Sentence examples for problem-solving knowledge from inspiring English sources

For example, GRAMY system (Matsuda and VanLehn 2004) can solve complex problems by precisely describing the problem-solving knowledge required for geometric-proof problems, from which it generates high-quality guidance according to the learner's specific learning situation.

Ontologies encapsulate domain concepts, tasks, problem-solving knowledge, and methods.

Implemented in the ACT-R cognitive architecture, the path-mapping theory enables models of analogical mapping behavior to incorporate and interface with other problem-solving knowledge.

Team-based learning (TBL) has been used as a learner-centered teaching strategy in efforts to improve students' problem-solving, knowledge and practice performance.

Knowledge-level models of tasks have an important role to play in extracting and structuring useful focused problem-solving knowledge from these web sources.

Treated students with relatively poor baseline scores benefited from TFGA on (a) problem-solving knowledge (g = 1.54); (b) teacher-rated executive functioning (g = .35 for Behavior Regulation and.32 for Metacognition), and proactive aggression (g = .20); and (c) self-reported trait anger (g = .17) and anger expression (g = .21).21

As evidenced in the development and evaluation, the methods proposed are effective for capturing an integrated knowledge space and the collaborative knowledge management system not only facilitates problem-solving using knowledge-based analysis but also supplies in-context tacit knowledge captured from the communications between users throughout the design process.

Exploratory factor analysis of the results of a 26-item questionnaire survey suggested a five-factor solution: social skills when interacting with customers, problem-solving skills, knowledge and attitudes, flexibility, and skills for conflict prevention, which accounted for 65.1% of the total variance.

This chapter reviews research regarding two classes of change mechanisms that have been proposed for applying in the domain of mathematical reasoning: "mechanisms that involve reciprocal relations between knowledge of problem-solving procedures and knowledge of concepts," and "mechanisms that involve expressing knowledge in speech and gestures".

This study aimed to address the challenge via proposing a computer-based learning environment, where a visualization-based cognitive tool was designed to make thinking and learning in a problem context visible and to connect problem-solving and knowledge-construction activities throughout the learning process.

For the development and optimization of approaches which support domain-specific problem-solving competencies, detailed knowledge about the underlying processes during analytical and constructive problem-solving is required.