SBFS1103 Thinking Skills And Problem Solving Assignment Sample Malaysia

The course is designed for students taking Bachelor’s programs in OUM. As an open and distance learner, you should be acquainted with learning independently and being able to optimize the learning modes available on your own time without worrying about meeting any specific requirements or deadlines before starting this three-credit-hour class as long as they have been planned out ahead of schedule so there won’t needlessly hinder progress due from not having enough hours put into studying alone which usually means 120 study sessions worth at least 40 per every one point yielded over four weeks total spent going through all materials included within its duration period if taken during weekdays only–if Saturdays were chosen instead then another 70 would’ve resulted added onto that minimum number needed amounting up towards 200 which is 20 per week on average–for example if 5 were spent on Saturdays then count another 10 more towards the regular weekday count adding up to 30 instead of 20 weekly which means an extra 40 added onto it totalling 70 hours needed for this class duration period.

SBFS1103 Thinking Skills And Problem Solving Assignment Activity

By the end of this individual assignment, you will be able to:

We also provide the following types of assignments. These are:

• Case study
• Project
• Group assignment
• Cover sheet
• Assignment acknowledgment
• Reflective writing
• Journal writing
• Tutorial solution

Assignment Activity 1: Explain the process of problem-solving and the different approaches to problem-solving

Problem-solving is a process of breaking down a problem by identifying possible causes and generating solutions to an issue.

There are two approaches to problem-solving, namely the top-down approach, in which the problem is reduced to smaller problems by breaking it into manageable bits, and the bottom-up approach in which you look for examples that seem relevant or close enough. The usefulness of these approaches typically depends on where the person is in their thinking when they’re trying to solve a particular problem – whether they’re just starting and need context and more information than they already have, or whether they feel like they’ve exhausted all of their options and need a fresh new idea’s technique.

Assignment Activity 2: Describe the major antecedents and research in the science of psychology

Psychology was first founded by the ancient Greeks, who rejected magical and spiritual explanations in favor of naturalistic ones. Plato felt that people were inherently good but often couldn’t control their animal impulses. His student Aristotle believed the very opposite, maintaining that desire is “the incentive behind all our actions.” For him, an idea like beauty is meaningless without considering how it affects us emotionally; for this reason, he’s called “the father” of psychology.

Psychologists nowadays still search for answers to questions raised centuries ago. But there are some major differences between them and the Ancients. First off, psychologists don’t make any claims about what sorts of answers can be found; they don’t assert that certain truths are “out there” waiting for us to find them, or that the human soul lives on beyond death. Instead, they start by considering how people think and behave in the real world, consulting all kinds of evidence—both scientific and firsthand experience—and basing their ideas about humans on this data.

Assignment Activity 3: Discuss the reasoning process, the acceptability of reasons, and evaluate inferences

The reasoning process is the steps taken when trying to solve a problem. This includes what information is gathered before making any extrapolations. For example, one must gather all the information they can about Apple’s recent products; then they will be able to make an educated decision on whether or not it has become too big or if there are other plausible explanations besides that one that accounts for the shrinking iPhone screens and boring iPad models.

Based on inferences discussed in detail in documents by Edward de Bono, meeting our assumptions here would be best accomplished by asking each person involved with the decision-making process for their reasons behind wanting Apple to produce bigger iPhones and iPads, their reasons against it doing so makes sense, and what they would think if Apple did make bigger iPhones and iPads. It is also important to ask them how they reached their conclusions since not all of these decisions are based on the same set of facts or reasoning processes.

Assignment Activity 4: Describe the development of problem-solving

The development of problem-solving, a cognitive process that people employ to solve a problem by more efficient means than trial and error or intuition can be described in two parts.

Firstly, domain-specific problem-solving involves the acquisition of knowledge about a particular domain and its component problems, concepts, and solutions. This is whereby individuals utilize cognition to attain expertise in one or more areas such as chess or calculus.

Secondly, general-domain problem-solving arises from the application of reasoning strategies – analyzing strategies such as goal formulation techniques, assumption before deduction techniques, etc.- which when applied at higher levels in intelligence move towards intelligence-specific intelligence. A person may not need advanced intelligence to solve math problems but may use it with advanced logic in order to solve problems of a more complex nature.

Assignment Activity 5: Explain the theories, models, and conceptual framework involved in problem-solving and the stepwise conceptions of problem-solving

There are many theories, models, and conceptual frameworks involved in problem-solving. Some of these include the Gestalt formation, cognitive maps theory, feeling rules theory, situation calculus model for a rational decision-making process/expected utility maximization process, etc.

The stepwise conceptions of problem-solving have been identified by J.L White as the “generate-and-test” method which consists of stages such as generating a hypothesis or otherwise known as devising a solution to a problem followed by testing it against certain criteria before arriving at an ultimate solution. This has also been referred to as the scientific method due to its resemblance with how scientists solve problems except that instead of using manmade objects from their surroundings they gather information from human behavior and use this information to predict and test their hypotheses.

Assignment Activity 6: Explain the thinking process, its importance, and its application

The thinking process is one that can be used in order to improve your ability to think critically. It facilitates the ability of an individual to organize their thoughts, express their thoughts fluently and coherently, and provide reasoning for why they came to certain conclusions. The thought process can also help you withhold judgment or evaluation until the identification of purpose for any given task.

It’s important because it helps make critical decisions at work without much effort, reduce barriers in society (often through negotiation), prevent distractions when performing intellectual tasks, minimize errors caused by faulty memory systems, and lessen the chance that someone could persuade you with logical arguments if they were arguing against your viewpoint. These benefits are seen among organizations, institutions (e.g., courts, government), and the general public.

The application of the thought process allows an individual’s thoughts to be communicated in a way that is both organized and coherent to another person. It also includes the ability to apply critical thinking skills when making decisions in everyday life (e.g., problem-solving, decision-making).

Assignment Activity 7: Describe critical thinking, creative thinking, and lateral thinking processes

Critical thinking: This type of thought process is an evaluation and judgment of a problem-solving session. It takes effort beyond troubleshooting and into decision-making.

Lateral thinking: It can be identified as a creative or unconventional approach to problem-solving, preferably by employing analogical reasoning such as metaphors, puns, jokes etcetera to generate novel solutions.

Creative thinking: It involves bringing out new ideas or theories for solving problems, recognizing opportunities, and generating new ways of looking at things. All this is done freely without restrictions imposed on the thinker by external factors such as environment and resources.

Assignment Activity 8: Discuss the various strategies employed in problem-solving including the common tools and techniques

There are four major types of strategies in problem-solving:

Type 1: Trial and Error

Type 2: Means Ends Analysis

Type 3: Working Backwards from a Goal to determine a Sequence of Tasks necessary for its achievement

Type 4: Critique the Plan after it has been Executed to Identify Weaknesses in Execution.

Some tools and techniques used when solving problems include taking notes, drawing diagrams, making prototypes or models, working backward from a goal to identify sequential tasks necessary for its achievement, creating mindmaps to organize information in an efficient way, using flowcharts when presented with complex problems so as to detect which steps need more attention and understanding about what it is supposed to be doing (i.e., what is the purpose of this activity?)

Synopsis Of SBFS1103 Thinking Skills And Problem Solving Course

In this course, you will learn the importance of problem-solving skills and logical thought. You’ll focus primarily on how your brain works to think more effectively by learning about its phases as well as identifying critical thinking vs creative thinking for different tasks like interpreting data or coming up with new ideas in a work setting! There is also some guidance when it comes time to decide if those claims made earlier were reasonable enough before evaluating their inference based on these strategies that can help save us from making mistakes now.

Topic 1: Presents alternative conceptual approaches to define a problem and introduces both the process and stages involved in problem-solving. The importance of goal setting and the generation of the right questions to ask when faced with a problem is also discussed. It also introduces root cause analysis and constraints faced in problem-solving. The topic concludes by defining the solution and introducing the stop it and mop it approach in problem-solving.

Topic 2: Introduces the major antecedents in the science of psychology and psychology of thinking. It also elaborates on the research carried out on concepts, problem-solving, and reasoning. The topic concludes by describing the transition to the cognitive era.

Topic 3: Discusses how to identify reasons and conclusions, examples of reasoning, the language of reasoning, the thinking map of understanding and evaluating reasoning, the acceptability of reasons, judging the acceptability of claims, judging the credibility of sources, evaluating inferences, and deductive validity.

Topic 4: introduces the development of problem-solving that includes strategic development, representational development, and self-regulation development. It also presents the various theories, models, and conceptual frameworks in problem-solving. The topic concludes by describing the stepwise conception of problem-solving.

Topic 5: Discusses the definition and importance of thinking, ways to increase thinking power, the two phases of the thinking process, and the roles and functions of the right and left parts of the brain.

Topic 6: Discusses the critical thinking process which includes its characteristics, examples, barriers, and importance. It also describes the creative thinking process, its characteristics, and how to apply creativity to problems and issues. The topic concludes by describing lateral thinking and the crossover between the right and left brain.

Topic 7: presents both the employment of different strategies on its own and a combination of strategies in problem-solving. It also introduces other concepts such as consideration of analogous problems, specialization and generalization, and consideration of extreme cases.

Topic 8: introduces common tools and techniques used in the process of problem-solving.

Topic 9: introduces the decision-making process and describes different kinds of decisions and the various factors that affect decision-making. It introduces the Four Quadrants of the Brain Theory and explains how this relates to our ability to make decisions. The topic includes the Evidence-Driven Decision-Making Cycle and the effects of quantity on decision making. The topic concludes by describing decision streams, decision quality, and risk.

Topic 10: introduces the different approaches to decision-making and identifies some decision-making strategies. It introduces the Group Decision-Making Process and concludes by describing some basic tools and techniques that can aid the decision-making process.

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