This is an Educational blog maintained by SABARISH P, (MSc Physics, MEd, NET), Assistant Professor in Physical Science Education. Contact : pklsabarish@gmail.com

Wednesday 17 June 2015

Methods Of Teaching science-Problem solving method


Methods Of Teaching science-Problem solving method

Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Assistant professor in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur
What is a problem ?
A felt difficulty to reach our goals is generally called as a problem. Problem solving involves mentally working to overcome obstacle that stand in the way of reaching a goal.
Definitions of problem and problem solving.
“A problem is a situation which is experienced by an agent as different from the situation which the agent ideally would like to be in.” – Polya
“A problem arises when one has a goal but does not know how this goal is to be reached” - Karl Duncker
Polya defined problem solving as finding “a way where no way is known, off-hand… out of a difficulty…around an obstacle”.
According to Mayer Problem solving is “thinking that is directed toward the solving of a specific problem that involves both the formation of responses and the selection among possible responses.”
According to Mayer and Wittrock, problem solving is “cognitive processing directed at achieving a goal when no solution method is obvious to the problem solver”.
TYPES OF PROBLEMS
Well structured and ill structured problems

Problems can be well-defined or ill-defined. Well defined problems are called well structured problems and ill defined problems are called ill-structured problems.
A well-structured problem has a clearly specified statement, a clearly specified goal, and a clearly specified set of allowable operations.
For example, “Solve for x: 2x + 11 = 33” is a well-structured problem because there is clear given statement (i.e., 2x + 11 = 33), a clear goal state (i.e., x = __?_) and a clear set of operations (i.e., the rules of algebra and arithmetic).
An ill-structured problem does not have a clearly specified statement, goal, and/or set of allowable operators.
For example, “develop a research plan for a thesis” is an ill-structured problem for most students because the goal state is not clear (e.g., the requirements for the plan) and the allowable operators are not clear (e.g., the places where students may find information).
What makes a problem well-structured or ill-structured depends on the characteristics of the problem. Although most important and challenging problems in life are ill-defined, most problems solving in schools involves well-defined problems.

Routine and non-routine problems. (Not in B.Ed. syllabus)
When a problem solver knows how to go about solving a problem, the problem is routine. For example, two-column multiplication problems, such as 25 x 12 = ___, are routine for most high school students because they know the procedure.
When a problem solver does not initially know how to go about solving a problem, the problem is non-routine.
For example, the following problem is nonroutine for most high-school students: “If the area covered by water lilies in a lake doubles every 24 hours, and the entire lake is covered in 60 days, how long does it take to cover half the lake?”
What makes problems either routine or non-routine depends on the knowledge of the problem solver because the same problem can be routine for one person and non-routine for another.
·         The goal of education is to prepare students for solving all types of problems.

TYPES OF PROBLEM SOLVING
Anderson (1988) suggested that there a two different types of problem-solving procedures used.
i. Novices
When one uses weak-methods or weak procedures for solving a problem it is of the type Novice problem solving.
ii. Experts
When one uses a combination of specific problem-solving methods and a series of compiled actions leading to solutions it is of the type Expert problem solving
PROBLEM SOLVING CYCLE
We engage in problem solving when we need to overcome obstacle in order to answer a question or to achieve a goal. If we can quickly retrieve an answer from memory, we do not have a problem. If we cannot retrieve an immediate answer, then we have a problem to be solved.
The steps of the problem solving cycle includes
1)      Problem identification,
2)      Problem definition,
3)      Strategy formulation,
4)      Organization of information,
5)      Allocation of resources,
6)      Monitoring
7)      Evaluation

1)       Problem identification.
Identifying a situation as problematic is sometimes a difficult step. We may fail to recognize that we have a goal, that our path to a goal is obstructed, or that the solution we had in our mind does not work.
2)       Problem definition and representation
Once we identify the existence of a problem, we still have to define and represent the problem well enough to understand how to solve it. The problem definition step is important because if we inaccurately define and represent the problem, we will not be able to solve it.
3)      Strategy formulation
 The next step is to plan a strategy for solving it. The strategy may involve
Analysis – breaking down the whole of a complex problem into manageable elements, and
Synthesis – putting together various elements to arrange them into something useful.
4)       Organization of information.
Once a strategy has been formulated, we are ready to organize the available information in a way that enables us to implement the strategy.
At this step, we organize the information strategically, finding a representation that best enables us to implement the strategy.
5)       Resource allocation
In addition to our other problems, most of us face the problem of having limited resources, including time, money, equipment, space and so on. Some problems require a lot of time and resources, whereas other problems require only few resources. Moreover, we need to know when to allocate which resources.
6)      Monitoring
Checking up on ourselves all along the way, to make sure that we are getting closer to our goal is called monitoring. If we are not in the right direction we have to change it.
7)      Evaluation
We have to evaluate our solution after we have finished. Through evaluation, new problems may come to light, and new resources may become available or existing ones may be used more efficiently.
Hence, the cycle is completed when it leads to new insights and begin anew.
Ø  Problem Solving Method (of Teaching)

            Learning of science is not merely acquisition of scientific facts.  By learning science, pupils are expected to have mastery of the product and process of science.  When the pupils are confronted with the problems of life, they should be able to solve them properly.   This ability is an outcome of learning science.  If science is taught by using this method, pupils will develop these traits.

Definition:
            1.  Problem solving method may be defined as a planned attack upon a difficulty for the purpose of finding a solution.  This involves reflective thinking for the purpose of arriving at rational conclusions relevant to the problem.
            2.  Problem-solving is a process of raising a problem in the minds of the students in such a way as to stimulate purposeful reflective thinking for arriving at a rational solution.

Phases in problem solving method
In the class room situation, problem solving can be viewed in two phases
            1.  a way of thinking and
            2.  a way of teaching

Stages in problem solving
            1.  Problem survey: Analysing a problem situation for details to be studied.
            2.  Problem description: Providing a clear statement of the problem to be studied.
            3.  Problem discussion: Making sure that the students understand what is involved in the                                                                                                                         problem
            4. Problem limitation: Isolating those parts of the problem that can be attacked                profitably.
            5.  Planning for action: Preparing suitable hypothesis for investigation.
            6.  Further analysis and limitation : Tentative testing of hypothesis to identify those                               most likely to yield a solution.

Steps involved in Problem-Solving Method
1.         Setting the problem
2.         Defining the problem
3.         Analysing the problem
4.         Collecting the data for all possible clues.
5.         Interpreting the data
6.         Formulation of tentative solution or hypothesis
7.         Selecting and testing the most likely hypothesis
8.         Drawing conclusions and making generalisations.
9.         Application of generalisation to new situations.

Merits
1.         Children get training in the art of problem solving in actual life situations.  This method inculcates  problem solving attitude.
2.         It helps thinking and reasoning power of the pupils.
3.         It develops the power of critical judgment as pupils have to think a lot, for arriving at correct solution of the problem through practice.
4.         It is also helpful in making the students resourceful and self reliant.
5.         Pupils have efficient opportunities to express themselves while discussions are going on.
6.         Pupil gets training in co-operation and fellow feeling.
7.         It inculcates the habit of open-mindedness and tolerance.
8.         ‘Learning by doing’ and ‘Learning by observing’ the concrete situations make the teaching-learning process more meaningful.
9.         The teacher-taught relationships are strengthened.  Teacher is a friend, philosopher and guide.
10.       The pupil gets valuable social experiences

Demerits
1.         It is difficult on the part of the teacher to organize the content of science according to needs of the pupils.
2.         It is a time consuming method.
3.         This method is not proper for immature pupils because they cannot follow and relevant material of science properly.
4.         Text books and written material on these lines are not easily available.
5.         There is dearth of trained and competent teachers who can put this method into practice.

Role of the Teacher
1.      Teacher should provide appropriate problematic situations.
2.      Thought provoking and interesting problems on topics to be taught are to be introduced to students.
3.      The teacher is a friend, philosopher and guide.
4.      He develops intimate, close and healthy relations with the students.  He understands and appreciates their problems and helps them to solve as an elder brother or father.
5.      He should learn with the students and should not claim to know everything.
6.      He should help the students in developing the character and the personality by allowing them to accept responsibilities and discharge them efficiently.
7.      He should provide democratic atmosphere in the class so that the pupils can express themselves fully without any fear of the teacher.
8.      He should be alert and active all the time to see that the method is running in its right lines.

9.      He should have initiative, enthusiasm for learning and should be well-experienced.


Note: Problem solving method should not be confused with the scientific method. Problem solving method is a teaching method which incorporates the principles of the scientific method. Scientific method is a method of finding truth in science; it is not a method of teaching.