Browsing by Subject "Problem solving"

Now showing 1 - 9 of 9

Addressing the brittleness of knowledge-based question-answering
(2009-12) Chaw, Shaw Yi; Porter, Bruce, 1956-; Barker, Kenneth J.; Mooney, Raymond; Novak, Gordon S.; Markman, Art
Knowledge base systems are brittle when the users of the knowledge base are unfamiliar with its content and structure. Querying a knowledge base requires users to state their questions in precise and complete formal representations that relate the facts in the question with relevant terms and relations in the underlying knowledge base. This requirement places a heavy burden on the users to become deeply familiar with the contents of the knowledge base and prevents novice users to effectively using the knowledge base for problem solving. As a result, the utility of knowledge base systems is often restricted to the developers themselves. The goal of this work is to help users, who may possess little domain expertise, to use unfamiliar knowledge bases for problem solving. Our thesis is that the difficulty in using unfamiliar knowledge bases can be addressed by an approach that funnels natural questions, expressed in English, into formal representations appropriate for automated reasoning. The approach uses a simplified English controlled language, a domain-neutral ontology, a set of mechanisms to handle a handful of well known question types, and a software component, called the Question Mediator, to identify relevant information in the knowledge base for problem solving. With our approach, a knowledge base user can use a variety of unfamiliar knowledge bases by posing their questions with simplified English to retrieve relevant information in the knowledge base for problem solving. We studied the thesis in the context of a system called ASKME. We evaluated ASKME on the task of answering exam questions for college level biology, chemistry, and physics. The evaluation consists of successive experiments to test if ASKME can help novice users employ unfamiliar knowledge bases for problem solving. The initial experiment measures ASKME's level of performance under ideal conditions, where the knowledge base is built and used by the same knowledge engineers. Subsequent experiments measure ASKME's level of performance under increasingly realistic conditions. In the final experiment, we measure ASKME's level of performance under conditions where the knowledge base is independently built by subject matter experts and the users of the knowledge base are a group of novices who are unfamiliar with the knowledge base. Results from the evaluation show that ASKME works well on different knowledge bases and answers a broad range of questions that were posed by novice users in a variety of domains.
Bilingual teachers reflecting on mathematics teaching : what they notice about engaging children in problem solving
(2013-05) Maldonado, Luz Angélica; Empson, Susan B.
Teachers are being asked to engage in ambitious mathematics teaching in order to reform children's mathematics learning, and it has proven to be challenging. Unraveling the challenges requires understanding the in-the-moment decisions that teachers make while teaching mathematics. The focus of this study is to understand teacher noticing, the ways in which teachers identify, reason about and make decisions in the situations that occur when engaging English language learners in problem solving. Specifically, I used the construct of professional noticing of children's mathematical thinking (Jacobs, Lamb, & Philipp, 2010) to investigate what three bilingual teachers notice as they participate in a teacher study group to analyze and reflect on their experiences in weekly problem solving small groups. What teachers noticed reflected attention to situations in which they struggled to understand children's mathematical thinking and attempts to direct students towards correct problem solving. Teachers' decisions and struggles in engaging children in problem solving also revealed a focus on the role of preparing English language learners be successful for standardized testing. However, looking at student's work in the teacher study group began to help teachers focus on children's mathematical thinking. Implications on continued understanding of teacher noticing, effective mathematics professional development and developing understanding of mathematics teaching to English Language learners are discussed.
Development and application of a framework for observing problem solving by teachers and students in music
(2013-08) Roesler, Rebecca Ann; Duke, Robert A.
The development of problem solving capabilities is an essential part of intellectual independence, yet the nature of problem solving in music instruction has not been investigated systematically. The purposes of the current study were to describe the process of problem solving in the context of music learning and to elucidate the relationship between teacher behavior and learners' active participation in solving musical and technical problems. I analyzed approximately 43 hours of private and small-group lessons taught by five internationally-renowned artist-teachers in music. I also analyzed in greater detail 161 rehearsal frames (intervals of instructional time devoted to definable proximal goals) excerpted from recorded lessons by describing the behaviors of teachers and students that led to productive learning outcomes. The process of problem solving was found to comprise five components: establish goals, evaluate performance, conceive and consider options, generalize and apply principles, and decide and act. In assessing the extent of teachers' and students' involvement in problem-solving, I found that teachers promoted change-effecting behaviors in learners by instigating the pursuit of a goal, and then prompting learners to assume responsibility for one or more of the subsequent problem-solving components. In this way these teachers not only brought about change in learners' performance, but also structured ways for learners to practice bringing about change in their own performance.
The effect of situated learning on knowledge transfer of students with and without disabilities in inclusive classrooms : a meta-analysis
(2012) Kim, Jiyoung; Rieth, Herbert J.
The purpose of this meta-analysis was to examine the effect of situated learning on the academic performance of students with and without disabilities in inclusive general education classrooms. While previous research has reported the overall effectiveness of situated learning, relatively few studies have been conducted to investigate how situated learning influences students' academic performances in inclusive settings where students with and without disabilities work together. Moreover, although the main interest of situated learning is about how to apply basic knowledge and skills to an authentic context and, beyond this, how to transfer them into a similar but novel situation in everyday life, little has been known about its effectiveness on students' achievement in terms of knowledge transfer. In this study, a meta-analytical statistical method was employed to investigate the effect of situated learning, and its effectiveness was examined according to the three levels of knowledge transfer (knowledge acquisition, application, and transfer). A total of 19 situated-learning studies, both published and unpublished, were analyzed. Each primary study's effect sizes were calculated using Hedges' g with the bias correction and then combined into the three weighted average effect sizes regarding the levels of knowledge transfer. This meta-analytic study found that, on all of the levels of knowledge transfer, the situated learning is effective for the learning of students with and without disabilities in inclusive general education classrooms. In the random effects model, the situated instruction produced a weighted mean effect size estimate of 2.049 for knowledge acquisition, 1.836 for knowledge application, 1.185 for knowledge transfer. In addition, the percentage of students with special needs in general education classrooms had a negative influence on the effectiveness of situated learning. However, the pattern of results also showed that the proportion of students with special needs in general education classrooms does not influence as greatly the learning of knowledge transfer as it does knowledge acquisition or application.
The effects of problem-based learning scaffolds on cognitive load, problem-solving, and student performance within a multimedia-enhanced learning environment
(2014-05) Horton, Lucas Robert; Liu, Min, Ed. D.
Learners who are novice problem solvers often encounter difficulty when solving complex problems. One explanation for this difficulty is that the cognitive requirements of problem-solving are sufficiently high that learners easily become overwhelmed and frustrated, leading to a state known as cognitive overload in which learning is obstructed. Cognitive Load Theory is concerned with the design of instructional approaches intended to manage the cognitive load required for thinking and problem-solving tasks. Scaffolds are any kind of support that facilitates the accomplishment of a difficult task that a learner would not be able to accomplish on their own. They are potential mechanisms to support students in negotiating the potentially high cognitive load required by complex problem-solving. The purpose of this study was to examine the effects of technology-based scaffolds within a problem-based learning environment known as Alien Rescue. The study investigated the impact of scaffolds on cognitive load, problem-solving behaviors, science knowledge, and student perceptions of the learning environment. Participants for this study included sixth grade students from a suburban middle school in the southwestern United States. Student classes were assigned to one of three treatment conditions: (a) a problem constraint condition in which students were guided through a problem-solving process similar to that of an expert, (b) a prompt condition in which students were provided with guiding messages during problem-solving, and (c) a control condition with no scaffolding. All conditions participated in the use of Alien Rescue for three weeks. Measures including a self-report measure of mental effort, calculated instructional efficiency scores, problem solution scores, student activity logs, and science knowledge test performance were used to evaluate students' cognitive load, problem-solving performance, problem-solving strategies, and learning gains. An open-ended questionnaire and student interviews were used to gather data on students' perceptions of the program. Results of the study indicate statistically significant differences between treatment conditions with respect to problem-solving efficiency, student problem-solving behaviors, and scientific knowledge gain. Additionally, qualitative findings highlight problematic aspects of the highly structured condition as implemented within the classroom context while also identifying components of the learning environment that were perceived as helpful and useful to participants. Teacher interviews also provided insight into classroom implementation of the program and opportunities to further enhance scaffolds to support student learning. Implications of the study from research, instructional design, and technology perspectives are discussed along with a treatment of study limitations and opportunities for further research in this area.
The effects of reflective prompts and collaborative learning in hypermedia problem-based learning environments on problem solving and metacognitive skills
(2005) Corliss, Stephanie Brooks; Weinstein, Claire E.; Svinicki, Marilla D., 1946-
This study was designed to determine what effects reflective prompting and collaborative learning have on students’ problem solving within a computer-based environment and the development and transfer of their problem solving and metacognitive skills. Participants in this study included 298 female college students, who completed the Metacognitive Awareness Inventory, MAI. Then, participants worked either individually or collaboratively through a computer-based problem solving challenge presented in the program, Alien Rescue. They received metacognitive prompts, transfer prompts, both prompts, or no prompts while they worked. Approximately one week later, students completed a near and far transfer task and completed the MAI for a second time. viii Results revealed that there was not a significant main effect of reflective prompting or collaborative learning or an interaction effect on any of the dependent variables: problem solving performance on the task at hand, near transfer task performance, far transfer task performance, and performance on the MAI taken at the end of the study. Reasons for these findings are discussed along with implications for future research.
The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders
(2010-08) Kelly, John R., 1950-; Shogren, Karrie Ann, 1980-; Rieth, Herbert J.; Wilkinson, Cheryl Y.; Whittaker, Tiffany A.; Patton, Jim; Flower, Andrea
Historically, youth with emotional and behavioral disorders (EBD) have experienced higher rates of absenteeism, lower grade point averages, and higher course failure than their non-disabled peers; as a result, students with EBD are at significant risk of school failure, dropping out of school, and experiencing poor life outcomes. Emerging literature suggests that teaching self-determination to students with EBD may be an effective strategy to address the in-school and post-school challenges faced by youth with EBD. The purpose of this study was to examine the impact of teaching self-determination on adolescents with EBD's on- and off-task behavior, grades, progress towards self-selected goals, and global self-determination. The Self-Determined Learning Model of Instruction (SDLMI) was implemented with four high school students with EBD between the ages of 14 and 16 years who were having difficulty meeting classroom behavioral expectations in two general education classrooms. The SDLMI teaches key components of self-determination, is suitable for diverse students, and is compatible with major academic content areas. Twelve lessons were taught as a separate curriculum individually to each participant. The entire study took 25-weeks, between October and April, to complete. A multiple baseline across participants design was used to examine the functional relation between SDLMI intervention and the on- and off-task behaviors of high school students with EBD. The results showed that all four students significantly increased on-task behaviors and decreased off-task behaviors and all four participants maintained the increase of on-task behaviors and the decrease of off-task behaviors after the intervention was withdrawn. Moreover, all four students made progress towards their goal of implementing on-task behavior in the classroom and generalized on-task behavior to a second general education classroom. However, data regarding the impact on students' grades and self-determination were inconclusive. The study provides evidence of effective self-determination instruction that supports students to improve their behavior in a general education classroom. It also provides direction for future research exploring the relationship between behavior and academic skills. Contributions to the field, limitations, and implications for practice and future research are provided.
'Playing the game' of story problems : situated cognition in algebra problem solving
(2010-12) Walkington, Candace Ann; Petrosino, Anthony J. (Anthony Joseph), 1961-; Carmona-Dominguez, Guadalupe; Marshall, Jill; Walker, Mary; Greeno, Jim
The importance of mathematics instruction including "real life" contexts relevant to students’ lives and experiences is widely acknowledged (Common Core State Standards Initiative, 2010; National Council of Teachers of Mathematics, 2000; 2006; 2009), however questions about why contextualized mathematics is beneficial and how different types of contextualization impact problem solving have yet to be fully addressed by research. Common justifications for contextualized mathematics include the idea that relevant contexts may help students to apply what they learn in school to out-of-school situations, and that relevant contexts may scaffold learning by providing a bridge between what students understand and the content they are trying to learn. The present study investigates these justifications, as well as students' beliefs and problem-solving methods, using story problems on linear functions. A situated cognition theoretical framework (Greeno, 2006) is used to interpret student behavior in the complex, social system of "school mathematics." In a series of interviews, students from a low-performing urban school were presented with algebra problems. Some problems were personalized to the ways in which they described using mathematics in their everyday lives, while others were normal story problems, story problems with equations, or abstract symbolic equations. Results showed that students rarely explicitly used situational knowledge when solving story problems, had consistent issues with verbal interpretation of stories, and engaged in non-coordinative reasoning where they bypassed the intermediate step of understanding the given situation before trying to solve the problem. After completing most of Algebra I, students still had considerable difficulty with symbolic representations, and struggled to coordinate formal and informal mathematical reasoning. Problems with the same mathematical structure with different amounts of verbal and symbolic support elicited different strategies from students, with personalized problems having high response rates and high use of informal strategies. This suggests that students can use sophisticated, situation-based reasoning on contextualized problems, and that different problem framings may scaffold learning. However, results also demonstrated that the culture of schooling, and story problems as an artifact of this culture, undermines many of the justifications for contextualizing mathematics, and that students need more authentic ways to develop their mathematical reasoning.
The relation between problem-solving interventions in cognitive-behavioral therapy and depression in early adolescent girls
(2012-08) Nguyen, Kimhoang Thi; Stark, Kevin Douglas; Gray, Jane; Repp, Ann; Tharinger, Deborah; Whittaker, Tiffany
Depression in youth is a serious mental health concern affecting many different domains of functioning. Currently, cognitive behavioral therapy (CBT) is the most extensively studied psychosocial treatment for depression; however, there is limited research on how the specific components of CBT function to produce effective treatment outcomes. In addition to identifying the components responsible for effective treatment outcome, it is also important to investigate the changes in youth with depression that account for the reduction of symptomatology. Problem-solving is one of the effective CBT strategies used to improve depressive symptoms. The purpose of the current study was to investigate the association between problem-solving interventions and depression. The current study also sought to investigate if depressive symptoms are mediated through changes in the view of the future. Participants were 40 girls, aged 9 to 14, who completed a manualized CBT protocol for depression in a group format. Participants completed a diagnostic interview for depression and self-report measures assessing the view of the future dimension of the cognitive triad. Group therapy sessions were coded for problem-solving interventions using an investigator developed coding system. The results indicated that the level of problem-solving intervention implemented by the therapist failed to predict a decrease in depressive symptoms, after controlling for the girls’ initial levels of depression severity. Level of problem-solving intervention was significantly related to positive future views on the cognitive triad, after controlling for initial levels of the future subscale on the cognitive triad. Results also indicated that participants with a more positive view of their future were less depressed at post-treatment. Treatment specificity could not be conducted because the relation between problem-solving interventions and treatment outcome was not significant. An exploratory analysis was conducted with additional control variables. After controlling for mastery of problem-solving skills, level of expectancies for change, and initial level of depression, problem-solving intervention was a significant predictor of treatment outcome. Exploratory analysis also concluded that levels of consequential thinking and levels of brainstorming were related to treatment outcome. Implications, limitations, and recommendations for future research are presented.