Search results

1

Rozwiązywa(nie) zadań tekstowych – stare wyzwania i nowe potrzeby edukacji wczesnoszkolnej

100%

Nawolska B., Żądło-Treder J.

Studia Edukacyjne

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2020

|

issue 58

213-232

EN

Every human needs the ability to solve problems. In early childhood education, the development of this skill can and should be implemented by solving text tasks. Meanwhile, according to a variety of analyses, a significant number of students are unable to solve these tasks. This is most likely the result of insufficient mathematical competencies of teachers in early school education and related teaching errors, mainly involving calculating exercises and solving tasks according to patterns. At the same time, students who are in fact unable to solve tasks but only limit themselves to the use of learned patterns, in non-standard task situations (not practiced at school) do quite well.

2

Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model

92%

Rahman S., Md Hassan N.

The New Educational Review

|

2017

|

vol. 49

201-212

EN

This study was aimed to identify the relationship between problem solving skills, metacognitive awareness, and mathematics achievement as well as to identify the role of metacognitive awareness as a mediator. This study involved a total of 333 Form Four students from ten secondary schools in Malaysia. Data were collected using questionnaires, while information about mathematics achievement was provided by the school management. Data were analyzed using the Structural Equation Modeling (SEM) technique. Results indicated that all variables correlated significantly with each other, while path analysis revealed the mediation effect of metacognitive awareness between problem solving skills and mathematics achievement. The findings suggest the importance of problem solving skills in influencing secondary school students’ mathematics achievement through the development of metacognitive awareness.

3

Entrepreneurial Pedagogy: An Example of Using Student-Developed Case Studies

92%

Dębicka A., Olejniczak K.

|

2020

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vol. 19

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issue 51

43-55

PL

RESEARCH OBJECTIVE: The article attempts to explain the benefits that may result from the use of case studies developed by students as a teaching method applied in entrepreneurial pedagogy. THE RESEARCH PROBLEM AND METHODS: The main research problem concerns the effectiveness of using case studies created by students as a teaching method in entrepreneurial pedagogy. The article provides an overview of selected literature and presents the authors’ experience in applying student-developed case studies. THE PROCESS OF ARGUMENTATION: In the first part of the article, the most important entrepreneurial skills and competences are discussed. Subsequently, the importance of using activating methods is presented, with particular emphasis on the case study. In the second part, the use of the case study developed by students was analyzed and evaluated. Finally, the conclusions and recommendations are presented. RESEARCH RESULTS: The literature analysis indicates the importance of methods that foster students’ active involvement, including case studies, in entrepreneurial pedagogy. The analysis of case studies developed by students showed their strong commitment to the assignment. Students had to gain knowledge of the operation of enterprises and the processes that take place in them.In addition, the task required students to be familiar with methods and tools that support creative thinking and problem-solving skills. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Based on the analysis of literature and student-developed case studies, it seems that the discussed method is an effective teaching method that increases students’ commitment to the assignment and supports the development of entrepreneurial attitudes and skills. Furthermore, this method provides a range of benefits that give the teacher great freedom in choosing the issues and scope of case studies created by students.

EN

RESEARCH OBJECTIVE: The article attempts to explain the benefits that may result from the use of case studies developed by students as a teaching method applied in entrepreneurial pedagogy. THE RESEARCH PROBLEM AND METHODS: The main research problem concerns the effectiveness of using case studies created by students as a teaching method in entrepreneurial pedagogy. The article provides an overview of selected literature and presents the authors’ experience in applying student-developed case studies. THE PROCESS OF ARGUMENTATION: In the first part of the article, the most important entrepreneurial skills and competences are discussed. Subsequently, the importance of using activating methods is presented, with particular emphasis on the case study. In the second part, the use of the case study developed by students was analyzed and evaluated. Finally, the conclusions and recommendations are presented. RESEARCH RESULTS: The literature analysis indicates the importance of methods that foster students’ active involvement, including case studies, in entrepreneurial pedagogy. The analysis of case studies developed by students showed their strong commitment to the assignment. Students had to gain knowledge of the operation of enterprises and the processes that take place in them. In addition, the task required students to be familiar with methods and tools that support creative thinking and problem-solving skills. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Based on the analysis of literature and student-developed case studies, it seems that the discussed method is an effective teaching method that increases students’ commitment to the assignment and supports the development of entrepreneurial attitudes and skills. Furthermore, this method provides a range of benefits that give the teacher great freedom in choosing the issues and scope of case studies created by students. The results of the analysis permit concluding that student-developed case studies can be commonly used and allow developing a wide range of students entrepreneurial skills.

4

Using various representations in the process of solving mathematical problems

81%

Swoboda E.

Edukacja

|

2017

|

issue 5(2017)

72–83

EN

Mathematics uses a wide range of representations, but the mathematical symbol is not the only way to code information. Different ways of representing mathematical concepts and relationships are used, especially in the early stages of learning. Generally, the teacher decides on the choice of representational forms to use. But in the process of solving mathematical problems, it is the pupils – not the teacher – who are engaged in the problem-solving, and the coding used should support their cognitive work. This paper analyses how different representations can influence the results of work on an untypical mathematical problem. The task was solved by a group of 7–8 year-old pupils participating in a mathematics club. The examples selected for analysis indicate a strong relationship between the choice of representations and the final result of the pupils’ work.

5

Problem-Solving Skills of High School Students Exercising Regularly in Sport Teams

81%

Senduran F., Amman T.

Physical Culture and Sport. Studies and Research

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2015

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vol. 67

|

issue 1

42-52

EN

In this article, the effect of regular sport activities on the problem-solving approaches performed by high school students when they encountered said problem was analyzed. Six hundred male high school students participated in the study (Mage=15.45 years, age range: 14-17 years). The Problem-Solving Inventory (PSI) was used to evaluate students’ problem-solving solutions. Student-athletes were selected from the students who took charge in school teams, exercised for 6 days a week, provided that this exercise did not exceed 1 h 30 min, and who also participated in competitions. Mann-Whitney U test, which is nonparametrictest, was used to examine two samples (athlete, & non-athlete) and Kruskal-Wallis one-way analysis was used to make intergroup (branches of sport) examinations. According to the findings that were obtained, a significant difference was found among selfconfident approach values of athlete and non-athlete students (U=45.0, p=0.008). A significant difference was observed among assessor approach values of athlete and non-athlete students (U=46.2, p=0.033). The students who did sports regularly were more self-confident than those who did not do sports regularly and were of the same age when they encountered a problem, and student-athletes evaluated the phase of solving the problem and results that they obtained more carefully than those who did not do sport regularly and were of the same age. Student-athletes believed that they would solve the problem that they encountered. Further, student athletes preferred using a systematic method while solving a problem and making a decision more often than those who were not athletes and were of the same age.

6

Teacher Education for the Future: Some Australian Perspectives

81%

Power A., Southwell B., Elliott R.

Journal of Teacher Education for Sustainability

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2007

|

vol. 7

27-39

EN

As a result of presentations in the PCC Conference in Sydney in 2005, this research aims to contribute Australian voices to the project being conducted simultaneously in other countries from the Pacific Circle Consortium. The research used project-devised survey and interview instruments with purposive sampled pairs of teachers and pre-service teachers during professional experience in 2005 and with teacher educators from the University of Western Sydney. The findings indicated that the participants have a common view of the purpose of education. However, there were range of issues that this view prompted participants to discuss. There were also perceived constraints, especially expressed by the experienced teachers. Implications of this finding are that teachers need forums in which to discuss their deep-seated philosophical approaches as they build a sustainable community of practice. The findings of this project can powerfully contribute to policy making at national and international government and university levels as they raise implications of how we meet challenges in future teacher education.

7

Interactivity And Mental Arithmetic: Coupling Mind And World Transforms And Enhances Performance

81%

Guthrie L. G., Vallée-Tourangeau F.

Studies in Logic, Grammar and Rhetoric

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2015

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vol. 41

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issue 1

41-59

EN

Interactivity has been linked to better performance in problem solving, due in part to a more efficient allocation of attentional resources, a better distribution of cognitive load, but perhaps more important by enabling the reasoner to shape and reshape the physical problem presentation to promote the development of the problem solution. Interactivity in solving quotidian arithmetic problems involves gestures, pointing, and the recruitment of artefacts to facilitate computation and augment efficiency. In the experiment reported here, different types of interactivity were examined with a series of mental arithmetic problems. Using a repeated-measures design, participants solved series of five 11-digit sums in four conditions that varied in the type of interactivity: (i) no interactivity (participants solved the problems with their hands on the table top), (ii) pointing (participants could point at the numbers), (iii) pen and paper (participants could note interim totals with a pen), and (iv) tokens (the sums were presented as 11 numbered tokens the arrangement of which participants were free to modify as they proceeded to the solution). Performance in the four conditions was measured in terms of accuracy, calculation error, and efficiency (a ratio composed of the proportion correct over the proportion of time invested in working on the sums). These quantitative analyses were supplemented by a detailed qualitative examination of a participant’s actions in the different conditions. The integration of artefacts, such as tokens or a pen, offered reasoners the opportunity to reconfigure the physical presentation of the problem, enacting different arithmetic strategies: the affordance landscape shifts as the problem trajectory is enacted through interactivity, and this generally produced better “mental” arithmetic performance. Participants also felt more positive about and better engaged with the task when they could reconfigure the problem presentation through interactivity. These findings underscore the importance of engineering task environments in the laboratory that offer a window on how problem solving unfolds through a coalition of mental and physical resources.

8

Improving problem-solving skills through Logo programming language

81%

Pardamean B., Suparyanto T., Evelyn

The New Educational Review

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2015

|

vol. 41

52-64

EN

The effect of Logo programming language on problem solving skills was investigated in this study. Eighty-five fifth-grade students were assigned to either an experimental or control Logo group. They were pre-tested to assess baseline receptiveness to figural and logical word problem-solving skills. After eight weeks of learning, the Logo experimental group had significantly higher scores than the control group on the problem-solving skills tests (assessing both figural and logical word problem-solving skills). The result revealed significant differences in the figural problem-solving skill between the Logo experimental and control groups. An implication was that Logo programming exercised skills are more critical and relevant to the figural problem-solving skill. Possible alternative explanations and suggestions are provided for future research endeavors.

9

Enhancing problem solving skills in science education with social media and an e-collaboration tool

81%

Lee J., Koo Y., Kim M. H.

The New Educational Review

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2016

|

vol. 43

248-259

EN

This study aimed to explore a collaborative problem solving case using social media and an e-collaboration tool, and analyze its educational implications in a qualitative research method. For achieving the research goal, a case study was conducted in a middle school class. Two rounds of one-to-one interviews with a teacher and written interviews with students were conducted. In addition, relevant class resources and the students’ final reports were also collected as data. It was shown that using social media and an e-collaboration tool could encourage students’ scientific inquiries and enhance problem solving skills as well as set up a healthy communication culture among teachers and students.

10

The role of problem-solving styles in committing suicidal behavior: a case-control study on Iranian pill-takers

81%

Sheikhli N., Rezaei S., Mousavi, Seyyed Vali allah

Polish Psychological Bulletin

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2019

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vol. 50

|

issue 1

11

Gestalt Theory: History, Principle Assumptions And Research Fields

70%

Metz-Göckel H.

Dialogue and Universalism

|

2015

|

issue 4

21-36

EN

The article reveals the general idea of Gestalt theory, its basic assumptions and their development over around 100 years, concentrating on the most important research find-ings. Features of the theory and findings of the first generation of Gestaltists are pre-sented, including laws of perception, problem solving and motivation, social cognition. The developments in the last decades of the 20th century comprise contrariness as a perceptual feature and connections to modern system theory, especially to synergetics which offers new insights to existing findings. Also some new ideas explaining the joke structure and its consequences on amusement and laughter are presented. New devel-opments of the possibility of application of Gestalt theoretical principles to topics like language, culture and organizational development are shortly mentioned. Further re-search activities in these domains are expected. The author intends to show that Gestalt Theory is a wide, productive approach with vital developmental potential.

12

Rozwijanie dziecięcej kreatywności w procesie uczenia się rozwiązywania problemów

70%

Zbróg Z.

Prima Educatione

|

2019

|

vol. 3

EN

The article presents possibilities of using the TASC methodology in both pre-school and school practice, which is related, among others, to learn creativity while solving various problems. Each of the eight stages of working with children was thoroughly discussed, along with ways to support their teacher’s mental effort and examples of questions, instructions, suggestions. The article ends with exemplifications of tasks to be carried out in pre-school or school settings.

PL

W artykule przedstawiono możliwości zastosowania metodyki TASC w praktyce przedszkolnej i szkolnej, która związana jest m.in. z uczeniem się kreatywności w trakcie rozwiązywania różnych problemów. Dokładnie omówiono każdy z ośmiu etapów pracy z dziećmi wraz ze sposobami wspierania ich wysiłku myślowego przez nauczyciela oraz przykładowymi pytaniami, poleceniami i sugestiami. Opracowanie kończą egzemplifikacje zadań do realizacji w warunkach przedszkolnych lub szkolnych.

13

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

70%

Manchón R. M.

Studies in Second Language Learning and Teaching

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2018

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vol. 8

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issue 2

247-267

EN

This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well as central directions followed in empirical research in the domain. The prospective discussion tries to advance research agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention will be made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing.

14

Benchmarking praktyczny w zakresie lean manufacturing

70%

Stadnicka D.

Edukacja Ustawiczna Dorosłych

|

2014

|

issue 2(85)

46-55

EN

Nowadays Lean Manufacturing is one of the most willingly used conceptions in produc-tion companies. By this reason the companies are interested with implementation and improvement of Lean Manufacturing systems. Literature concerning this issue is easily accessible. But, it is well known that the most efficient way for knowledge acquiring is practice. In the work a concept using in practice in Lean Learning Acadmy Polska of Faculty of Mechanical Engineering and Aeronautics of Rzeszow University of Tech-nology is presented. The conception concerns practical benchmarking used to enlarging knowledge in the field of Lean Manufacturing. In the paper the way of engagement of companies’ employees, university’s employees and students in benchmarking process and in problems solving process in production enterprises is presented. Also chosen practical examples are presented as well as advantages concerning the conception used with the cooperation of production companies with university are indicated.

15

Řešení problémů: společné znaky prosociálního chování a řešení některých logických úloh

70%

Patočka J., Záškodná H.

|

2015

|

vol. 6

|

issue 1

3-15

EN

The Tower of Hanoi is a mathematical puzzle invented by the French mathematician Edouard Lucas. The objective of the game is to move the entire stack to another rod, while obeying the game rules. The puzzle plays an important role in the assessment of frontal lobe function. A number of studies have demonstrated that with respect to this test, performance is impaired among patients with frontal lobe lesions. The tree-dimensional Tower of Hanoi has become popular instrument in neuropsychology and gain importance for working memory, planning a problem solving theories. It can be used to practice strategies to solve problems. This can help in emergency in case naturalistic decision making is applicable. What makes the difference when deciding in various types of the problem situations? While practicing problem solving, an individual creates and improves systematic solution plan which consists according to Plhakova of identification of the problem, definition and formulation, generation of possible solutions, exploring the viable strategy, considering the short and long term advantages and disadvantages of various solutions, choice of the solution and its implementation and finally evaluation of the result. Practicing the problem-solving strategies improves according Plhakova the general problem-solving skills of an individual. Some of these cognitive steps are described in the famous model of providing assistance to a person in emergency by Schwarz and Howard. The model shows multiple faces of human altruism and referees to factors which presence can stop a person from helping others. For a person who helps others it means to solve a certain problem. According to the model by Schwarz et al, helping in difficult situations as well as with common problems, is a complex event that may take place in different ways depending on the type of the task, situation as well as personality. By solving the puzzle general cognitive skills can be improved. These skills make an important aspect of prosocial behavior. But we cannot ignore the fact that prosocial behavior in emergency situations related to emotional stress has its significant decisions specifics. It goes without saying that the understanding of cognitive emergency strategies is not enough to make a person to provide help in emergency. Furthermore, the real situations require effective decisions even if sufficient quantity reliable information is not available. The question is therefore how the decision-making process in real situations differs from the decision made while solving the puzzle. The classic normative decision-making theory (Frisch, Baron) relates to rational thinking human being. According to the normative theory man chooses such behavior, which is the best in a given situation and is associated with maximum profit. However in the real life, people are facing situations in which they do not fully understand and the problem is not clearly defined. Naturalistic decision is a process in which the knowledge is sequentially transformed until the decision point. Decision is adaptive cognitive activity which contains according to Payne certain assumptions: a) Strategies for decision-making are typically at different level of precision; b) Strategies are determined by the context within which the task is solved; c) There are several strategies for solving the problem at different levels of complexity; d) Selection of the strategy might not be conscious. Overall we can state that both prosocial behavior and successful Hanoi tower puzzle solving are related to problem solving abilities. While the naturalistic decision making is often accompanied by time stress, incomplete ambiguous information, difficult risk assessment and high emotional impact under artificial conditions the problem is solved without stress, with clear information with well-defined objectives and low emotional impact. Naturalistic decision making involves complex cognitive processes repeated evaluation and processing of complex dynamic stimuli in situations of high uncertainty often under time and emotional pressure. While the Tower of Hanoi is an example of a structured issue, emergency aid is an example of not well structured problem. It is a task that requires intuitive thinking, motivation, evaluation of optional steps and involves emotions. Naturalistic decision made in emergency is similar to decision made by rescuers or firefighters. The present study shows how personal helping skills can be improved as well as studied further. The naturalistic decision theory is discussed as well as strategies used to achieve effective decisions (Wiggins, Henley).

16

(Co robi) kognitywista w supermarkecie

70%

Afeltowicz Ł.

Avant

|

2012

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vol. 3

|

issue T

149-156

EN

The central area of David Kirsh’s interest is the various ways in which humans use elements of their environment as external components of computation processes or means enabling them to reduce the complexity of cognitive problems they face. in his research he performs field observations as well as laboratory experiments. Kirsh skillfully blends concepts developed in contemporary cognitive science, such as situated cognition or extended mind, with classic concepts including problem solving. A number of his theses seam to derive from „good, old fashioned” computationalism; however, this does not prevent him from demonstrating how cognitive „computations” assume not only reasonings, but also use of cognitive artifacts, bodies or the space itself. In the current issue of AVANT we present two texts authored by Kirsh.

17

Metacognition in preschool children - indicators, developmental and socio-educational differences

58%

Maric M., Sakac M.

Československá psychologie (Czechoslovak Psychology)

|

2020

|

vol. 64

|

issue 1

1-17

EN

Objectives. The aim of this study was to determine presence of metacognitive manifestations in the different phases of problem solving and to examine developmental and socio-educational differences in metacognition in preschoolers, with respect to children’s gender, age, socioeconomic status of the family, parent’s education and type of preschool institution. Sample and settings. The sample included 418 preschool children, aged 3-6 years. Research was conducted in preschool institutions. The conditions were standardized and controlled by researchers – the researcher gave clear instruction to children before each task. Hypotheses. It was assumed that preschool children are able to manifest verbal and nonverbal metacognition indicators and that these manifestations are related to children’s age and socio- educational factors, such as socio-economic status of the family, parent’s education and type of preschool institution. Statistical analysis. Descriptive statistics were used to determine presence of metacognitive manifestations. Two-factorial ANO VA was applied to examine gender and age differences. The post-hoc analysis (GLM) was conducted to test influence of socio-educational factors. Results. It is showed that preschoolers use verbal and non-verbal metacognitive responses in different phases of problem solving. Older children manifested more indicators of metacognition. Also, socio-economic status of the family and parent’s education showed as significant factors which contribute to differences in metacognitive manifestations in preschoolers. Study limitations. Metacognition was measured without testing strategies which could enhance it, so future research would test influence of these strategies on development of metacognition in preschoolers.

CS

Cíle. Cílem studie bylo zjistit metakognitivní projevy v různých fázích řešení problémů a prozkoumat vývojové a sociálně-vzdělávací rozdíly v metakognici u předškolních dětí vzhledem k pohlaví dětí, věku, sociálně ekonomickému statutu rodiny, vzdělání rodičů a typu předškolní instituce. Soubor. Soubor zahrnoval 418 předškolních dětí ve věku 3 až 6 let. Výzkum proběhl v předškolních institucích. Podmínky byly standardizovány a řízeny výzkumníky – před každým úkolem dal výzkumník dětem jasnou instrukci. Hypotézy. Autoři předpokládali, že předškolní děti jsou schopny dát najevo verbální i neverbální ukazatele metakognice a že tyto projevy se vztahují k věku a sociálně-vzdělávacím faktorům, jako jsou sociálně ekonomický status rodiny, vzdělání rodičů a typ předškolní instituce. Statistická analýza. Deskriptivní statistiky byly použity ke zjištění přítomnosti metakognitivních projevů. Dvoufaktorová ANO VA byla aplikována pro zjištění rodových a věkových rozdílů. Post-hoc analýza (GLM) byla provedena pro otestování vlivu sociálně-vzdělávacích rozdílů. Výsledky. Výsledky ukázaly, že předškolní děti používají verbální i neverbální metakognitivní odpovědi v různých fázích řešení problémů. Starší děti dávaly najevo více indikátorů metakognice. Sociálně ekonomický status rodiny a vzdělání rodičů se také projevily jako signifikantní faktory, které přispívají k rozdílům v metakognitivních projevech u předškolních dětí. Omezení studie. Metakognice byla zjišťována bez testování strategií, které by ji mohly zlepšit, takže by bylo užitečné, kdyby budoucí výzkumy zjišťovaly vliv těchto strategií na vývoj metakognice u předškolních dětí.

18

Tworzenie różnych reprezentacji przez dzieci podczas rozwiązywania problemu matematycznego

58%

Swoboda E.

Edukacja

|

2017

|

issue 1(2017)

27–38

PL

Matematyka w szerokim zakresie posługuje się zapisem symbolicznym, ale symbol matematyczny nie jest jedynym sposobem kodowania informacji. Zwłaszcza na etapie nauczania wczesnoszkolnego stosuje się różne sposoby reprezentowania pojęć i relacji matematycznych. Na ogół to nauczyciel decyduje o wyborze formy reprezentacji. Jednak w procesie rozwiązywania matematycznych problemów jest zaangażowany uczeń, a zastosowany sposób kodowania związków powinien wspierać jego pracę umysłową. W badaniu opisanym w tym artykule sprawdzono, w jaki sposób różne reprezentacje mogą wpłynąć na efekt pracy nad nietypowym zadaniem matematycznym. Zadanie było rozwiązywane przez uczniów 7–8-letnich w ramach kółka matematycznego. Wybrane do analizy przykłady wskazują na silny związek między wyborem reprezentacji, a końcowym wynikiem pracy ucznia.

EN

Mathematics uses a wide range of representations, but the mathematical symbol is not the only way to code information. Different ways of representing mathematical concepts and relationships are used, especially in the early stages of learning. Generally, the teacher decides on the choice of representational forms to use. But in the process of solving mathematical problems, it is the pupils – not the teacher – who are engaged in the problem-solving, and the coding used should support their cognitive work. This paper analyses how different representations can influence the results of work on an untypical mathematical problem. The task was solved by a group of 7–8 year old pupils participating in a mathematics club. The examples selected for analysis indicate a strong relationship between the choice of representations and the final result of the pupils’ work.

19

Decyzje rady nadzorczej na tle wybranych modeli decyzyjnych

58%

Jagielska M.

Problemy Zarządzania

|

2014

|

issue 2/2014 (46)

88-98

PL

Decydowanie jest przypadkiem wybierania, w którym wybór ma prowadzić do określonego działania. Uzyskiwane rozstrzygnięcia są decyzjami (a nie zwykłymi wyborami) dzięki zastosowaniu nielosowych kryteriów decyzyjnych. Większość uchwał rady nadzorczej należy zaliczyć do decyzji. Ich podejmowaniu towarzyszy proces rozwiązywania problemów. Nie istnieje jednak uniwersalny sposób zapewniający właściwe rozwiązanie każdego rozpatrywanego przez nadzorców problemu, stąd też racjonalistyczna teoria procesów decyzyjnych nie znajdzie zastosowania do rozstrzygnięć podejmowanych przez funkcjonariuszy organu nadzorczego. Członkowie rady będą najczęściej korzystać z metody racjonalności ograniczonej (w której zasada maksymalizacji zastąpiona zostaje zasadą satysfakcji), wchodzącej w skład behawioralnych modeli podejmowania decyzji. Z ogólnym podejściem metodycznym słuszne zaś będzie łączenie intuicji.

EN

The decision making process is based on making choices that lead to a specific action. The end result is a firm decision that is based on using criteria that are not made by chance alone but by utilizing a problem solving process. The majority of the Supervisory Board’s resolutions are decisions. Adopting the resolutions is associated with the problem solving process. However, there is no universal way that would assure a proper end result, hence the rational theory of decision making process will not work in case of decisions made by the members of the Supervisory Board. Typically, the members of the Supervisory Board will be utilizing steps which are designed for the limited method of rationalization (in which the maximization rule is replaced by the satisfaction rule), being a part of the behavioral decision making models. Methodically, it is wise to add a virtue of intuition to the general approach.

20

Reakcja źrenicy jako wskaźnik przetwarzania informacji podczas rozwiązywania zadań testowych z zakresu nauk ścisłych

58%

ROSIEK R., SAJKA M.

|

2014

|

vol. 5

|

issue 2

368-374

PL

W artykule prezentujemy wyniki badań dotyczących monitorowania oraz analizy zmian średnicy źrenicy u uczniów, studentów oraz ekspertów podczas rozwiązywania zadań testowych z zakresu nauk ścisłych. Celem badania była weryfikacja, czy istnieją różnice w zakresie reakcji fizjologicznej w grupach badanych osób wynikające z subiektywnej oceny stopnia trudności rozwiązywanych zadań oraz poziomu motywacji. Zakładamy, że analiza względnych zmian średnicy źrenicy może być wskaźnikiem motywacji. Rozwiązywanie zadań przez osoby o mniejszym doświadczeniu i poziomie wiedzy jest związane z dużym obciążeniem procesami poznawczymi i intensywnym wysiłkiem intelektualnym. Może się to objawiać angażowaniem większych zasobów psychofizjologicznych, w tym większymi wartościami względnych zmian szerokości źrenicy. Uważamy, iż przy odpowiednim poziomie motywacji do rozwiązywania zadań reakcja źrenic jest ujemnie skorelowana ze zdolnościami poznawczymi badanych.

EN

In this paper we present results of the research on monitoring and analysis of the pupil dilation changes in the groups of high school students, university students and experts while solving a multiple choice science tasks. The aim of the research is verification if there are differences between physiological responses in the distinguished groups, connected with the subjective estimation of the tasks’ difficulty and the level of motivation to solve them. We assume that the analysis of the relative changes of pupil dilation can be an valuable indicator of the level of motivation. The process of solving tasks by people having insufficient experience or lower level of knowledge is connected with greater processing load and mental effort. It also can be observed by engaging greater psychophysiological resources, and particularly by higher values of the relative pupil dilation changes. We claim that for individuals, who were motivated enough to solve a problem, the pupillary response is negatively correlated with the cognitive ability.

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