Problems are situations with no obvious
solution, and solving problems requires thinking and learning in action.
Problem solving “involves initiating, usually on the basis of hunches or
feelings, experimental interactions with the environment to clarify the nature
of a problem and potential solutions”, so that the problem-solver “can learn
more […] about the nature of the problem and the effectiveness of their
strategies”, “modify their behaviour and launch a further round of experimental
interactions with the environment” (Raven, 2000, p. 54).
[…]
In most problems that students practice in
class or when studying for an exam, the information needed to solve the problem
is provided at the outset. By contrast, solving real-life problems often
requires identifying the pieces of information available in the
environment/context that would be most useful for solving the problem.
[…]
All teachers can create opportunities to
develop problem-solving competence. For instance, thinking habits, such as
careful observation, awareness about one’s working process, or critical
self-evaluation, can be instilled in students … Because the skills and
dispositions that underpin successful problem solving in real life are not specific
to particular subjects, students who learn to master them in several curricular
contexts will be better equipped to use them outside of school as well.
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