[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588701-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-588701-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","instructional-design-based-research-on-problem-solving-strategies-1","Instructional Design-Based Research on Problem Solving Strategies  - 1","","Instructional design-based research examines how instructional design methods influence students’ problem-solving abilities. Teaching sessions were delivered to 11th-grade students in ten-week, one-on-one design experiments with a small group. Students learned strategies including working backwards, finding patterns, adopting different viewpoints, solving simpler analogous problems, using extreme cases, making drawings, intelligent guessing and testing, accounting for possibilities, organizing data, and logical reasoning. Pre- and post-implementation assessments used 12 problems, supported by student interviews.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/instructional-design-based-research-on-problem-solving-strategies-1/588701/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/instructional-design-based-research-on-problem-solving-strategies-1/588701.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main goal of the study?","Question",{"text":62,"@type":63},"The study investigates the effect of instructional design methods on improving high school students’ problem-solving abilities.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which problem-solving strategies were taught?",{"text":67,"@type":63},"Students were taught strategies such as working backwards, finding patterns, adopting a different point of view, solving simpler analogous problems, using extreme cases, making drawing, intelligent guessing and testing, accounting for all possibilities, organizing data, and logical reasoning.",{"name":69,"@type":60,"acceptedAnswer":70},"How was the impact of instructional design evaluated?",{"text":71,"@type":63},"The study used pre- and post-tests with 12 different problems and conducted interviews to capture students’ opinions about the design’s effect.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},588701,1792065770,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":79,"read_time":143,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","INSTRUCTIONAL DESIGN-BASED RESEARCH ON  \nPROBLEM SOLVING STRATEGIES1  \nElçin Emre-Akdoğan, Ziya Argün  \nAbstract: The main goal ofthis study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view, solving a simpler analogous problem, extreme cases, make drawing, intelligent guessing and testing, accounting all possibilities, organizing data, logical reasoning. Our study based on one-on-one (teacher-experimenter and student) design experiments where we conduct teaching sessions with a small group of students to study in depth and detail. We designed sessions to teach high school students, problem-solving strategies in a ten-week long period. Before and after the application of instructional design, 12 different problems were given to students. We made interviews with students about their opinionson the effect of this design. At the end of the analysis, we observed that the instructional design improved students on choosing and applying an appropriate strategy. In addition to this, students became aware of the existence of several different problem-solving strategies and they realized that they could use more than one strategy for a problem.  \nKey words: Problem Solving, Problem Solving Strategies, Instructional Design-Based Research, High School Level  \n1. Introduction  \nProblem solving has an important place in the curriculum. It is an essential goal of all mathematics instructions and an integral part ofall mathematical activities. Hence, being a successful problem solver has become a dominant theme in many international and national standards (American Association for the Advancement of Science (AAAS), 1993; Ministry of National Education (MoNE), 2013; National Council of Teachers of English (NCTE), 1996; National Council of Teachers of Mathematics (NCTM), 1989, 1991. Furthermore, curriculum aims that students should become a good problem solver with the enhancement of mathematical thinking ability (MoNE, 2013) . Mathematical thinking ability enables students to think in a wide perspective both in mathematical problems and in real life problems. Halmos (1980) argues that students' mathematical experiences should prepare them for tackling challenges in\"real\" problem solving, learning during their professional life. Halmos (1980) stated:  \nI do believe that problems are the heart of mathematics, and I hope that as teachers, in the classroom, in seminars, and in the books and articles we write, we will emphasize them more and more, and that we will train our students to be better problem-posers and problem solvers than we are. (p.524)  \n1 This study was presented as an oral presentation at 16th Conference on Problem Solving in Mathematics Education (ProMath), University of Helsinki, 27-30 May 2014, Helsinki, Finland.  \nAt this point, mathematics teachers have a great opportunity to challenge the curiosity of their students by setting them non-routine problems, instead of spending time with routine problems that kills students’interest, hampers their intellectual development and thinking ability and misuses their opportunity (Polya, 1971). Engaging in challenging and non-routine problems help students to enhance their problem solving ability. However, it is important to recognize that problem solving ability of students depends on context, classroom setting and problems that teacher prefers. At this point, an important need arises that teachers should be provided with more well documented information about \"teaching via problem solving\" (Schroeder, & Lester, 1989) . Therefore, the need for the well-structured instructional design on problem solving strategies has revealed. However, instructional-design research has devoted too little attention to the study of problem solving","cbCaitxt31h8SajO","https://ap.wps.com/l/cbCaitxt31h8SajO","pdf",505383,"English","# Introduction\n## Theoretical Framework\n### Problem Solving","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"The study investigates the effect of instructional design methods on improving high school students’ problem-solving abilities.\"},{\"question\":\"Which problem-solving strategies were taught?\",\"answer\":\"Students were taught strategies such as working backwards, finding patterns, adopting a different point of view, solving simpler analogous problems, using extreme cases, making drawing, intelligent guessing and testing, accounting for all possibilities, organizing data, and logical reasoning.\"},{\"question\":\"How was the impact of instructional design evaluated?\",\"answer\":\"The study used pre- and post-tests with 12 different problems and conducted interviews to capture students’ opinions about the design’s effect.\"}]","Instructional Design-Based Research on Problem Solving Strategies  - 1 | PDF",25]