Differences between professionals and students in their visual attention on multiple representation types while solving an open-ended engineering design problem

A Ahmed, D Hurwitz, S Gestson… - Journal of Civil …, 2021 - ascelibrary.org
Students and professionals from a variety of domains have demonstrated different
approaches to problem solving. These two populations have displayed differences when …

The increase of problem solving skills of students through STEM integrated experiental learning with formative assessment

P Parno, E Estianinur, E Latifah - AIP Conference Proceedings, 2021 - pubs.aip.org
The ability to solve problems becomes one of the main purposes in learning physics. The
aim of this study was to increase Problem Solving Skills (PSS) of students through STEM …

Common errors in mechanical physics among high school graduates in Brazil

GS Marcom, RP Villar, MU Kleinke - Physics Education, 2021 - iopscience.iop.org
Research on problem-solving strategies has been conducted since the 1940s. Experts and
novices use different strategies in problem solving; the main difference is in the familiarity …

Kemampuan Siswa SMAN 1 Kota Jambi Dalam Pemecahan Masalah Listrik Arus Searah Berdasarkan Pengalaman Belajar Dengan Bantuan Prosedur Pemecahan …

K Ayu Citra - 2021 - repository.unja.ac.id
ABSTRAK Ken, Ayu Citra. 2021. Kemampuan Siswa SMAN 1 Kota Jambi Dalam
Pemecahan Masalah Listrik Arus Searah Berdasarkan Pengalaman Belajar Dengan …

[PDF][PDF] Problem dealing strategies of novice and expert teachers at secondary school level

B Anwar - 2018 - scholar.uoc.ac.in
PROBLEM DEALING STRATEGIES OF NOVICE AND EXPERT TEACHERS AT
SECONDARY SCHOOL LEVEL Thesis Submitted for the degree of Page 1 PROBLEM …

[PDF][PDF] Problem dealing strategies of novice and expert teachers at secondary school level

A Blessytha - 2018 - scholar.uoc.ac.in
PROBLEM DEALING STRATEGIES OF NOVICE AND EXPERT TEACHERS AT
SECONDARY SCHOOL LEVEL Thesis Submitted for the degree of Page 1 PROBLEM …

[引用][C] A comparative study on'Problem-solving strategies' of two-year B. Ed student-teachers and four-year integrated B. Ed student-teachers

CS Gururaja, S Shanthi