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The document discusses the problem solving method in social science education. It begins by introducing key proponents of this method such as Socrates, Comenius, Pastalozzi, and John Dewey. The problem solving method requires learners to solve problems by making use of their previous knowledge. Four key steps in the problem solving process are outlined: 1) awareness of the problem, 2) data gathering, 3) hypothesis formation, and 4) hypothesis testing. Some advantages include preparing students for adult life, developing critical thinking skills, and making learning more active. However, limitations include the risk of trivial or emotional issues being selected and its limited ability to bring about effective changes.

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69 views6 pages

Online Assignment

The document discusses the problem solving method in social science education. It begins by introducing key proponents of this method such as Socrates, Comenius, Pastalozzi, and John Dewey. The problem solving method requires learners to solve problems by making use of their previous knowledge. Four key steps in the problem solving process are outlined: 1) awareness of the problem, 2) data gathering, 3) hypothesis formation, and 4) hypothesis testing. Some advantages include preparing students for adult life, developing critical thinking skills, and making learning more active. However, limitations include the risk of trivial or emotional issues being selected and its limited ability to bring about effective changes.

Uploaded by

mihira
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Fathima memorial training college

pallimukku, kollam

SAKHI RAMESH
B.Ed Social Science
Candidate Code:
16914352030

TOPIC
PROBLEM
SOLVING
METHOD

ONLINE ASSIGNMENT
EDU 09:10 THEORETICAL BASE OF SOCIAL
SCIENCE EDUCATION-II

Submitted To

Submitted To

Mrs. SINI

Sakhi Ramesh

B.Ed

Social

Science

INTRODUCTION
Socrates was one of its proponents as well as Comenius
Pastalozzi and John Dewey.In this method the learner is required
to solve a problem making use of his previous knowledge.
Problem solving can be defined as an organised attack upon a
puzzling situation in which a person makes use of his cognitive
competencies to find a suitable and satisfying solution.
According to Dewey, The problem fixes the end of thought and
the end controls the process of thinking
Essentially the problem solving approach to learning in
social science is one of training children in the technique of
discovery. It is more than learning the formalized procedures for
the solution of problems, and also more than analytical thinking
that characteristically proceeds one step at a time, it involves
intuitive thinking as well. It is learning to utilize conceptually
adequate modes of thought. It aims at mastering competencies
for predictive reasoning and for manipulating knowledge which,
in turn would help in tackling new tasks. It is, in short,
developing a style of problem solving that will serve for solving
most of the difficulties encountered in life. The hypothesis on
which it is based is this. By generalising what they have learned
about the solving of intellectual problem in social science,
children can solve their problems of life efficiently and
effectively.
It is on the mental solution reached rather than on a
practical accomplishment. The major purpose of the problem
solving method, as it is used in school, is to afford training for
the pupil and not to arrive at solutions for the problems
concerned as such. At the same time, the process of solving

problems will presumably have some effect upon the opinion


and future attitudes of the pupils. In problem solving approach
the role of the teacher is quite different. He is now a guide or
coach or rather a facilitator. Classrooms should resemble
workshops rather lecture halls.

STEPS INVOLVED
Richard gross and Frederick McDonald suggested four steps:
1. An awareness of the problem which is personal in
character ie the problem solver is disturbed by a given
situation.
2. The data gathering phase, in which the solver familiarizes
himselfwith the task to be tackled.
3. Hypothesis: formation stage.
4. Hypothesis testing stage.
ADVANTAGES
1.
2.
3.
4.
5.
6.

Serves as a preparation for adult life.


Develops the power for critical thinking.
Makes people active recipients of knowledge.
Develops value of tolerance and open mindedness.
Helps for easy assimilation of knowledge.
Helps to establish harmonious relation between teacher
and pupil.

LIMITATIONS
1. Method will become monotonous when used too
frequently.
2. This method can easily lead to the selection of trivial and
untimely issues and in some instances to those that
generate more feeling and emotion than thought.
3. Appropriate for developing cognitive competencies, but
not for bringing about effective changes.

Problem solving approach is also known as inquiry or


discovery approach. Jerome S Bruner claims 4 advantages.
1. Increase childs intellectual potency.
2. Shifts the emphasis of learning from extrinsic to intrinsic
reward.
3. Produces an increased comprehension of the heuristics of
discovery.
4. It becomes a useful memory aid in which learner learns to
organize material so that it can be retrieved rather than
merely stored.

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