiming to leverage the technology and researchers investigating human-AI collaboration frameworks for problem-solving and decision-making. [ABSTRACT FROM AUTHOR]

Introduction: This study aims to investigate the impact of a Problem-Based Learning (PBL) course on cognitive skills (i.e., Critical Thinking, Problem-Solving, Logical Reasoning, Creativity, and Decision-Making) in the context of solving geometric construction problems. Methods: The research utilized a quasi-experimental design involving a control group and an experimental group to assess the effects of the PBL intervention. Cognitive skills were measured using a custom-designed questionnaire. Additionally, Structural Equation Modeling (SEM) was employed in a subsequent phase to scrutinize the causal interrelationships among these cognitive skills. Results: In the initial phase, the findings revealed that the PBL intervention had a statistically significant positive impact on problem-solving and creativity skills. However, the effects on critical thinking, logical reasoning, and decision-making skills did not reach statistical significance. In the subsequent phase employing SEM, the analysis demonstrated significant positive relationships, particularly between critical thinking and problem-solving, critical thinking and logical reasoning, logical reasoning and problem-solving, and logical reasoning and creativity. Notably, creativity also exhibited a significant positive effect on problem-solving. Discussion: This study underscores the nuanced impact of PBL on different cognitive skills, with clear enhancements observed in problem-solving and creativity. However, the study suggests that the effects may not be uniform across all cognitive skills. These findings offer valuable insights for educators and curriculum designers, emphasizing the need for tailored approaches when integrating PBL to foster cognitive skill development. [ABSTRACT FROM AUTHOR]

This study aims to analyze the association between problem-solving and posing and its potential to promote learning and aid in understanding students' mathematical thinking. To this end, a qualitative case study was carried out involving elementary Grades 1-5' students in the solving of a problem that was adapted to generate different learning outcomes related to the division operation as well as associating the posing of problems with the request to add a question to the problem. The results confirm the importance of teachers' fostering of discussions and understanding students' mathematical thinking; they also reveal that difficulty in interpreting the problem statement may not always be the reason for students not providing a solution. In addition, the data shows the potential of problem posing to deepen or advance the learning that results from problem-solving. [ABSTRACT FROM AUTHOR]

This paper presents an innovative approach to enhance higher cognitive skills in students through collaboration with the industry, focusing on microcontroller education. In the fast-evolving landscape of technology, bridging the gap between academia and industry is paramount. Our paper describes a course activity that leverages industry collaboration to impart critical thinking, problem-solving, and knowledge application skills to students. The course activity centers on the in-depth study of the Atmega32 microcontroller, chosen for its industry relevance and rich feature set. Students delve into fundamental concepts, architecture, programming, timers, counters, interrupts, and peripheral integration. They are encouraged to apply their knowledge to real-world scenarios through hands-on projects (Bolanakis, 2019) Key components of this approach include industry mentorship, project-based learning and formative assessment. Industry professionals guide students in solving industry-related challenges, fostering creativity and practical problem-solving. Continuous evaluation assesses students' critical thinking, knowledge application, and problem-solving abilities. The paper demonstrates the positive impact of this collaborative learning approach on students' cognitive skills and their preparedness for real-world industry roles. By adapting theoretical knowledge to address industry needs and aligning with best practices, students gain valuable skills essential for success in the technology-driven job market. [ABSTRACT FROM AUTHOR]

Flipped learning provides fertile ground for developing creativity, innovation, and higherorder thinking skills needed for the 21st century. This paper analyzes how principles of active learning, student-centeredness, collaboration, and continuous reflection inherent in flipped models prime conditions for creative development. Strategies are proposed for explicitly building creative competencies including design thinking, open-ended projects, technology integration, divergent questioning, and critique for iterative improvement. Course design considerations are recommended such as flexible structure, inquiry-driven goals, and allocating in-class time for creative stages. Classroom culture factors are examined, emphasizing trust, idea sharing, growth mindset, and tolerating mistakes. Multifaceted assessments are advised to evaluate knowledge application, effort, and growth. With intentional efforts, flipped classrooms can become incubators for empowered, original thinkers adept at generating innovative solutions. [ABSTRACT FROM AUTHOR]

The integration of Conversational Generative Artificial Intelligence into educational settings has generated both excitement and caution due to their potential to revolutionize learning experiences. This paper explores the dual nature of AI advancements, highlighting both their promises and challenges. It examines the role of AI-powered chatbots, exemplified by ChatGPT, in enhancing critical thinking, problem-solving, and decisionmaking skills among students. The paper examines the implications of equipping AI chatbots with Theory of Mind capabilities to enhance their credibility as interlocutors, emphasizing the potential for personalized learning and cognitive scaffolding. While advocating for strategies to integrate AI technologies into schools, such as new school subjects and "incorporating" ChatGPT into robots, the paper underscores the need for further research. In conclusion, it is recommended that educators, teachers, and parents be trained in the effective utilization of AI technologies in the classroom. This will empower students to flourish in an increasingly digitalized world. [ABSTRACT FROM AUTHOR]

Mothers of children with autism spectrum disorder (ASD) face considerable psychological distress. Cognitive behavioral therapy (CBT) has shown promise in reducing caregiver burden, but evidence in the Arab world is lacking. Problem-solving appraisal training may optimize CBT's benefits. This study evaluated a tailored CBT program emphasizing the role of problem-solving appraisal in managing distress through the process of CBT. Sixty mothers were randomly allocated in a 1:1 ratio to either the CBT intervention group or the control group. The CBT group received 3-month sessions incorporating problem-solving appraisal training within a CBT curriculum from October 2022 to April 2023. Problem-solving techniques are focused on equipping individuals with the skills to identify, approach, and effectively resolve problems, leading to a reduction in stress levels and an improved capacity to cope with difficult situations. All mothers completed assessments of socio-demographics such as age, level of education, marital status, occupation, and adequacy of family income, the Depression Anxiety Stress Scale (DASS-21) and the Problem-Solving Inventory (PSI) before and after the program. The CBT group showed significant pre-to-post reductions in depression, anxiety, stress, and general psychological distress compared to controls (all p < 0.05). They also exhibited significant improvements in problem-solving confidence, approach-avoidance style and personal control (all p < 0.05). The customized CBT program markedly improved psychological well-being for mothers of children with ASD in Egypt. Incorporating problem-solving techniques may optimize CBT's benefits cross-culturally. These findings have implications for the implementation of evidence-based support programs for families impacted by ASD worldwide. [ABSTRACT FROM AUTHOR]

As long-distance space exploration missions move beyond low Earth orbit, and crews become more Earth-independent, it is essential to identify predictors of team performance - properties of teams that can be monitored during space flight to anticipate performance decrements. The most robust team state predicting performance in the team effectiveness literature is shared mental models. Shared mental models are properties of a group reflecting how members organize knowledge and understanding about the purpose of the team, the nature of the work, and how members work together. In this study we developed a measure of shared mental models for use in ground-based analogs. It was administered in the National Aeronautics and Space Agency (NASA)'s Human Exploration Research Analog (HERA) Campaign 4, Campaign 5, and the Nazemnyy Eksperimental'nyy Kompleks (NEK) SIRIUS-19 mission. HERA included eight 4-member crews in isolation for 45 days; NEK SIRIUS-19 included a 6-member crew in isolation for 120 days. To track performance variations, we administered two team tasks: a creative thinking task and a problem-solving task. We found substantial positive correlations between shared mental models and both dimensions of team performance in HERA and in NEK. Though shared mental models are a strong predictor of team performance across mission stages, we found some nuanced shifts. First, mental model sharedness in HERA is associated with crews generating fewer ideas in the third quarter than in other quarters, but also generating more novel, original ideas. Second, in the NEK mission we observed a third quarter effect with problem-solving, and the nature of the effect was that the effect of the shared mental model was most important in all quarters except the third. These results suggest that mission timing but also mission duration are important factors that condition relations between team process variables like shared mental models and team performance indicators. • Shared mental models (SMMs) are a useful predictor of crew performance in 45- and 120-day analog crews. • SMMs predict crew performance on creative thinking and problem-solving tasks. • Third quarter effects were observed in both 45- and 120-day crews, but with different patterns. [ABSTRACT FROM AUTHOR]

Background: To prepare engineers who can address complex sociotechnical problems, a deep understanding of engineers' complex problem‐solving approaches is needed. Purpose/Hypothesis: This study operationalizes comprehensive systems thinking as an analysis framework that attends to aspects of engineering work and relationships among those aspects. Leveraging this framework to analyze engineers' complex problem‐solving approaches enables attention to social and technical dimensions. Design/Method: We interviewed 46 engineers about their specific complex problem‐solving experiences. To explore a range of perspectives, we purposely sampled participants with varying academic, professional, and personal backgrounds and experiences. Data analysis focused on operationalizing comprehensive systems thinking; we first developed a set of aspects that captured the variety of considerations that participants discussed in their descriptions of solving a complex problem. We then inductively developed a scoring guide to differentiate response quality. Results: The scoring approach differentiated the quality of consideration based on a combination of the number of details provided, the degree of specificity, and analytical depth. While most participants discussed the consideration of a wide range of aspects of engineering work, they discussed far fewer possible relationships between these aspects. Contextual aspects of engineering work were consistently the least commonly identified and least likely to be considered in relation to other aspects of a given problem. Conclusions: Our differentiation of various complex problem‐solving approaches can guide the development of educational interventions and tools, ultimately facilitating more comprehensive consideration of aspects—and in particular relationships among aspects—and setting up engineers to be more successful at developing appropriate solutions. [ABSTRACT FROM AUTHOR]

Social learning is an important aspect of dealing with the complexity of life. The transmission of information via the observation of other individuals is a cost-effective way of acquiring information. It is widespread within the animal kingdom but may differ strongly in the social learning mechanisms applied by the divergent species. Here we tested eighteen Kea (Nestor notabilis) parrots on their propensity to socially learn, and imitate, a demonstrated sequence of steps necessary to open an apparatus containing food. The demonstration by a conspecific led to more successful openings by observer birds, than control birds without a demonstration. However, all successful individuals showed great variation in their response topography and abandoned faithfully copying the task in favour of exploration. While the results provide little evidence for motor imitation they do provide further evidence for kea's propensity towards exploration and rapidly shifting solving strategies, indicative of behavioural flexibility. [ABSTRACT FROM AUTHOR]

We are said to experience insight when we suddenly and unexpectedly become aware of the solution to a problem that we previously took ourselves to be unable to solve. In the field of comparative cognition, there is rising interest in the question of whether non-human animals are capable of insightful problem-solving. Putative cases of animals demonstrating insight have generally attracted two types of criticism: first, that insight is being conflated with other cognitive capacities (e.g., causal cognition, or mental trial and error); and, second, that the relevant performances merely reflect associative learning—and on the received understanding of insight within comparative cognition, insight necessarily involves non-associative processes. I argue that even if we grant that some cases of animal insight do withstand these two criticisms, these cases of purported animal insight cannot shed light on the nature of insightful problem-solving in humans. For the phenomenon studied by cognitive psychologists under the heading of insight is fundamentally different from that studied in comparative cognition. In light of this impasse, I argue that the reinterpretation of the extant research on animal insight in terms of other high-level cognitive capacities (means-end reasoning in particular) can improve the prospect of a successful comparative research program. [ABSTRACT FROM AUTHOR]

In 2021, the South African Monitoring and Evaluation Association facilitated an evaluation hackathon that engaged diverse stakeholders in co-creation processes to develop practical solutions to address complex problems facing the monitoring and evaluation sector. The event catalysed broad-based ownership and enabled the South African Monitoring and Evaluation Association to coordinate the creative energy, commitment and resources of its members, government and other partners to achieve outcomes that would not be possible to achieve otherwise. The article analyses the co-creation approach adopted for the hackathon across four phases, namely initiation, process design/planning, co-design and development and application/follow-up. A retrospective analysis of the process and results identified eight key elements that enabled or impeded the successful completion of hackathon outputs and their conversion into useful products. These elements are facilitative leadership, purposive stakeholder selection, a well-delimited task, preparation, process facilitation, a valued product, voluntary contributions and further capacity. The lessons learnt provide useful insight for future efforts to generate localised, contextualised responses to evaluation problems. [ABSTRACT FROM AUTHOR]

Problem-solving is central to technical and professional communication (TPC), but problem-solving's economic roots may not align with social justice. This article introduces socially just creativity: the ability to generate new or unique and effective ideas in conjunction with other members of a community to challenge unjust status quos and tackle wicked social justice problems. The article uses a case study to illustrate that conception. It concludes with recommendations for TPC practitioners to enact social justice creativity. [ABSTRACT FROM AUTHOR]

The capacity to create new behaviors is influenced by environmental factors such as foraging ecology, which can lead to phylogenetic variation in innovativeness. Alternatively, these differences may arise due to the selection of the underlying mechanisms, collaterally affecting innovativeness. To understand the evolutionary pathways that might enhance innovativeness, we examined the role of diet breadth and degree of extractive foraging, as well as a range of intervening cognitive and behavioral mechanisms (neophilia, neophobia, flexibility, motivation, and persistence). Darwin's finches are very suitable to this purpose: the clade is composed of closely related species that vary in their feeding habits and capacity to develop food innovations. Using a multi-access box, we conducted an interspecies comparison on innovative problem-solving between two diet specialists, extractive foragers (woodpecker and cactus finch), and two diet generalists, non-extractive foragers (small and medium ground finch). We predicted that if extractive foraging was associated with high innovativeness, variation would be best explained by species differences in persistence and motivation, whereas if diet generalism was the main driver, then variation would be due to differences in flexibility and responses to novelty. We found a faster capacity to innovate and a higher persistence for extractive foragers, suggesting that persistence might be adaptive to extractive foraging and only secondarily to innovation. Our findings also show that diet generalism and some variables linking it to innovation were unrelated to innovativeness and call for the development of joint experimental approaches that capture the diversity of factors giving rise to novel behaviors. [ABSTRACT FROM AUTHOR]

This study examines and explores the challenges, issues, and problems with their solutions regarding Science, Technology, Engineering, and Mathematics (STEM) education along with the awareness enjoyed by science teachers. The selection of papers for this study was done through systematic literature review techniques. The 11 themes were generated through the thematic analysis of the papers that is, STEM education and its awareness; its challenges, issues, and problems; its curriculum; inquiry and learning environment; technologies; learning and models of integration; a blended learning approach; students' problem-solving abilities and skills; its implementation and evaluation; it's research and current trends; and interdisciplinary collaboration and intervention. Policy and planning, infrastructure, and the state of society were found the main factors of the poor conditions of STEM education. STEM research studies suggest that a curriculum with a blended learning approach has to be integrated by interventions of models depicting technological and inquiry-based environments to bring awareness among teachers, which strengthens the students' problem-solving abilities and skills. [ABSTRACT FROM AUTHOR]

Adolescent pregnancy has been on the rise in developing countries, primarily attributed to economic challenges, particularly in Africa and South Asia. West Java Province stands out as one of the leading regions with a high incidence of adolescent pregnancies. Young couples often struggle to adapt to early marriage, resulting in domestic violence and adverse health consequences. Notably, domestic violence is prevalent among young married couples, with Bogor reporting a significant incidence among pregnant adolescents. Mothers play a crucial role in providing protection and resolving domestic issues. This study aimed to investigate mothers' perspectives on domestic violence towards adolescents and their problem-solving strategies. The study employed qualitative methods with a descriptive interpretation approach. Data were gathered through in-depth interviews with seven mothers whose daughters had experienced domestic violence by their husbands during pregnancy, having given birth and entered marriage. Thematic content analysis was employed for data analysis. The central finding is that economic challenges serve as the primary catalyst for domestic violence, manifesting through harsh language and physical abuse, leading to potential harm to the child and miscarriage. Pregnant adolescents often experience psychological distress, exhibiting symptoms such as daydreaming, sadness, crying, and weight loss. Mothers express concern about the domestic violence their daughters endure during pregnancy, attributing it to economic issues. To address the problem, mothers employ various strategies, including seeking advice, providing emotional support, involving health services, mediating, communicating, and reporting incidents to relevant authorities. Maternity nurses should proactively offer information about the risks associated with adolescent pregnancies and early marriage. The government must actively communicate the significance of the risk of early pregnancy, particularly concerning violence, to teenagers. [ABSTRACT FROM AUTHOR]