This study constructs a reflective feedback model based on a pedagogical agent(PA)and explores its impact on students’problem-solving ability and cognitive load.A quasi-experimental design was used in the study,with ...This study constructs a reflective feedback model based on a pedagogical agent(PA)and explores its impact on students’problem-solving ability and cognitive load.A quasi-experimental design was used in the study,with 84 students from a middle school selected as the research subjects(44 in the experimental group and 40 in the control group).The experimental group used the reflective feedback model,while the control group used the factual feedback model.The results show that,compared with factual feedback,the reflective feedback model based on the pedagogical agent significantly improves students’problem-solving ability,especially at the action and thinking levels.In addition,this model effectively reduces students’cognitive load,especially in terms of internal and external load.展开更多
Objective: To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods: A convenience sampling of 460 undergraduate...Objective: To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods: A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude. Results: The results showed that learning attitude (r=0.338, P<0.01) and self-directed learning readiness (r=0.493, P<0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P<0.01). Conclusions: It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.展开更多
Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship be...Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problemsolving ability, and academic self-efficacy among undergraduate nursing students.Methods: From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China,using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and selfdesigned demographics. The response rate was 85.8%.Results: For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level,while problem-solving abilities were at a low level. There were significant positive correlations among the students' self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students' self-directed learning readiness and problem-solving ability.Conclusions: To enhance students' problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students' education.展开更多
This research paper delves into the connection, between problem-solving and music. It’s a topic that has piqued the interest of scholars in fields, including science and neuroscience. The study explores how music can...This research paper delves into the connection, between problem-solving and music. It’s a topic that has piqued the interest of scholars in fields, including science and neuroscience. The study explores how music can influence our ability to think divergently which is an aspect of creative thinking. It builds upon advancements in methods to investigate the relationship between music and divergent thinking aiming to uncover potential correlations. Doing it offers insights into the interplay between artistic expression and cognitive innovation. This research combines an analysis of existing literature with data collected from a group of participants shedding light on how music impacts our capacity for creative thinking. It demonstrates that music plays a role as a catalyst, for stimulating and enhancing thinking abilities.展开更多
The human brain is asymmetrical in function, with each of its two hemispheres being somewhat responsible for distinct cognitive and motor tasks, to include writing. It stands to reason that engineering students who ha...The human brain is asymmetrical in function, with each of its two hemispheres being somewhat responsible for distinct cognitive and motor tasks, to include writing. It stands to reason that engineering students who have established entrance into their upper-division programs will have demonstrated cognitive proficiency in math and logical operations, abstract and analytical reasoning and language usage, to include writing. In this study the question was asked: is there a correlation between an upper-division electrical engineering students’ analytical reasoning ability and their descriptive writing ability? Descriptive writing is taken here to mean a students’ ability to identify key physical aspects of a mathematical model and to express—in words—a concise and well-balanced description that demonstrates a deep conceptual understanding of the model. This includes more than a description of the variables or the particular application to an engineering problem;it includes a demonstrated recognition of the basic physics that govern the model, certain limitations (idealizations) inherent in the model, and an understanding of how to make practical experimental measurements to verify the governing physics in the model. A student at this level may demonstrate proficiency in their analytical reasoning skills and hence be capable of correctly solving a given problem. However, this does not guarantee that the same student is skilled in associating equations with their physical meaning on a deep conceptual level or in understanding physical limitations of the equation. Consequently, such a student may demonstrate difficulty in mapping their comprehension of the model into written language that demonstrates a sound conceptual understanding of the governing physics. The findings represent a sample of two independent class sections of Electrical and Computer Engineering junior’s first course in Microe-lectronic Devices and Circuits during fall semesters 2012 and 2013 at a private mid-size university in NW Oregon. A total of three exams were administered to each of the 2012/2013 groups. Correlations between exam scores that students achieved on their descriptive writing of microelectronics phenomena and their analytical problem-solving abilities were examined and found to be quite significant.展开更多
In recent years,the rapid development of artificial intelligence(AI)technology has been driving profound transformations in higher education.As a fundamental course in science and engineering disciplines,Advanced Math...In recent years,the rapid development of artificial intelligence(AI)technology has been driving profound transformations in higher education.As a fundamental course in science and engineering disciplines,Advanced Mathematics plays a crucial role in cultivating students’logical thinking and innovative capabilities.However,the current teaching models exhibit significant shortcomings in fostering students’ability to identify and solve problems,primarily reflected in the monotony of teaching content,the limitations of students’thinking,and the constraints of instructional methods.In response to these issues,this paper proposes an AI-based teaching approach for Advanced Mathematics.By utilizing scenario simulations to guide students in discovering problems and employing modeling tools to assist them in solving problems in real time,the study constructs a comprehensive teaching model that spans the entire process from problem identification to problem resolution.Research findings indicate that the application of AI technology can effectively enhance students’abilities in problem awareness,logical reasoning,and creative thinking.This study provides both theoretical support and practical reference for the reform of Advanced Mathematics education and the innovation of higher-level talent cultivation models.展开更多
基金023 Zhejiang Provincial Department of Education General Project:Research on an interdisciplinary teaching model to promote the development of computational thinking in the context of the new curriculum standards[Grant NO:Y202351596]Key Project of Zhejiang Provincial Education Science Planning:Research on an interdisciplinary teaching model to promote students’computational thinking from multiple analytical perspectives[Grant NO:2025SB103].
文摘This study constructs a reflective feedback model based on a pedagogical agent(PA)and explores its impact on students’problem-solving ability and cognitive load.A quasi-experimental design was used in the study,with 84 students from a middle school selected as the research subjects(44 in the experimental group and 40 in the control group).The experimental group used the reflective feedback model,while the control group used the factual feedback model.The results show that,compared with factual feedback,the reflective feedback model based on the pedagogical agent significantly improves students’problem-solving ability,especially at the action and thinking levels.In addition,this model effectively reduces students’cognitive load,especially in terms of internal and external load.
文摘Objective: To explore the effects of self-directed learning readiness and learning attitude on problem-solving ability among Chinese undergraduate nursing students. Methods: A convenience sampling of 460 undergraduate nursing students was surveyed in Tianjin, China. Students who participated in the study completed a questionnaire that included social demographic questionnaire, Self-directed Learning Readiness Scale, Attitude to Learning Scale, and Social Problem-Solving Inventory. Pearson’s correlation analysis was performed to test the correlations among problem-solving ability, self-directed learning readiness, and learning attitude. Hierarchical linear regression analyses were performed to explore the mediating role of learning attitude. Results: The results showed that learning attitude (r=0.338, P<0.01) and self-directed learning readiness (r=0.493, P<0.01) were positively correlated with problem-solving ability. Learning attitude played a partial intermediary role between self-directed learning readiness and problem-solving ability (F=74.227, P<0.01). Conclusions: It is concluded that nursing educators should pay attention on students’ individual differences and take proper actions to inspire students’ self-directed learning readiness and learning attitude.
文摘Objective: Problem-solving should be a fundamental component of nursing education because It is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problemsolving ability, and academic self-efficacy among undergraduate nursing students.Methods: From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China,using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and selfdesigned demographics. The response rate was 85.8%.Results: For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level,while problem-solving abilities were at a low level. There were significant positive correlations among the students' self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students' self-directed learning readiness and problem-solving ability.Conclusions: To enhance students' problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students' education.
文摘This research paper delves into the connection, between problem-solving and music. It’s a topic that has piqued the interest of scholars in fields, including science and neuroscience. The study explores how music can influence our ability to think divergently which is an aspect of creative thinking. It builds upon advancements in methods to investigate the relationship between music and divergent thinking aiming to uncover potential correlations. Doing it offers insights into the interplay between artistic expression and cognitive innovation. This research combines an analysis of existing literature with data collected from a group of participants shedding light on how music impacts our capacity for creative thinking. It demonstrates that music plays a role as a catalyst, for stimulating and enhancing thinking abilities.
文摘The human brain is asymmetrical in function, with each of its two hemispheres being somewhat responsible for distinct cognitive and motor tasks, to include writing. It stands to reason that engineering students who have established entrance into their upper-division programs will have demonstrated cognitive proficiency in math and logical operations, abstract and analytical reasoning and language usage, to include writing. In this study the question was asked: is there a correlation between an upper-division electrical engineering students’ analytical reasoning ability and their descriptive writing ability? Descriptive writing is taken here to mean a students’ ability to identify key physical aspects of a mathematical model and to express—in words—a concise and well-balanced description that demonstrates a deep conceptual understanding of the model. This includes more than a description of the variables or the particular application to an engineering problem;it includes a demonstrated recognition of the basic physics that govern the model, certain limitations (idealizations) inherent in the model, and an understanding of how to make practical experimental measurements to verify the governing physics in the model. A student at this level may demonstrate proficiency in their analytical reasoning skills and hence be capable of correctly solving a given problem. However, this does not guarantee that the same student is skilled in associating equations with their physical meaning on a deep conceptual level or in understanding physical limitations of the equation. Consequently, such a student may demonstrate difficulty in mapping their comprehension of the model into written language that demonstrates a sound conceptual understanding of the governing physics. The findings represent a sample of two independent class sections of Electrical and Computer Engineering junior’s first course in Microe-lectronic Devices and Circuits during fall semesters 2012 and 2013 at a private mid-size university in NW Oregon. A total of three exams were administered to each of the 2012/2013 groups. Correlations between exam scores that students achieved on their descriptive writing of microelectronics phenomena and their analytical problem-solving abilities were examined and found to be quite significant.
基金supported by the 2023 Teaching Reform and Research Project of China University of Petroleum(Beijing),Karamay Campus(Grant No.JG2023048)the 2024 National Undergraduate Innovation and Entrepreneurship Training Program of China(Project No.202419414009)the 2024 General Program of the Natural Science Foundation of Xinjiang Uygur Autonomous Region(Grant No.2024D01A160).
文摘In recent years,the rapid development of artificial intelligence(AI)technology has been driving profound transformations in higher education.As a fundamental course in science and engineering disciplines,Advanced Mathematics plays a crucial role in cultivating students’logical thinking and innovative capabilities.However,the current teaching models exhibit significant shortcomings in fostering students’ability to identify and solve problems,primarily reflected in the monotony of teaching content,the limitations of students’thinking,and the constraints of instructional methods.In response to these issues,this paper proposes an AI-based teaching approach for Advanced Mathematics.By utilizing scenario simulations to guide students in discovering problems and employing modeling tools to assist them in solving problems in real time,the study constructs a comprehensive teaching model that spans the entire process from problem identification to problem resolution.Research findings indicate that the application of AI technology can effectively enhance students’abilities in problem awareness,logical reasoning,and creative thinking.This study provides both theoretical support and practical reference for the reform of Advanced Mathematics education and the innovation of higher-level talent cultivation models.
