problem solving methods

Nowadays, the use of design thinking methodology in organization and management studies is increasing. In Iran within the field of organization and management, there is still a gap between thinking, formulation, and action, and the application of design thinking has been undeveloped conceptually and methodologically. The goal of this study is to explain discourses of design thinking, principles, models, and methods. The methodology of the study is based on a qualitative approach using secondary data content analysis and general qualitative research strategy. According to the study results, design thinking is rooted in two discourses of design and management, although with distinct applications. In this study, human-centered design, a combination of divergent and convergent thinking, co-creation, Iteration, and prototyping were identified as the five principles of design thinking in the field of the organization. In the following, the design thinking models of leading organizations were classified based on phases, stages and activities of design thinking and some of its most common methods were explained. Design thinking models are mainly process-based and can be summarized in four stages of exploration, creation, reflection, and implementation. Finally, research and operational suggestions for the use of design thinking in organizational and management problems with regard to the problem characteristics, level of analysis, and expected outputs are presented. These are unlimited to management science and will be used in other social sciences.

The purpose of the present study was to the role of cognitive learning methods, problem solving methods and self-directed learning with critical thinking students. The research method was descriptive correlational. The statistical population of this study was male secondary school students in Tabriz, in the academic year of 2018-2019. According to the Education Office, there are 3224 people in this study, 130 of them were randomly selected by multistage sampling method were selected. In this way, firstly, two educational districts were randomly selected and two schools were selected from each of the four schools and each school was selected. Data were gathered using Rickets Critical Thinking Questionnaire (2003), Kolb Learning Cognitive Questionnaire (1984), Cassidy and Long Learning Problems (1996), and Self-directed Fischer and Collaborative Learning (2001). Pearson correlation coefficient and regression analysis were used to analyze the data. The results of this study showed that there is a positive and significant relationship between critical thinking and reflection observation, abstract conceptualization and active experimentation, and there is a negative and significant relationship between objective experience and critical thinking. On the other hand, critical thinking has a positive and significant relationship with helplessness in problem solving, inhibition in problem solving, and avoidance style. There is a negative and significant relationship with the style of creativity, trust in problem solving and tendency style. Therefore, attention to self-directed learning and methods of solving the problem of creativity and trust play an important role in critical thinking of students.

Learning to solve problems can help reduce anxiety and stress on the one hand, and increase chances of success, on the other. A sample of 78 freshmen at a teacher training college was randomly selected from among 156, and then divided into two groups of both males and females of almost equal numbers. One group went through a two months course on problem solving and learned to identify problems, state solutions, try some of the solutions, and evaluate their effectiveness. The student's stress, anxiety, and achievement motivation were measured utilizing appropriate instruments. Results show that the stress and anxiety of the experimental group was reduced, while only the male's achievement motivation was increased.

TThe purpose of this study was to examine the impact of active teaching methods on the social problem solving skills‚ and comparison of the impact of teaching method of problem solving and discovery on social problem– solving skills of the fifth grade primary students in Kerman city. The research tool is a questionnaire which its test-retest reliability was between 0.68 to 0.91 and its alpha coefficient was between 0.69 to 0.95. The results showed that the grades of post- test performed for both groups of teaching method of problem solving and teaching method of discovery have a significant difference in the level of 0.05 with controlling pre-test influence statistically and it improves the average value of problem solving method more than this value in the discovery methods in these students by 95 percent. Significant difference has been showed between social problem solving in the aspect of positive and negative orientation and in the aspect of being careless/ impulsiveness in those students who were taught by problem. Solving method with those students who were taught by the discovery method did not confirm. Significant difference in social problem solving in the aspect of reasonable solution of problem and aspect of avoidance method in those students who were taught by problem-solving method with those students who were taught by the discovery method benefit to problem solving comfirmed.