21st Century Skill “Problem Solving”: Defining the Concept (original) (raw)
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Review of Problem Solving Skills
ETS Research Report Series, 1983
This review considers the question as to' whether there are generic problem-solving skills that cut across fields or whether\the skills are so embedded within specific fields that they can be identified only within the contexts of those fields. To answer this question, an attempt was made to define both "problems" and their "solutions." Then the evidence for the existence of general problem-Solving skills that are independent from any specific field was examined. The analyses of skills within disciplines were reviewed to see if\the skills are common across fields. Finally, the implicatio,s of the research for the assessment of problem-solving, were studied. In general, it was concluded that similar skills. are-used in different fields, but that, their implementation is so dependent on mastery of the specific fields that any assessment of problem-solVing skills would best be conducted within the fields.
CRITICAL THINKING AND PROBLEM SOLVING
Digital Technologies Are The Future: Conference Organised By Nirmala Institute Of Education In Association With Directorate Of Higher Education, Panjim- Goa, 2024
This article explores the relationship between the concepts: critical thinking and problem solving, emphasizing their importance in cognitive processes and decision-making processes. Critical thinking is framed as an intellectual process involving the acquiring of information from various sensory experiences. It is defined as a reflective and reasoned approach to evaluating information and making informed decisions. This article helps the reader to engage and interact with the author through exercising and find out solutions to the different questions asked within this article. The article discusses various dispositions essential for effective critical thinking, as highlighted by Ennis (1985), the article outlines essential dispositions for effective critical thinking, including open-mindedness, informed reasoning, and the ability to consider alternatives. It challenges gender stereotypes regarding critical thinking capabilities, asserting that such skills are not inherently linked to gender but rather shaped by societal conditioning. It gives space to the readers to think out of the box and to find out various aspects of a single concept by his/her cognitive abilities and creativity in terms of thinking. The article further defines problem solving as a systematic approach to overcoming difficulties, employing methodologies that include identifying, defining, and addressing problems. It introduces a structured four-step process: identifying the problem, defining goals, searching for tools, and anticipating outcomes. Moreover, the discussion highlights the role of artificial intelligence (AI) in enhancing problem-solving strategies, while cautioning against over-reliance on AI that may hinder the process of individual’s critical thinking. The article advocates for a balanced use of AI, promoting the idea that while it can serve as a valuable tool, individuals should actively engage in their own critical thought and find out the ways of problem solving to foster their cognitive development.
Problem based learning to increase competence of critical thinking and problem solving
Journal of Education and Learning (EduLearn), 2020
Critical thinking and problem solving is one of the competencies that must be possessed to meet the 21st Century. This competence is very important to be mastered by students, especially vocational high school students. One learning model that can hone 21st Century competencies is Problem Based Learning. This research was carried out on productive subjects of the Trial. This study aims to determine the improvement of critical thinking and problem solving competencies, and student learning outcomes on subject matter subjects. This study uses a classroom action research design with measurement of competence using observation and measurement of learning outcomes using a multiple choice written test. The results of the study showed an increase in thinking and problem solving critical competencies from the first cycle of 37.4% to the second cycle of 78.2%. While the average value of the first cycle is 70.4 and the second cycle is 86.4. Students who reach KKM in cycle I are 38% and in cycle II 82%.
2017
The development of science, technology and art as a result of globalization requires us to adjust to these developments. One of the competencies that learners have in facing globalization as a hallmark of 21st century learning is critical thinking skills and problem solving. The characteristics of 21st century learning include critical thinking skills, problem solving, communicating, and collaborating. Critical thinking skills and problem solving are considered as fundamental skills in 21st century learning. By critical thinking, learners are trained to construct science, identify, discover, develop, test, analyse, and generate conclusions. Critical thinking, discipline, responsibility, cooperation, caring for the environment are the characters that learners must have in 21st century learning. High-level thinking skills such as analyzing, evaluating, and creating can be applied simultaneously in well-designed learning environments.
Critical Thinking and Problem Solving Among Students
Business Economic, Communication, and Social Sciences Journal (BECOSS)
The development of the times is the background of increasingly rapid technological advances. The times have become the basis for the education industry to continue to grow. The development of education is expected to produce high-quality human resources and are able to think critically and creatively in solving problems. Quality education will lead to quality human resources as well. Critical thinking and problem solving as skills that need to be mastered by students, especially the younger generation. It has been widely recognized as one of the most important skills. Someone who has the ability to think critically and problem solving is considered to have many benefits because he has the ability to analyze certain situations and make the right decisions for the situation at hand. The research was conducted to determine the level of critical thinking and problem solving skills among students and students using three variables. The results of the study were analyzed using descriptive...
Problem Solving. Research Brief
Education Partnerships Inc, 2004
How can we help students become better problem solvers? What strategies might help students become better at solving problems? Summary of Findings: No longer solely the domain of Mathematics, problem solving permeates every area of today's curricula. Ideally students are applying heuristics strategies in varied contexts and novel situations in every subject taught. The ability to solve problems is a basic life skill and is essential to understanding technical subjects. Problem-solving is a subset of critical thinking and employs the same strategies. Although the line between the two is fuzzy, in general, the goal of problem-solving is to adduce correct solutions to well-structured problems, whereas the goal of critical thinking is to construct and defend reasonable solutions to ill-structured problems. Basically, problem-solving is the process of reasoning to solutions using more than simple application of previously learned procedures.
Problem Solving Skills of Secondary School Students
A problem is a situation, in which a person tries to find a solution and does not exactly know how but still tries to solve it. One of the important elements of problem solving skills that individuals should have is to choose the appropriate strategy in the solution of the problems, which is important in terms of achieving success in solving problems. The research question of the study is " what are the levels of sixth and seventh grade students' problem solving skills? " The aim of this study was to investigate the problem solving and problem-solving strategies levels of secondary school students. The study was carried out through method with a total of 72 students from the two provinces in the Black Sea region of Turkey selected by random in the second term of the 2014-2015 academic year. In this qualitative research for the case study, content analysis was applied. The study group consists of 50 students in Samsun province and 22 students in Sinop province in the Blacksea region, 35 of the students are females, whereas 37 of them are male students. Turkish by the researchers, were used as the data collection tools. The problems applied were evaluated according to Polya's stage of problem solving. The problems were evaluated according to stages such as understanding the problem, choosing a strategy, applying the chosen strategy, and evaluating the solution. While examining students' problem solving papers, it was observed that they were more successful at solving problems, with which they came across before or are similar to the ones they had solved. It was observed that majority of the students had difficulty in solving non-routine problems. It is believed that this results from the fact that mostly routine problems are discussed and solved in the curricula.
Higher Order Thinking Skills in the 21st Century: Critical Thinking
2021
High order thinking skills (HOTS) is significant in the 21st-century learning measure since it requires the advancement of high basic reasoning aptitudes. Critical thinking (CT) skills are one piece of the aptitudes requested in the 21st century. CT skills assume a job in furnishing understudies to manage social, logical, and viable issues successfully later on. This article aims to examine the importance of approving CT skills to answer the challenges of the 21st century. The methode use in this a qualitative design with the main source of literature studies on high order thinking skills and critical thinking skills. The process of the litarature review method in this study is to choose a review topic; search for literature; collect, read, and analyze literature; write a review; reference. The result of this study that CT skills can assist understudies with improving HOTS by utilizing a learning model of stimulating thinking skills, for instance, a problem-based learning model.