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Chapter 3 Lesson 4 Maam Daph

This document discusses problem solving as a cognitive process aimed at achieving goals without initially knowing the solution method. It outlines various types of problems, approaches to problem solving, barriers to effective problem solving, and the role of creativity in the process. Additionally, it addresses the transfer of learning in problem solving, categorizing it into near and far transfer, positive and negative transfer, vertical and lateral transfer, and neutral transfer.

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8 views14 pages

Chapter 3 Lesson 4 Maam Daph

This document discusses problem solving as a cognitive process aimed at achieving goals without initially knowing the solution method. It outlines various types of problems, approaches to problem solving, barriers to effective problem solving, and the role of creativity in the process. Additionally, it addresses the transfer of learning in problem solving, categorizing it into near and far transfer, positive and negative transfer, vertical and lateral transfer, and neutral transfer.

Uploaded by

Rhone Daphne Oficial
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PROBLEM SOLVING

AND CREATIVITY
CHAPTER 3, LESSON 4
Problem solving refers to cognitive
processing directed at achieving a goal for
which the problem solver does not initially
know a solution method (mayer, 2013). This
definition consists of four major elements
(mayer, 1992;Mayer&wittrock, 2006)
TYPES OF PROBLEMS

Jonassen (1997) The problem tells you everything you need


to know to solve it or wether you need to work out for
yourself what you are supposed to do. Likewise, it tells you
wether or not there is only one answer or solution or there
are many solution
You also know that you are 100% right or wrong.
Nevertheless, there are Instances that you have everything
to know to solve the problem.
APPROACHES TO PROBLEM SOLVING

Several approaches have been advanced to explain the


problem-solving abilities of individuals (Anderson, 1996).
One is the behaviorist approach, reproducing a previous
behavior to solve a problem. A person faced with a
problem situation is likely to use the same solution
previously used and was effective in the past. To prepare
the garden before planting, pick mattock is traditionally
used because the Crop Science teacher told it so.
PROBLEM SOLVING CYCLE

Problem-solving is a complex process that involves


more than just a single skill. It is an overlapping
set of thinking skills, including logical thinking,
lateral thinking, synthesis, analysis, evaluation,
sequencing, decision-making, research, and
prediction (Teare, 2006). Additionally,
metacognitive thinking plays a crucial role in this
process.
BARRIERS TO PROBLEM SOLVING
Anderson (1996) listed some of these and they are as
follows.

1. Mental Set. The situation when the person


becomes fixated on the use of a strategy that
previously produced the right solution, but in the new
situation it is not the application. In metacognitive
thinking, this is conditional knowledge.
2. Functional fixedness. This is a phenomenon
when individuals fail to recognize that objects can
have other purposes, aside from the traditional
use they were made for.
3. Failure to distinguish relevant and
irrelevant information. This happens when a
situation arises during the analysis of a problem
when an individual cannot discern the relevant
information needed in planning the strategy to
CREATIVITY IN PROBLEM SOLVING

Plucker et al. (2004) define creativity as the


combination of ability, process, and environment
that results in a product that is both new and
useful within a social context. Ability includes traits
like openness to new ideas and flexible thinking,
and it can be developed through experience and
training.
STAGES OF THE CREATIVE PROCESS
TRANSFER OF LEARNING IN PROBLEM SOLVING
AND CREATIVITY
Problem solving is more effective when learners
can access declarative, procedural, and
conditional knowledge from long-term memory. If
the task requires specific solutions, mastering
algorithms makes problem solving easier.
However, for tasks needing creative thinking, prior
experience with similar problems can also lead to
successful solutions.
Transfers of learning are categorized into the following:
1. Near transfer and far transfer. When learners apply
their knowledge and skills in situations and contexts that
are very close to those in which the learning occurred, it is
near transfer. When learners perform a skill in a context
very much different from the context it was learned, it is far
transfer (Johnson, 1995).
2. Positive and negative transfer. When leaners can use
their prior knowledge or experience in solving a new
problem situation, it is a positive transfer. When the
previous learning or skill obstructs the acquisition of a new
skill or the solving of a problem, it is negative transfer.
3. Vertical transfer and lateral transfer. When
learners use their learning at a lower level to perform a
higher level of cognitive task, vertical transfer occurs. It is
the goal of the spiral progression in the K to 12
curriculum. When learners use the same skill to solve a
related but different problem of the comparable level of
difficulty after learning it, lateral transfer happens.
4. Neutral or zero transfer. This happens when past
learning or prior experience does not enhance or hinder
the acquisition of a new skill or in the solution of a
problem.
THANK YOU FOR YOU LISTENING!

REPORTERS:
JEANY A. DELA CRUZ
DARA ROJO DOQUEZ

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