problem solving skills

The purpose of this study was to investigate the effect of educational approaches on cognitive complexity and social problem solving skills of high school students in district 2 of Shiraz. This research was practical in terms of purpose and descriptive in terms of nature and method, semi-experimental with two groups and cross-sectional in terms of time. The statistical population of this research includes all male and female high school students of district 2 of Shiraz, and according to the purposeful sampling, 40 people (pre-test and post-test groups) were tested. In this research, in order to measure the independent variables, training sessions were held with a combined and traditional approach in 10 two-hour sessions for students. To measure cognitive complexity from the standard questionnaire of Mobaraki et al. (2015) and to measure the social problem solving skill from the short form of the Revised Social Problem Solving Questionnaire (SPSI-R), (Dzorila et al., 2014), the use and Cronbach's alpha level were used, respectively. 0.892 and 0.961 were obtained. The collected data were statistically analyzed using SPSS software and at two levels of descriptive statistics and inferential statistics (independent t-test and one-way analysis of covariance). The results of the covariance analysis test showed that the combined educational approach had a significant impact on cognitive complexity and problem solving skills.

With the emergence of new technologies and the integration of technology and gamification with teaching and learning, new strategies are presented for the effectiveness of teaching. The current research was conducted with the aim of investigating the effect of the alternative reality game (ARG) on the problem-solving skill of multi-grade class students.

This research was conducted using the quasi-experimental method and the pre-test-post-test design, along with the control group. The statistical population included the students of the multi-grade class of the second period of elementary school in Behshahr city of Mazandaran province in the academic year of 2022-2023, who were selected by the available sampling method and randomly divided into two groups of 15 people, control and experimental. The students were trained for 8 sessions using an alternative reality game (ARG); While the teaching method in the control group was conventional. Data were collected through Heppner and Petersen's (1982) problem-solving questionnaires. In order to analyze the findings, descriptive statistical indices such as mean and standard deviation were used, and univariate covariance analysis was used for inferential analysis of the findings.

The results of the research showed that the application of the alternative reality game (ARG) has a significant effect on the problem solving skill of students in multi-grade class. (P<0.05).

Considering the impact of the alternative reality game on students' problem-solving skills, the planning and implementation of this game is recommended as an effective teaching strategy in multi-grade schools.

Flipped learning is a new educational model that rearranges the time in and out of the classroom and transfers the learning decision-making power from the teacher to the student. The purpose of this research was to investigate the effectiveness of reverse learning on students' academic enthusiasm and problem solving skills.

The current research was applied in terms of purpose and quasi-experimental in terms of data collection with a pre-test and post-test design with a control group. The statistical population included all male students of the 6th grade of elementary public schools in Zanjan city in the academic year of 2023-2024. The sample size was 40 people (20 control group and 20 experimental group) who were selected using multi-stage cluster sampling method. Data collection was based on 12 teaching sessions with the reverse learning method and presentation of Fredericks et al.'s (2004) academic enthusiasm questionnaire and Hepner and Patterson's (1984) problem solving skills in the form of pre-test and post-test to the groups.

Data analysis was done using spss 19 software and the results of covariance analysis showed that reverse learning had a positive and significant effect on academic enthusiasm at the error level of 5%. Also, reverse learning had a positive and significant effect on problem solving skills.

According to the findings, it is suggested that the necessary training courses for the implementation of reverse learning be prepared by the teachers.

The aim of the present study was to determine the effectiveness of teaching emotion regulation and problem solving skills on the social adaptation of sensory-motor disabled students. The present research was conducted in an experimental way, pre-test, post-test with a control group. The statistical population included students with sensory-motor disabilities studying in secondary school in the year 1400 in the exceptional schools of Ardabil city, 30 of them were randomly counted into three groups. The measurement tools included: standardized California Social Adjustment Questionnaire (short form of 90 questions), Gross emotion regulation training program, and problem solving skills by the method of Goldfried and Desorilla. Data were analyzed with SPSS version 21 software and using multivariate analysis of covariance test. The results showed that the emotion regulation training method (impact rate 0.93) is more effective on the social adaptation of students with sensory-motor disabilities than problem solving skills (impact rate 0.45); The findings show that emotion regulation training and problem solving skills have an effect on the social adaptation of students with sensory-motor disabilities; It is suggested that educational officials pay attention to the important role of emotions and emotions and their appropriate guidance in planning related to students . .

social studies is considered the most responsible teaching for teaching citizenship skills, and the teaching of citizenship skills today is focused on the ability to solve problems. Now, since Farhangian University is responsible for the professional training of future teachers.Therefore, the current research was carried out with the aim of providing a tool to measure the curriculum based on problem-solving skills of social studies education in the undergraduate course of elementary education.

The research was conducted with a mixed method in six stages: the first stage; By studying the theoretical foundations of the research, conceptual matrices were formed for coding and content analysis. Second; Based on matrices, with a comparative approach, according to Meiring's model, qualitative content analysis of 43 internal and external sources related to the research topic, as well as 23 semi-structured interviews of experts, which were purposefully selected to the point of theoretical saturation, Was performed. Third; The items of the tool were adjusted using the qualitative part of the research. fourth; The face validity of the tool was done by a panel of 5 experts. fifth; It was done by a panel of 10 experts for the experimental implementation of the tool. sixth; The final validation of the tool was done by a panel of 36 experts.

a tool with 81 items in 4 sections; Objectives (22 items), content (24 items), Teaching-learning strategies (17 items), and evaluation (18 items) were designed.

the designed tool with face validity (FV), content validity ratio (CVR), content validity index (CVI), Cronbach's Alpha Coefficient (CAC) can be used as a suitable tool for monitoring continuous interventions. The designers of the primary teacher training curriculum should be placed.

The purpose of this study was to investigate the relationship between teacher's informational literacy and teaching quality and problem-solving skills of elementary teachers in district 12 of Tehran. The research methodology is applied in terms of purpose and in terms of data collection and methodology, it follows field and descriptive methods and correlation. The statistical population included all primary school teachers in district 12 of Tehran totaling to 604 individuals. According to Morgan’s Table, 234 of them were selected using stratified random sampling technique. The research instrument included three standard questionnaires of information literacy (Yazdani, 2012), Seraj teaching quality questionnaire (2003) and Hepner and Petersen problem solving skills questionnaire (1982). The formal and content validity of the questionnaires was confirmed by the university professors and their reliability indexes were 0.94, 86.55 and 0.86, respectively. SPSS-22 and Lisrel software programs were used for data analysis and the data were analyzed according to descriptive indices (mean and standard deviation) and inferential indices (Pearson correlation coefficient, regression analysis and path analysis). The results of this study show that there is a correlation between the three variables which is positive, moderate, and significant; this means that by increasing the amount of teachers' information literacy, their teaching quality and problem solving skills improve.

The aim of this article is to analyze innovative project-based learning (PBL) methods and their impact on enhancing problem-solving skills among students. Project-based learning, as a modern educational approach, emphasizes practical activities and real-world applications, allowing students to actively engage in their learning process. This study reviews various research and theoretical models to understand how PBL can significantly improve problem-solving skills by fostering critical thinking, collaboration, and independent learning. The findings indicate that PBL provides a conducive environment for students to develop analytical skills and tackle complex problems through hands-on experience. Moreover, innovative methods, such as integrating digital technologies and interdisciplinary approaches, have been identified as effective enhancements to traditional PBL, offering further improvements in students’ problem-solving abilities. However, the study also highlights challenges such as the need for more resources and time in implementing PBL effectively. Suggestions for future research include exploring the long-term effects of PBL on problem-solving skills and examining its applicability across different educational contexts. The article concludes by emphasizing the potential of PBL to transform educational practices and improve students’ preparedness for real-world challenges.

This paper examines the role of augmented reality (AR)-based educational games in enhancing problem-solving skills in children. Problem-solving skills are critical components of cognitive and social development in children. AR-based games, known for creating interactive and engaging environments, are recognized as effective educational tools that can help improve these skills in children. This study utilizes a descriptive analysis method to review and analyze existing studies and research in this area. The findings indicate that AR-based games have the potential to enhance children's cognitive and problem-solving abilities and create higher motivation and engagement in the learning process compared to traditional educational methods. However, limitations such as the need for specific equipment and associated costs could hinder the broader adoption of this technology in education. It is suggested that further empirical research be conducted to more precisely evaluate the actual impact of these games on various skills in children.

Education is a lifelong process. Education in its broadest sense includes all the knowledge and experiences gained from childhood, adolescence, youth and adulthood through any educational factor such as school, home, community and so on. The purpose of education is to develop children in all aspects. Since preschool is a period of gaining and observing important experiences of the child, it is very important in his development. Preschool education is the cornerstone of children's education activities for later levels. As society becomes more complex and diverse, the process of preparing children and adolescents for independent thinkers, productive citizens, and future leaders becomes more difficult and complex. Accordingly, in order to cope with the amazing changes in today's society, people must learn problem-solving skills. Problem solving is a vital skill for living in the present age. In most societies, everyone believes that the emphasis should be on increasing problem-solving skills. The curriculum, as one of the most important parts of the educational system, has an effective role in providing quality education in childhood. Since there is no comprehensive and specific educational program in the country to develop problem-solving skills of preschool children; therefore, the aim of this study was to identify the components and elements of the curriculum based on developing problem solving skills and provide an optimal model for preschool. In this study, two questions were raised, which are 1. What are the components of problem solving skills in preschool? 2. What characteristics should the elements of the preschool curriculum have based on the components of problem-solving skills?

The research approach was qualitative and the research method used was the Grounded theory method. Grounded theory is a systematic methodology that has been largely, but not exclusively, applied to qualitative research conducted by social scientists. The methodology involves the construction of hypotheses and theories through the collecting and analysis of data. A study based on grounded theory is likely to begin with a question, or even just with the collection of qualitative data. As researchers review the data collected, ideas or concepts become apparent to the researchers. These ideas/concepts are said to "emerge" from the data. The researchers tag those ideas/concepts with codes that succinctly summarize the ideas/concepts. As more data are collected, and re-reviewed, codes can be grouped into higher-level concepts, and then into categories. These categories may become the basis of a hypothesis or a new theory.This research was designed and implemented in two stages. The first stage led to the discovery of the components of problem-solving skills, and in the second stage, the elements of the curriculum based on the development of problem-solving skills were identified and the model of the problem-solving curriculum using nine elements of Klein for preschool was designed and presented. The research population consisted of three groups of specialists in various fields of educational sciences and psychology, including curriculum planners, educational psychologists and preschool teachers. Due to the need for interviews in the qualitative section, the three groups (curriculum planners, educational psychologists and preschool teachers) were sampled separately and in-depth semi-structured interviews were conducted with these specialists. For sampling, the snowball type of purposive sampling method was used, so that in the first step, the interview began separately with one of the curriculum planners, educational psychologists and preschool teachers who have criteria based on expertise and experience in the field of the present study. The interviews began separately and the interviews continued until there was a theoretical saturation and no new information was obtained. The interviews continued until there was a theoretical saturation and no new information was obtained. Interviews were continued with two other people in each group to ensure theoretical data saturation. In total, 36 people were interviewed in three specialists groups. In the second step, the data obtained from the interviews were collected by taking notes, and in the third step, the text and content of the interviews were analyzed. Data analysis consisted of three stages of text coding(open coding, axial coding, selective coding).

The findings of this research in the first stage were the discovery of 10 main components of problem solving skills, which are: development of self-awareness, problem recognition, organizing skills, analysis, evaluation, selection, individual differences, development of, development of thinking skills, development of social skills, development of life skills such as anger and stress management, reducing fear and anxiety and development of self-confidence. In the second stage, the nine elements of the Francis Klein curriculum based on problem-solving skills were developed, based on the components extracted from interviews and specialists opinions, and the optimal model of preschool was presented. The first element identified was the goal, which was classified into three areas: cognitive, attitudinal, and functional. Achieving the all-round development of children is one of the important goals. The preschool curriculum should be regular, flexible, and varied. Content is the next element that should be selected based on criteria such as activity-oriented, logical and explicit, and organized in a way that helps deep understanding, learner motivation and knowledge building in the learner. The third element is educational materials and resources, which are very diverse and as tools and tools that facilitate the teaching-learning process, should be compatible with problem-solving skills and be usable and attractive to preschool students. The fourth element is learning activities that must be designed according to principles to make the learner think, reflect, actively learn and solve problems. In the case of the fifth element, teaching methods, they must have features such as interactivity, practicality, and exploratory. The sixth element is grouping, which should have characteristics such as building common and purposeful knowledge, interaction and negotiation and coordination with the group, flexibility in groups, spirit of cooperation, preferably working in small and two-sided groups, respect for all aspects of personality, be critical, division of tasks, responsibility, specifying tasks in the group, paying attention to individual differences. The seventh element, i.e. evaluation, must be a process and continuous, and various, original and real strategies must be used in evaluation. Space is the eighth element. Appropriate mental and physical spaces create a learning environment to develop problem-solving skills. Regarding the last element, i.e. time, flexibility, coordination, complementarity and time management are important features. The identification of all these elements eventually led to the design of an optimal curriculum model to develop problem-solving skills in preschool children

This study was conducted with a main purpose “Examine the effects of Internet information literacy education on students’ problem solving skills”. Research plan was a kind of quasi-experimented and pre-test design Quasi-experimental design. The population of this study consisted all girls in first grade of Qom private high schools in 2014-2015 academic year. The sample was selected among the accessible high schools, then two classes were selected as experimental and control groups randomly. Internet information literacy skills training were presented for experimental group in seven sessions, while the control group was not given this instruction. Davarpanah & Siamak Internet information literacy questionnaire (2009) and Heppner & Peterson problem solving skills questionnaire (1982) were used in this study. The results of the pre-test and post-test was used to compare and analyze using analysis of covariance and split-plot ANOVA design (SP ANOVA) between-within participants. The results of this research showed that internet information literacy instruction has been effective to increase students' ability to apply internet information literacy skills. Moreover, results of this research showed that internet information literacy instruction has positive effects on students' problem-solving skills. Also this instruction had positive effect on three factors of education in problem solving skills including problem-solving confidence, orientation activities, behaviors and emotions control during problem solving. Keywords: Information Literacy, Internet, Problem Solving Skills

The purpose of this study was to investigate the prevalence of bullying victimization bullying and its correlation with social-emotional skills, problem-solving skills, and depression in middle school students. This is a correlational and descriptive study. The study population consists of all students of the first-grade middle school of city of Bukan. The sample has been chosen by cluster sampling method of 525 people. The data were collected by using illinois bullying questionnaire, Heppner problem-solving skills, child and young depression (CADS), and social-emotional skills (SEL). The data were analyzed using descriptive statistics, standard deviation, Pearson correlation coefficient and multiple regression by spss24. The results showed that bullying behaviors with total score of problem solving (p=0.001, r =-0.25) and self-confidence (p=0.000, r=-0.21), self-control (p=0.002 r=-0.25) tendency to problem solving (p=0.000, r=-0.27) and total score social-emotional skills (p=0.02, r=-0.13) and the components of self-organizing (p=0.009, r=-0.14) self-regulation (p=0.003, r=-0.12) and relationships with peer (p=0.03, r=-0.10) have negative correlation. But there is a positive correlation with depression (p=0.006, r=0.16) and avoidance of problem solving (p=0.005, r=0.20). The results of regression analysis also showed that solving problem (β=0.19) and emotional social skills(β=0.71) and depression (β=0.10) were reliable predictors in the regression model. Findings indicate that bullying can be predicted based on variables of depression (positive correlation), social-emotional skills (negative correlation), and problem-solving skills (negative correlation). These results can be considered in clinical interventions for students and used as preventive variables.