ADEKUNLE AJASIN UNIVERSITY

AKUNGBA AKOKO

ONDO STATE

NAME: SHITTU SURAJUDEEN OLAREWAJU

MATRIC NO: 200227045

DEPARTMENT: EARLY CHILDHOOD EDUCATION

COURSE TITLE: TEACHING METHOD FOR PRIMARY SCHOOL

COURSE CODE: ECE302

QUESTION

DISCUSS PROBLEM SOLVING METHODS OF TEACHING. STATE THE

ADVANTAGES OF PROBLEM SOLVING METHODS AND DISADVANTAGES OF
PROBLEM SOLVING METHODS WITH REFERENCES.

LECTURER IN CHARGE

DR. V. A. AKINTOKE VICTOR

Problem Solving Method

Life is full of problems and man is able to solve them successfully only if he has proper
experience and the art of overcoming difficulties in life. This habit may be acquired from early
stages of education. As the child grows up he learns new methods of tackling problems. This
habit of making efforts and solving independently the various problems prove useful in learning
the various facts related with different curricular areas and also helps the child in solving actual
life problems at the later stage.

If we try to solve a problem with logic, then surely we reach some goal and solve the problem.
Solving the obstacles of the problem in a logical way and achieving a goal comes under
the problem solving method.

Definitions of Problem Solving Method

(i) According to Skinner, “Problem solving is the process of overcoming difficulties that hinder
the achievement of a goal."

(ii) According to John Dewey, "Problem solving is woven into the fabric of logical thinking. The
problem determines the goal and the goal controls the thinking process."

(iii) According to Risk, “Problem solving is a planned act with the aim of finding a satisfactory
solution to a difficulty or complexity. It does not involve mere gathering of facts or irrational
acceptance of the views of a scholar, but it is thoughtful thinking.” process."

It is clear from the above definitions that when a person deviates from the objectives or goals
based on knowledge facts, then a state of tension arises in him and this tension is reduced only
when its end comes in the form of a solution to that problem. In Levin's definition, the term place
of life has been used. Levin's place of life refers to the environment around a person. When any
difficulty arises in this area, then the problem arises in front of the person and the difficulties of
the problem motivate him to solve the problem. Reaching this solution state while trying is called
problem solving.

Criteria for problem selection

The problem should be intellectually challenging to children..

The problem should not be entirely unfamiliar to the learners it should be related to their
previous experience.

The problem should be related to a basic human activity.

The problem should have practical relevance.

The problem should have the potential to create interest among in the specific problem in
particular and problem solving in general.

The Process Adopted

In problem solving method a systematic and orderly process is adopted for carrying out the
teaching learning process. The process begins with the felt difficulty or problem. The student is
then made to think out all the possible situations of the confronted problem on the basis of what
does he know. Inability of finding out the solution with the help of his previous knowledge and
experiences makes him to engage in serious exploration with the help of self-study, mutual
discussion and independent practical work.

He tries to test one by one the possible alternatives and solutions of his problem and then by his
continuous efforts get success in finding out the best of this solution may be further verified on
the basis of its applicability and reliability in the solution of similar problems in other identical
situations.

Steps in Problem Solving

The problem solving method has the following steps-

1. Worry:- The first step of problem solving method is worry. In this stage, a situation is
presented to the students in such a way that they feel difficulty and worried about it and they also
realize that they will not be able to solve this difficulty through any predetermined method. In
such a situation they will try to solve this problem or situation in a difficult way. Will be
compelled to think rationally.

2. Definition:- In this second stage of problem solving method, the difficulty related to the
problem is defined and it is clearly explained. There are also small problems associated with
each problem. These problems are also explained in detail to the students and then the method to
solve them is also prescribed. This ends the second step of the problem solving method.

3. Solution Efforts:- The third stage of problem solving is the step of the efforts made to solve
the problem. In this, the facts related to the problem are studied, experimented and discussed. An
attempt is made to solve the problem by categorizing and analyzing them. Pre-determined
principles are also re-examined. During this, various types of tools and instruments etc. have to
be resorted to. If the size of the problem is very large, then an attempt is made to solve the
problem by dividing it into smaller parts.

4. Conjecture or Hypothesis:- In the third stage, the facts related to the solution of the problem
are collected, they are analyzed in this step. In this activity all the students of the class give their
support. A hypothesis is formulated about the problem solving and most of the questions that this
hypothesis has been put together corroborate it. He is given the final approval and it is
understood that only through this it is possible to solve the problem. This is called hypothesis.
After this an attempt is made to solve the problem through this hypothesis.

5. Evaluation:- In this last step of problem solving method, its veracity is tested again by reusing
the hypothesis created. To do this, the hypothesis is correlated with what has been learned and its
veracity is judged and tested on the basis of prior experiences. After this comes the decision
position and the problem is solved..

Keep in mind that out of these five steps, the first four steps are of the induction method and the
fifth and last step is of the subtraction method. These five verses are completely intertwined and
related to each other. They cannot be separated from each other.

MERITS

1. It serves as a preparation for adult life.

2. It develops the power of critical thinking.
3. It makes pupil active recipient of knowledge.
4. It develops values of tolerance and open mindedness.
5. It helps for the easy assimilation of knowledge.
6. It helps to establish harmonious relations between teacher and pupils.
DEMERITS

1. This method will become monotonous if used to frequently.

2. Less body activity
3. Lack of suitable references
4. Involves Lot Of Time
5. The problem solving method can easily lead to the selection of trivial and untimely
topics.
6. This is appropriate for developing cognitive competencies, but not for bringing about
affective changes.

Teacher's Place in Problem Solving Method

Due to this method being student-centred, more emphasis is placed on the individual work of the
students. For this reason, it is often a misconception that teachers have no special role in this
method. But this thinking is absolutely meaningless and not correct. In fact, the teacher is that
important link in the teaching process, in the absence of which it is not possible to complete the
teaching process. In this method also the teacher has an important place. It is the teacher who
effectively presents the problems to the students and creates such situations in which the student
is motivated and compelled to solve the problem. The teacher also has to take care at every step
that the interest of the students remains in it. The students also need the teacher's guidance while
collecting the material related to the problem.

In the absence of teacher's guidance, students collect unsuitable material which is not helpful in
solving the problem in any way. It is also the responsibility of the teacher to save the students
from jumping to conclusions too soon on the basis of guesses. The teacher has to completely
observe that the students are working in the right direction and if their direction is wrong then the
teacher has to guide the students. In short, step by step teacher's guidance is very essential for the
students. Therefore, it can be said that to think that there is no importance and role of teacher in
problem solving method is a misconception.
 REFERENCES
American Association for the Advancement of Science. (1993). Benchmarks for science literacy.
New York: Oxford University Press.
Anderson, J. (1995). Learning and Memory: An Integrated Approach. New York: Wiley.
Barrows, H. & Tamblyn, R. (1980). Problem-Based Learning: An Approach to Medical
Education. New York: Springer Publishing Company.
Beyer, B. (1984). Improving thinking skills--practical approaches. Phi Delta Kappan, 65, 556-
560.
Bintz, W.P. (1997). Exploring reading nightmares of middle and secondary school teachers.
Journal of Adolescent and Adult Literacy.
Bransford, J. & Stein, B. (1984). The IDEAL Problem Solver: A guide for improving thinking,
learning, and creativity. New York: W.H. Freeman.
DeBono, E. (1983). The direct teaching of thinking as a skill. Phi Delta Kappan, 64, 703-708.
Foshay, W.R. (1996). “What we know and don’t know about training for problem solving.” In
Instructional Technology: Past, Present, and Future. In G. Anglin (ed). Englewood, CO:
Libraries Unlimited.