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Illuminating the Palace Lantern: Enhancing High School Students' Creative Thinking and problem-solving ability Through OBE-STEAM Activities

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JOURNAL OF CHEMICAL EDUCATION 2025年第2期102卷 917-928页

作者： Weng, Yingying Zhou, Xin Li, Ying Gui, Hao Zhou, Qian Li, Wanmei Hangzhou Normal Univ Coll Mat Chem & Chem Engn Key Lab Organosilicon Chem & Mat Technol Minist Educ Hangzhou 311121 Peoples R China Hangzhou Normal Univ Coll Jing Hengyi Educ Hangzhou 311121 Peoples R China Shanghai Ind & Commerce Foreign Language Coll High Sch Shanghai 200000 Peoples R China

This article employs the OBE-STEAM (Outcome-Based Education in the fields of Science, Technology, Engineering, Arts, and Mathematics) educational framework through the "Illuminating the Palace Lantern" initiative, with the objective of fostering creative thinking and problem-solving ability among high school students. By engaging in the hands-on design and fabrication of traditional palace lanterns, students not only acquire interdisciplinary knowledge but also immerse themselves in various chemical concepts, including colloidal science, acid-base reactions, structural chemistry, and spectroscopy. The findings indicate a marked enhancement in students' propensity for risk-taking and curiosity within the realm of innovation, as well as their active engagement and sense of personal agency in tackling problems. These results underscore the significant potential of the OBE-STEAM approach in advancing students' comprehension and application of chemical knowledge, offering a promising avenue for the evolution of educational paradigms in the future.

关键词： STEAM Outcome-Based Education (OBE) creativethinking problem-solving ability interdisciplinaryteaching traditional culture

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DKVMN-KAPS: Dynamic Key-Value Memory Networks Knowledge Tracing With Students' Knowledge-Absorption ability and problem-solving ability

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IEEE ACCESS 2024年 12卷 55146-55156页

作者： Zhang, Wei Gong, Zhongwei Luo, Peihua Li, Zhixin Cent China Normal Univ Fac Artificial Intelligence Educ Wuhan 430079 Peoples R China Cent China Normal Univ Natl Engn Lab Educ Big Data Wuhan 430079 Peoples R China

Knowledge tracing aims to predict students' future question-answering performance based on their historical question-answering records, but the current mainstream knowledge tracing model ignores the individual differences in different students' knowledge-absorption and problem-solving abilities, which leads to a poor prediction of students' question-answering performance by the model. To solve this, Dynamic Key-Value Memory Networks Knowledge Tracing with Students' Knowledge-Absorption ability and problem-solving ability (DKVMN-KAPS) is proposed in this paper. Firstly, a hierarchical convolutional neural network is used to consider students' knowledge mastery at multiple time steps, and then quantify students' knowledge-absorption ability, aiming to more accurately portray students' knowledge states;secondly, an autoencoder is used to dynamically update students' problem-solving ability at each time step;and finally, students' question answering performance is predicted by considering the students' knowledge state, problem-solving ability, and question features. Extensive experiments on three datasets show that the prediction performance of DKVMN-KAPS outperforms existing models and improves the prediction accuracy of deep knowledge tracing models.

关键词： Knowledge tracing knowledge-absorption ability problem-solving ability individual differences

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The relationship between digital literacy and K-12 students' academic performance: mediation effects of problem-solving ability 10

The relationship between digital literacy and K-12 students'...

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10th International Symposium on Educational Technology (ISET)

作者： Ding, Shuangting Zhang, Yi Huang, Hao Chen, Dengkang Gao, Zhimin Cent China Normal Univ Fac Artificial Intelligence Educ Wuhan Peoples R China

ISBN: (纸本)9798350361414

In the digital age, digital literacy has become a necessary skill for contemporary citizens and has received attention from educational researchers. Digital literacy is an important influencing factor that affects students' learning, fuels the development of students' thinking, and improves students' performance. However, the mechanism of how digital literacy affects students' academic performance has yet to be explored in depth. On this basis, this study used a national large-scale questionnaire survey to construct a model mediated by problem-solving ability and moderated by grade for 8,916 K-12 students. The results show that digital literacy is a significant direct predictor of academic achievement;problem-solving ability has a significant mediating effect on digital literacy and students' academic achievement. Digital literacy can contribute to the development of K-12 students' problem-solving ability, thereby improving their academic performance.

关键词： digital literacy problem-solving ability academic performance K-12

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Deficits in psychological resilience and problem-solving ability in adolescents with suicidal ideation

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CHILD AND ADOLESCENT PSYCHIATRY AND MENTAL HEALTH 2023年第1期17卷 1页

作者： Xu, Lin Zhang, Hangbin Zhou, Chendi Zhang, Zhongwen Li, Gen Lu, Weicong Tian, Xinhe Huang, Hebin Li, Danping Schinke, Robert J. Yuan, Tifei Yin, Jie Lin, Kangguang Beijing Sport Univ Sch Psychol 48 Xinxi Rd Beijing 100084 Peoples R China Shanghai Jiao Tong Univ Shanghai Mental Hlth Ctr Shanghai Key Lab Psychot Disorders Sch Med Shanghai Peoples R China Guangzhou Med Univ Guangzhou Brain Hosp Dept Affect Disorder Affiliated Brain Hosp 36 Mingxin Rd Guangzhou Guangdong Peoples R China Laurentian Univ Sch Kinesiol & Hlth Sci 935 Ramsey Lake Rd Sudbury ON P3E 2C6 Canada Univ Hlth & Rehabil Sci Sch Hlth & Life Sci Qingdao Shandong Peoples R China

ObjectivesThis study aimed to explore differences between psychological resilience and problem-solving ability in grade one junior middle school adolescents with and without suicidal ideation, focusing on the relationship between these factors and suicidal ***-nine adolescents (aged 10 to 14) were divided into Suicidal Ideation (SI, n = 49) and Non-Suicidal Ideation (NSI, n = 50) grouped by the Self-rating Idea of Suicide Scale (SIOSS). The Psychological Resilience Scale (PRS) and Tower of Hanoi task (TOH) were applied to assess psychological resilience and problem-solving ability, *** SI group scored significantly lower than the NSI group on PRS (p < 0.001) and performed more poorly on TOH than the NSI group, with more mistakes in the number of errors index (p < 0.001) and requiring a longer time in the task completion time index (p < 0.05). Among all the participants in this study, a significant negative correlation was observed between PRS and SIOSS (r = - 0.413, p < 0.01). The sub-dimensions of PRS including emotional control, family support, and interpersonal assistance were significantly negatively correlated with the SIOSS total score (r = - 0.361, - 0.360, - 0.382;p < 0.01).ConclusionsThis study profiled the characteristics and differences in psychological resilience and problem-solving ability between adolescents with and without suicidal ideation. The data suggested adolescents with SI might have deficits in psychological resilience and problem-solving ability, which may serve as potential targets for suicide intervention.

关键词： Psychological resilience problem-solving ability Grade one junior middle school students Suicidal ideation

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Effects of Digital Game-Based Learning on Student's problem-solving ability: A Three-Level Meta-Analysis

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JOURNAL OF COMPUTER ASSISTED LEARNING 2025年第2期41卷

作者： Cai, Zhihui Zhang, Xin Liu, Caiyan Zhan, Jieni Cent China Normal Univ Sch Psychol Key Lab Human Dev & Mental Hlth Hubei Prov Wuhan Hubei Peoples R China Minist Educ Key Lab Adolescent Cyberpsychol & Behav CCNU Wuhan Peoples R China

Background: problem-solving ability is an important skill for students to develop in the 21st century. Many previous studies have focused on the impact of diverse digital educational games on problem-solving ability. However, there is inconsistency in the findings, with some studies reporting positive effects of digital game-based learning (DGBL) on problem-solving ability, while others either found no significant improvement or reported negative effects. Objectives: The objective of this study was to conduct a three-level meta-analysis to investigate the influence of DGBL on problem-solving ability. Additionally, the study aimed to examine various moderating factors to explore the potential sources of inconsistency among the primary studies. Methods: Through a systematic literature search, 21 primary studies were identified, encompassing a total of 60 effect sizes. The analysis involved assessing the effectiveness of DGBL in enhancing students' problem-solving ability and examining heterogeneity among the studies. Moderator analysis was also conducted to explore the impact of different factors on the effectiveness of DGBL. Results and Conclusions: The results indicated that DGBL could effectively enhance students' problem-solving ability (g = 0.654), with significant heterogeneity observed among studies (Q = 858.358, p < 0.001). Furthermore, our findings suggested that studies focusing on the perception of problem-solving ability (g = 1.498) yielded significantly larger effect size compared to studies focused on problem-solving skill (g = 0.440). Moreover, combining relevant teaching strategies with DGBL (g = 1.246) resulted in a significantly better effect compared to using DGBL alone (g = 0.399). The analysis of moderating factors revealed that the effect size was significantly influenced by teaching strategy and problem-solving construct. Other examined moderating factors did not show significant effects on the inconsistent findings.

关键词： digital game-based learning effect size meta-analysis moderator analysis problem-solving ability

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Can STEM Teaching Improve Students' problem-solving ability: An Empirical Study in the Middle School 23

Can STEM Teaching Improve Students' Problem-Solving Ability:...

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23rd IEEE International Conference on Advanced Learning Technologies (ICALT)

作者： Li, Shijin Gu, Xiaoqing East China Normal Univ Dept Educ Informat Technol Shanghai Peoples R China

ISBN: (纸本)9798350300543

With the development of knowledge economy globalization, problem-solving ability has become a necessary basic ability for students. Researches have confirmed that STEM teaching is an appropriate approach to improve students' problem-solving ability by taking interdisciplinary problems as the orientation. However, how to design STEM teaching experiment? What is the effect of STEM teaching in improving students' problem-solving ability? In order to answer the above two questions, this study adopted literature research method and quasi-experimental research method, and selected two classes of students in a middle school as research objects to carry out an empirical study for two months. Based on measurement tools such as problem-solving attitude questionnaire, problem solving-process observation table, and STEM work evaluation matrix, this study systematically and comprehensively verified the effect of STEM teaching on students' problem-solving ability. The results showed that STEM teaching has a positive effect on students' problem-solving attitude, problem-solving process and problem-solving results. Furthermore, the evaluation dimensions and tools for students' problem-solving ability in this study can he directly applied to relevant studies for future STEM teaching researches.

关键词： problem-solving ability problem-solving attitude problem-solving process problem-solving results STEM teaching empirical study

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From ICT Utilization to Student Learning Achievement: Mediation Effects of Digital Literacy and problem-solving ability 16th

From ICT Utilization to Student Learning Achievement: Mediat...

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16th International Conference on Blended Learning (ICBL)

作者： Chen, Dengkang Zhang, Yi Luo, Heng Li, Jiajing Lin, Yuru Cent China Normal Univ Fac Artificial Intelligence Educ Wuhan 430079 Peoples R China

ISBN: (纸本)9783031357305;9783031357312

The impact of information and communications technology (ICT) on students' learning achievement has attracted increasing attention from researchers and policy makers. However, we still have limited knowledge of its underlying mechanisms. This study examined the chain mediating roles of digital literacy and problem-solving ability on the relationships between ICT utilization and learning achievement. Participants included 1633 middle school students from central and southern China. Results indicated that ICT utilization had a significant positive effect on learning achievement, and digital literacy played a mediating role in the relationship between them. Further, ICT utilization affected learning achievement through the chain mediating role of digital literacy and problemsolving ability. However, our findings showed that problem-solving ability cannot mediate the relationship between them. These above findings revealed the mechanism through which ICT utilization may influence students' learning achievement and contributed to an in-depth discussion regarding the reasons behind the relationships. Finally, we adduced practical implications for how to help students better benefit from ICT utilization for learning and proposed the future research directions.

关键词： ICT Utilization Learning Achievement Digital Literacy problem-solving ability

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Improving students' problem-solving ability through the 'information system security' project guided by the theory of inventive problem solving (TIPS)

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INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL 2022年第6期59卷 701-710页

作者： Gao, Guandong Xiao, Ke Jia, Yuchen Wang, Huaying Natl Police Univ Criminal Justice Dept Informat Management Baoding Hebei Peoples R China Hebei Agr Univ Coll Informat Sci & Technol Baoding Hebei Peoples R China Hebei Agr Univ 289 Lingyusi St Baoding 071001 Hebei Peoples R China

To improve the practical effect of an information system security course for students majoring in information security, a teaching method based on the theory of inventive problem solving (TIPS) that combines case-based teaching and project practice was introduced in the class. Adopting innovative thinking methods, we instructed students on the projects and goals of curriculum design. Using TIPS tools, the students completed complex projects. To test the teaching results, we examined 121 students who received case-based teaching using the TIPS method to design innovative projects. Quantitative data were collected using a statistically analysed anonymised questionnaire, while qualitative data collected from student reflective reports were thematically analysed. Through the in-depth development involved in the teaching of this course, their thinking and problem-solving ability significantly improved. The teaching effect evaluations indicated that this teaching method effectively improved students' practical abilities. This method was found to be conducive to planning students' future careers.

关键词： TIPS information system security inventive problem-solving ability

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Pathways of emotional autonomy, problem-solving ability, self-efficacy, and self-management on the glycemic control of adolescents with type 1 diabetes: A prospective study

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RESEARCH IN NURSING & HEALTH 2021年第4期44卷 643-652页

作者： Chen, Chia-Ying Lo, Fu-Sung Shu, Shao-Hui Wang, Ruey-Hsia Chai Yi Christian Hosp Ditmanson Med Fdn Adm Ctr Res & Educ Chiayi Taiwan Chung Gung Univ Chang Gung Mem Hosp Coll Med Div Pediat Endocrinol & GenetDept Pediat Taoyuan Taiwan Tzu Chi Univ Sci & Technol Dept Nursing Hualien Taiwan Kaohsiung Med Univ Coll Nursing 100 Shih Chuan 1st Rd Kaohsiung 807 Taiwan Kaohsiung Med Univ Hosp Dept Med Res Kaohsiung Taiwan

This prospective study tested a model to depict associations between a number of individual characteristics and 6-month glycated hemoglobin (HbA1c) levels in adolescents with type 1 diabetes (T1D). Adolescents (N = 232) aged 10-19 years with T1D were recruited from a medical center in Taiwan. Demographic characteristics, emotional autonomy, problem-solving ability, self-efficacy at baseline, and self-management information three months after baseline were collected using a self-reported questionnaire. HbA1c levels 6 months after study commencement were obtained from medical records. Structural equation modeling was used to test the model. Higher baseline self-efficacy and self-management at 3 months were directly associated with lower 6-month HbA1c levels. Higher baseline problem-solving ability and self-efficacy were directly associated with higher 3-month self-management, and higher baseline problem-solving ability was directly associated with higher baseline self-efficacy. Higher baseline emotional autonomy was directly associated with lower 6-month HbA1c levels but indirectly associated with higher 6-month HbA1c levels through the mediation of lower problem-solving ability, self-efficacy, and 3-month self-management. Findings indicate that improving self-management is essential to improving subsequent glycemic control, which might be achieved by enhancing problem-solving ability and self-efficacy. Strengthening problem-solving ability could diminish the negative impact of emotional autonomy on subsequent glycemic control in adolescents with T1D.

关键词： adolescents adolescents with type 1 diabetes emotional autonomy glycemic control problem-solving ability self-efficacy self-management type 1 diabetes

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The development of articulate storyline interactive learning media based on case methods to train student's problem-solving ability

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HELIYON 2023年第4期9卷 e15082页

作者： Daryanes, Febblina Darmadi, Darmadi Fikri, Khusnul Sayuti, Irda Rusandi, M. Arli Situmorang, Dominikus David Biondi Univ Riau Biol Educ Pekanbaru Riau Indonesia Univ Muhammadiyah Riau Pekanbaru Riau Indonesia Univ Riau Dept Guidance & Counseling Pekanbaru Riau Indonesia Atma Jaya Catholic Univ Indonesia Dept Guidance & Counseling Dki Jakarta Indonesia

The phenomenon of the Industrial Revolution 4.0 currently emphasizes rapid technological ad-vances. There is a need for innovation in technology development to package the current learning process more effectively, one of which is the development of learning media which is an important part of the learning process and is certainly directed at meaningful learning that en-courages students to develop 21st Century skills as an urgency in the field of education. This study aims to 1) Develop interactive learning media with an articulate storyline based on a case method on cellular respiration material. 2) Look at students' responses to the interactive learning media articulate storyline based on the case method on cellular respiration material in training students' problem-solving skills. This research is a Research and Development (R & D). The development model in this study uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, this research was carried out until the Development stage. The instruments used in this study were an open questionnaire sheet, material aspect validation sheet, media aspect validation sheet and pedagogic aspect validation sheet. The analytical technique used is descriptive qualitative analysis technique and quantitative analysis by finding the average score obtained from the validator's assessment and looking at the criteria. The results of this study obtained a very valid interactive learning media with a score of 3.9 material expert validators in the very valid category, 3.69 media expert validators in the very valid category, pedagogical expert validators of 3.47 in the valid category. It can be concluded that the articulate storyline interactive learning media based on the case method developed can improve students' problem-solving abilities.

关键词： Articulate storyline Basic biology course Case method Interactive learning media problem-solving ability

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