Examples of Problem Solving
Problem solving is such a critical skill that it is difficult to imagine an authentic situation in which learners would not be practicing it. Settling disputes on the playground, working through a disagreement with a friend, arguing with a teacher over a mark or with parents over a curfew, are the kinds of problems learners must solve in their everyday life. In any kind of complex activity or project, there are also countless problems to be addressed, such as issues with ICT, irresponsible group members, inadequate materials, and so forth.
Some projects, however, are built around the solving of big, important problems, often connected in some way to the community. In the Project Plan, Go-Go Gadget: Invent a Machine, learners identify work they want to perform, and invent a labour-saving machine to do the job. To help learners improve their problem-solving skills during this project, a teacher could offer mini-lessons on brainstorming, using drawing software to represent a problem, or modelling how to explain thinking processes to others.
In a project about litter Senior Phase learners turn litter into treasure as they divert materials from the waste stream and turn it into attractive merchandise they sell at a holiday business fair. Solving this problem requires the collection and analysis of data as well as creative thinking. A teacher could provide learners with explicit guidelines in the use of databases, the generation of numerous alternatives, and creatively thinking of uncommon uses for common waste materials.
In another project high-school learners also address the topic of the environment when they engage in the entire process of making new material from waste, as they turn biodegradable garbage into the gardener's "black gold" or rich compost. In this project, learners have the opportunity to practice problem solving as they compete to get organic material to decompose rather than rot. They sell compost for a classroom fundraiser. By having learners stop periodically and reflect on the problems they have encountered and how they addressed them, teachers can support the transfer of skills used in one context to other similar situations.
References
ERIC Development Team. (1999). Reflective thought, critical thinking. ED 436 007. Washington, DC: USDE.
Facione, P. A. (1998). Critical thinking: What it is and why it counts. Santa Clara, CA; OERI, 1998. www.insightassessment.com/pdf_files/what&why2006.pdf* (PDF; 22 pages)
Huitt, W. (1998). Critical thinking: An overview. Valdosta, GA: Valdosta State University. http://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.html*
Langer, E. J. (1989). Mindfulness. New York: Merloyd Lawrence.
Wegerif, R. (2002). Literature review in thinking skills, technology, and learning. Bristol, England: NESTA, 2002. www.nestafuturelab.org/research/reviews/ts01.htm*
Wilson, J. W.; M. L. Fernandez,; & N. Hadaway. (1993). Research ideas for the classroom: High school mathematics. New York: MacMillan. http://jwilson.coe.uga.edu/emt725/PSsyn/PSsyn.html*
