Student Development: From Problem Solving to Problem Finding

In response to Bulterman-Bos (2008) , this article discusses three kinds of research needed in education: problem-finding research, which helps frame good research questions; problem-solving research, which helps illuminate educational problems; and translational work, which transforms the findings of research into tools that practitioners and policy makers need. Clinical research is most important as a form of problem-finding study. Although it is best carried on in “ed schools,” other kinds of education research are best done in other faculties. For this reason, education research should be a distributed activity, encouraged across all the faculties of research universities.

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Governing Knowledge Creation: A Problem‐Finding and Problem‐Solving Perspective

Knowledge Governance ◽

10.1093/acprof:oso/9780199235926.003.0002 ◽

2009 ◽

pp. 25-46 ◽

Cited By ~ 8

Author(s):

Bruce Heiman ◽

Jackson Nickerson ◽

Todd Zenger

Keyword(s):

Problem Solving ◽

Knowledge Creation ◽

Problem Finding

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Mathematics Play, Problem Solving, and Perseverence

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol4.iss10.606 ◽

2016 ◽

Vol 4 (10) ◽

pp. 149-156

Author(s):

Terrie T. Poehl

Keyword(s):

Problem Solving ◽

Student Development ◽

Classroom Teacher ◽

Strong Relationship ◽

Posttest Score ◽

Fifth Grade ◽

Test Statistic ◽

Benchmark Testing ◽

High Stakes ◽

The Difference

The research presented in this article focuses on the effect of student use of problem solving apps on a tablet PC either prior to (motivation) or immediately after (reward) a classroom assessment. The classroom teacher developed the assessment. Continued practice throughout the school year is measured by collecting d ata on benchmark testing completed by fifth grade students in the fall, winter, and spring administrations. The team of the researcher and classroom teacher wanted to study the effect of using tablet computers in the fourth and fifth grade classrooms. Spec ifically, they wanted the answer to “Does using problem solving apps either as a motivator or reward help students perform differently on classroom assessments and high stakes tests?” This is an important question to answer for student development and the yearly evaluation of the classroom teacher.The two variable groups for the analysis includes the Pretest scaled score and the Posttest scaled score. The purpose of this analysis was to determine if using the problem solving apps helped the students throug hout the year with the three administrations of the benchmark testing. Scores for the fall administration represent the Pretest score (PreScale) and the Posttest score (PostScale) were gathered using the spring administration.Descriptive statistics on the two variables show that the posttest score has a much larger standard deviation. However, the difference does not show it as statistically significantly different. The pairedt test showed a calculated test statistic value of 0.000. The use of p=0.05 indi cates a rejection of the null hypothesis.The paired sample correlation values concurred with a statistically significantly difference. The correlation value of 0.691 indicates a significance of probability at 0.000. Since the variable change is a positive correlation value, then it is a direct correlation. The correlation value indicates a strong relationship between the variables.

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Case Study Method and Problem-Based Learning: Utilizing the Pedagogical Model of Progressive Complexity in Nursing Education

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.2275 ◽

2011 ◽

Vol 8 (1) ◽

Cited By ~ 5

Author(s):

Michelle A McMahon ◽

Kimberly A. Christopher

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Problem Solving ◽

Student Development ◽

Clinical Judgment ◽

Clinical Decision Making ◽

Care Delivery ◽

Problem Based Learning ◽

Pedagogical Model ◽

Clinical Scenarios

As the complexity of health care delivery continues to increase, educators are challenged to determine educational best practices to prepare BSN students for the ambiguous clinical practice setting. Integrative, active, and student-centered curricular methods are encouraged to foster student ability to use clinical judgment for problem solving and informed clinical decision making. The proposed pedagogical model of progressive complexity in nursing education suggests gradually introducing students to complex and multi-contextual clinical scenarios through the utilization of case studies and problem-based learning activities, with the intention to transition nursing students into autonomous learners and well-prepared practitioners at the culmination of a nursing program. Exemplar curricular activities are suggested to potentiate student development of a transferable problem solving skill set and a flexible knowledge base to better prepare students for practice in future novel clinical experiences, which is a mutual goal for both educators and students.

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