NAME MUHAMMAD YAR KHAN BAZAI

F/NAME MUNEER AHMED BAZAI

SEMESTER 1ST
DEPARTMENT [Link](1.5)
PURPUSE ASSIGNMENT
Teaching problem-solving skills
Many instructors in engineering, math and science have students solve “problems”. But are
their students solving true problems or mere exercises? The former stresses critical thinking
and decision-making skills whereas the latter requires only the application of previously learned
procedures. True problem solving is the process of applying a method – not known in advance –
to a problem that is subject to a specific set of conditions and that the problem solver has not
seen before, in order to obtain a satisfactory solution.
Below you will find some basic principles for teaching problem solving and one model to
implement in your classroom teaching.
Principles for teaching problem solving
 Model a useful problem-solving method. Problem solving can be difficult and
sometimes tedious. Show students by your example how to be patient and persistent
and how to follow a structured method, such as Woods’ model described here.
Articulate your method as you use it so students see the connections.
 Teach within a specific context. Teach problem-solving skills in the context in which
they will be used (e.g., mole fraction calculations in a chemistry course). Use real-life
problems in explanations, examples, and exams. Do not teach problem solving as an
independent, abstract skill.
 Help students understand the problem. In order to solve problems, students need to
define the end goal. This step is crucial to successful learning of problem-solving skills. If
you succeed at helping students answer the questions “what?” and “why?”, finding the
answer to “how?” will be easier.
 Take enough time. When planning a lecture/tutorial, budget enough time for:
understanding the problem and defining the goal, both individually and as a class;
dealing with questions from you and your students; making, finding, and fixing mistakes;
and solving entire problems in a single session.
 Ask questions and make suggestions. Ask students to predict “what would happen if …”
or explain why something happened. This will help them to develop analytical and
deductive thinking skills. Also, ask questions and make suggestions about strategies to
encourage students to reflect on the problem-solving strategies that they use.
 Link errors to misconceptions. Use errors as evidence of misconceptions, not
carelessness or random guessing. Make an effort to isolate the misconception and
correct it, then teach students to do this by themselves. We can all learn from mistakes.
Woods’ problem-solving model
1. Define the problem
o The system. Have students identify the system under study (e.g., a metal bridge
subject to certain forces) by interpreting the information provided in the
problem statement. Drawing a diagram is a great way to do this.
o Known(s) and concepts. List what is known about the problem, and identify the
knowledge needed to understand (and eventually) solve it.
o Unknown(s). Once you have a list of knowns, identifying the unknown(s)
becomes simpler. One unknown is generally the answer to the problem, but
there may be other unknowns. Be sure that students understand what they are
expected to find.
o Units and symbols. One key aspect in problem solving is teaching students how
to select, interpret, and use units and symbols. Emphasize the use of units
whenever applicable. Develop a habit of using appropriate units and symbols
yourself at all times.
o Constraints. All problems have some stated or implied constraints. Teach
students to look for the words only, must, neglect, or assume to help identify the
constraints.
o Criteria for success. Help students to consider from the beginning what a logical
type of answer would be. What characteristics will it possess? For example, a
quantitative problem will require an answer in some form of numerical units
(e.g., $/kg product, square cm, etc.) while an optimization problem requires an
answer in the form of either a numerical maximum or minimum.
2. Think about it
o “Let it simmer”. Use this stage to ponder the problem. Ideally, students will
develop a mental image of the problem at hand during this stage.
o Identify specific pieces of knowledge. Students need to determine by
themselves the required background knowledge from illustrations, examples and
problems covered in the course.
o Collect information. Encourage students to collect pertinent information such as
conversion factors, constants, and tables needed to solve the problem.
3. Plan a solution
o Consider possible strategies. Often, the type of solution will be determined by
the type of problem. Some common problem-solving strategies are: compute;
 simplify; use an equation; make a model, diagram, table, or chart; or work
backwards.
o Choose the best strategy. Help students to choose the best strategy by
reminding them again what they are required to find or calculate.
4. Carry out the plan
o Be patient. Most problems are not solved quickly or on the first attempt. In
other cases, executing the solution may be the easiest step.
o Be persistent. If a plan does not work immediately, do not let students get
discouraged. Encourage them to try a different strategy and keep trying.
5. Look back
Encourage students to reflect. Once a solution has been reached, students should ask
themselves the following questions:
o Does the answer make sense?
o Does it fit with the criteria established in step 1?
o Did I answer the question(s)?
o What did I learn by doing this?
o Could I have done the problem another way?