Worry and problem-solving skills and beliefs in primary school children

Objective. To examine the association between worry and problem-solving skills and beliefs (confidence and perceived control) in primary school children. Method. Children (8–11 years) were screened using the Penn State Worry Questionnaire for Children. High (N ¼ 27) and low (N ¼ 30) scorers completed measures of anxiety, problem-solving skills (generating alternative solutions to problems, planfulness, and effectiveness of solutions) and problem-solving beliefs(confidence and perceived control). Results. High and low worry groups differed significantly on measures of anxiety and problem-solving beliefs (confidence and control) but not on problem-solving skills. Conclusions. Consistent with findings with adults, worry in children was associated with cognitive distortions, not skills deficits. Interventions for worried children may benefit froma focus on increasing positive problem-solving beliefs

How can I learn more when I collaborate in a virtual group?

Learning in virtual groups has been a process studied and analysed long from multiple perspectives. However, the literature is scarce when we look for models to explain information problem solving skills in online collaboration. A descriptive model of cognitive skills involved in individual information problem solving while using internet information can be found in recent research. The purpose of this study was to find out what information problem solving skills (IPS) students apply when working collaboratively online, and secondly, to analyse what differentiates students who do well on their knowledge tests after collaboration, in relation to these IPS skills. We conducted a research with more than 40 students in 10 virtual groups to analyse the correlation between learning and IPS skills applied by students during an online task that lasted more than 4 weeks. Students completed a weekly self-report with actions related to IPS skills and time devoted to the collaborative task. Findings show that students applied more frequently the skill to check the communication (30%), secondly, read de information (22%), in the third place exchange information (20%), followed by write the information (15%), analyze the information (8%), and finally, search for information (5%). However, only three skills correlate with learning: information exchange, analysis of information and checking communication. Two of them (exchange and check) are collaborative skills and one of them (analysis) is an information problem-solving skill. The conclusions of this study may provide guidelines for instructors and students on ways to improve learning in online collaborative group work

Working the Nexus: Teaching students to think, read and problem-solve like a lawyer

Despite a clear case for thinking skills in legal education, the approach to teaching these skills often appears to be implied in law curricula rather than identified explicitly. Thinking skills could be taught as part of reading law and legal problem solving. However, learning the full suite of thinking skills requires active teaching strategies which go beyond exposing students to the text of the law, and training them in its application by solving problem scenarios. The challenge for law teachers is to articulate how to learn legal thinking skills, and to do so at each level of the degree. This article outlines how the nexus between three component skills: critical legal thinking, reading law, and legal problem solving, can be put to work to provide a cohesive and scaffolded approach to the teaching of legal thinking. Although the approach in this article arises from the Smart Casual project, producing discipline-specific professional development resources directed at sessional teachers in law, we suggest that its application is relevant to all law teachers

Building Skills and Alliances to Meet Demand in New Jersey's Labor Market

This summary report examines the Ready for the Job initiatve, which profiled the skill and occupational requirements of 73 occupations in New Jersey. This report highlights four cross-industry demand skills: math and technology skills, problem solving and critical skills, communication and teamwork skills, and entrepreneurship and business skills

Mathematical Communication: What And How To Develop It In Mathematics Learning?

Mathematics is the language of symbols so that everyone who studied mathematics required having the ability to communicate using the language of these symbols. Mathematical communication skills will make a person could use mathematics for its own sake as well as others, so that will increase positive attitudes towards mathematics. Mathematical communication skills can support mathematical abilities, such as problem solving skills. With good communication skills then the problem will more quickly be represented correctly and this will support in solving problems. Students' mathematical communication skills can be developed in various ways, one with group discussions. Brenner (1998) found that the formation of small groups facilitate the development of mathematical communication skills. This paper describes the mathematical communication and how to develop the mathematical communication skills in learning mathematics. For further clarify the discussion, given also the example of learning that emphasizes the development of mathematical communication skills. Keywords: Mathematical Communication, Mathematics Learning

Problem Solving Skills based on IDEAL Model in Implementing Undergraduate Final Year Project

Problem solving skills is the formal framework for undergraduate program in science and technical knowledge. This work aims to define the problem skills of the final year project (FYP) students. Most educators believe that problem solving is among the most important and practical kinds of learning and thought. One of the approach of problem solving skills introduced by Brandsford in IDEAL Model. This model consists five stages of problem solving; identify problem as opportunities, define the problems, develop and understanding goals, explore possible strategies, anticipate potential effects before apply and look back and learn. This research objectives are to develop research instrument based on IDEAL Model and identifying problem solving skills among students in conducting FYP. There are 324 students involved in this research from eight faculties in Universiti Tun Hussein Onn Malaysia. The findings indicate that the reliability of the research instrument is sufficient to use and that the mean of identifying problem as opportunities in the IDEAL model showed higher score than other approaches. To sum up, problem-solving receives considerable attention in the undergraduate and helps students to improve their academic and problem-solving skills. Research on the development of problem-solving skills by students, the transfer of problem-solving skills to new contexts, and the effectiveness of particular pedagogical approaches to problem-solving teaching has provided a basis for academically accomplishments by students

Pemecahan Masalah Berdasarkan Kemampuan Berfikir Kritis Siswa dalam Mata Pelajaran Ekonomi Akuntansi

This study aims to determine based problem solving skills critical thinking ability students in economics subjects accounting class XI IPS 1 Madrasah Aliyah Negeri Pontianak. The method used is descriptive method. Data taken with the technique of direct communication, observation, and tests. The results of this study indicate that students\u27 problem solving abilities vary by level of critical thinking ability. On students classified as very critical, problem-solving skills very well with the value of 85 and the percentage of problem solving that is very high 86.87%. On students who belong critical, problem-solving skills very well with the value of 88 and the percentage of problem solving that is very high 89.43%. On students is quite critical, good problem solving skills with a value of 72.56 and 75.05% percentage of problem solving that is high. On students classified as less critical, problem-solving skills enough with the value of 68.6 and the percentage of problem solving that is 71.63% higher. This suggests that it is crucial critical thinking problem solving skills of students, because the better the students\u27 critical problem-solving skills