Problem-solving methods during the learning process

When researching problem-solving methods during the learning process, I found a brief article in the Encyclopedia of Applied Developmental Science in the Encyclopedias from Sage database. This article discussed Robert Sternberg's "...triarchic theory of human intelligence that can be adopted in classrooms to teach problem solving encompassing three types of problems encountered in daily lives: analytical, creative, and practical" (Shook Cheong, 2004).


Shook Cheong states that applying the triarchic model in the classroom can "...help ensure that students are prepared for the complex problem-solving tasks that will be required in the 21st century" (Shook Cheong, 2004). However, she provides vague information at best regarding how this is done. The limited information she provides about the three types of problems certainly whets the appetite. "Analytical problem solving requires students to analyze, evaluate, compare and contrast, judge, and critique" (Shook Cheong, 2004). "...Creative problem solving...requires students to create, invent, discuss, imagine and hypothesize. Creative problem solving is important to success in a changing, unpredicatble, and challenging world" (Shook Cheong, 2004). "...In practical problem solving, [learners] are required to use, apply, transfer, and implement these skills to problems encountered in daily living" (Shook Cheong, 2004). To become more familiar with this model, it is recommended that further reading of Robert Sternberg's material be done. Specifically, he has co-authored with W.M. Williams, a text entitled Intelligence, Instruction and Assessment. In this text, Sternberg and Williams discuss applying this theory in the classroom.


It was also through Shook Cheong's article that I was introduced to the concept of problem-based learning (PBL). I found what little she shared on this subject to be intriguing as well. She states, "In PBL, teachers and students integrate concepts and skills from one or more subjects while investigating a problem. PBL engages students in developing long-term projects. PBL also develops social and intrapersonal skills through collaborative and cooperative work" (Shook Cheong, 2004).


I decided to look for more specifics regarding PBL, and I came across an interesting website that is a knowledge base of instructional design theories and models. Unfortunately, the author of this site does not identify him/herself very well. I was able to determine that the indivdual has, or perhaps had, some association with Penn State University, but was unable to locate anything on their site regarding "Hsiuwei." Nevertheless, this knowledge base has a module on problem-based learning which outlines the PBL cycle:

• problem scenario
• identify facts
• generate hypotheses
• id knowledge deficiencies
• apply new knowledge
• abstraction

If you click on the "concept map" link at the top of the page, it takes you to a nice flowchart of these stages, and provides a little more detail about each. "PBL is well suited to helping students become active learners because it situates learning in real-world problems and makes students responsible for their learning. It has a dual emphasis on helping learners develop strategies and construct knowledge (Hmelo-Silver, 2004)" (Hsiuwei, 2007). There are 5 goals to PBL:

1. Constructing Extensive and Flexible Knowledge
2. Developing Effective Problem-Solving Skills
3. Developing Self-Directed Learner (SDL) Skills
4. Becoming Effective Collaborators
5. Becoming Intrinsically Motivated

With respect to problem-solving skills, "one indicator of effective problem-solving skills is the ability to transfer reasoning strategies to new problems. Although research on the influence of PBL on strategy transfer is limited, it does provide some evidence that students in PBL learn problem-solving and reasoning strategies that are transferable to new problems (Hmelo-Silver, 2004)" (Hsiuwei, 2007).

I find these two theories, the triarchic model and problem-based learning (PBL), to be interesting because they identify various types of problem-solving methods during the learning process that warrant further study.


REFERENCES:

Hsiuwei. (2007, April 22). Problem-based learning. Knowledge Base of Instructional Design Theories and Models. Retrieved January 17, 2010, from http://www.personal.psu.edu/hoh5021/kb/pbl.htm

Shook Cheong, Agnes Chang. (2004). Problem Solving. Encyclopedia of Applied Developmental Science. SAGE Publications. Retrieved January 17, 2010, from
http://www.sage-ereference.com/applieddevscience/Article_n338.html