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.
