In this paper we will document that real-life problem solving in complex situations demands both rational (scientific) and intuitive (artistic) thinking. First, the concepts of art and science will be discussed; differences and similarities will be enhanced. Thereafter the concept of group problem solving facilitation both as science and art will be presented. A case study related to examinatio...

Various agents have been designed and developed using agent platforms of many kinds aiming at cooperative problem solving, surrogation, and support of human activities. Generally, it remains as a difficult problem to realize cooperation or construction of agent organization using agents of different kinds running on heterogeneous agent platforms instead of similar agents running on homogeneous ...

Fluency of basic arithmetical operations is a precondition for mathematical problem solving. However, training of skills plays a minor role in contemporary mathematics instruction. We propose individualization of practice as a means to improve its efficiency, so that the time spent with training of skills is minimized. As a tool to relieve teachers from the time consuming tasks of individual di...

The main purpose of this study is to explore the predictors of programming achievement. With this aim in mind, the students’ success in the programming courses is specified as the dependent variable and creativity, problem solving, general aptitudes, computer attitudes and mathematics achievement are specified as the independent variables. A correlational design was used to explain the relation...

Schwartz, Bransford and Sears [1] propose a two-dimensional framework that describes transfer in terms of efficiency and innovation. Efficiency is the ability to apply prior knowledge to new situations quickly and accurately. Innovation is the ability to question assumptions, let go of prior knowledge and generate new ideas. Schwartz et. al. argue that most educational assessments focus on effi...

This paper reports on an Action Research project that investigated the effect of introducing a number of Extreme Programming (XP) practices as teaching techniques to introductory programming students. The focus of the study was on using the XP practices to assist students in an introductory programming subject develop object oriented programming skills, problem solving skills and teach them to ...

Most people can remember at least one occasion when they failed to solve a problem at their first attempt at it, but succeeded, and without great difficulties at that, if they had a second chance later. Moreover, people also happen to be unable to solve for a second time a problem they have successfully solved before. It is also quite common for people to find various solutions of one and the s...

In problem solving research insights into the relationship between monitoring and control in the transfer of complex skills remain impoverished. To address this, in four experiments participants solved two complex control tasks that were identical in structure but varied in presentation format. Participants learnt either to solve the second task, based on their original learning phase from the ...

Metacognition refers to knowledge about one’s own cognition. The present study was designed to assess metacognitive skills that either precede or follow task engagement, rather than the processes that occur during a task. Specifically, we examined prediction and evaluation skills among children with (n = 17) or without (n = 179) mathematics learning disability (MLD), from grades 2 to 4. Childre...

When learning a new math concept, should learners be first taught the concept and its associated procedures and then solve problems, or solve problems first even if it leads to failure and then be taught the concept and the procedures? Two randomized-controlled studies found that both methods lead to high levels of procedural knowledge. However, students who engaged in problem solving before be...