Week 13 Problem Solving
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The document discusses problem solving and transfer of learning. It describes the steps in problem solving as finding and framing problems, developing good problem-solving strategies, evaluating solutions, and rethinking problems over time. Common problem-solving strategies mentioned include subgoaling, algorithms, and heuristics. Transfer of learning refers to applying knowledge from one situation to another, and can be near or far, as well as low-road or high-road transfer. The document provides suggestions for teachers to help students with problem solving.
Week 13 Problem Solving
- 1. Week 13 Problem solving and Transfer of learning
- 2. Problem solving • It involves finding an appropriate way to attain a goal • For example, writing an assignment for Educational Psychology class (a task) that requires students to find ways (solutions) to complete the assignment – Ways could be; 1) Find references, 2) Divide task into subtasks for each group members etc.
- 3. Steps in Problem Solving 1. Find and frame problems 2. Develop good problem-solving strategies 3. Evaluate solutions 4. Rethink and redefine problems and solutions over time
- 4. 1) Find and frame problems • Recognize or identify problem (s) • Explore and refine problem (s)
- 5. 2) Develop good problem-solving strategies • Strategies relate to using specific approach to solve problem (s) • Some of the strategies: – Subgoaling – Algorithms – Heuristics • Mean-end analysis (Difference reduction)
- 6. • Subgoaling – Involves setting intermediate goals to help individuals to reach final goal or solution – For example, you goal is to get the highest mark in educational psychology class. Subgoals are to get the highest mark in mid term, assignments etc. • Algorithms – Strategies that guarantee a solution to a problem. Such as using formulas, following instructions etc. • Heuristics – end analysis or called as difference reduction • Identifies problems • Assess current situation • Evaluates what need to be done
- 7. 3) Evaluate solutions • Have a clear criterion in mind for the effectiveness of solution • For example, it is good to know how your lecturer evaluate your assignment in terms of the criterion or things he or she emphasizes in marking your assignment
- 8. 4) Rethink and redefine problems • It involves continuous rethinking and redefining problems and solutions over time • For example, if you get a good mark based on using certain strategies, will you use the same strategies for other subjects too?
- 9. Obstacles to solving problems Fixation • It involves using a prior strategy and failing to look at a problem from a new perspective • Types of fixation: – Functional fixedness – Mental set
- 10. • Functional fixedness – A type of fixation in which an individual fails to solve a problem because he or she views the elements involved solely in terms of their usual functions – For example, to hammer a thumb tack, Ali tries to find a hammer (a specific tool). If he does not able to find one, he will try later on.
- 11. • Mental set – A type of fixation in which an individual tries to solve a problem in a particular way that has worked in the past – For example, a teacher keep on using OHP slides instead of power point slides to teach even though he is provided with a lap top
- 12. Lack of motivation & persistence • Students should be internally motivated and persist at finding a solution • Great problem-solving abilities do not matter much if students are not motivated to use them (Pintrich, 2000)
- 13. Inadequate emotional control • Emotion can restrict or facilitate problem-solving (Santrock, 2006) • Good problem solvers are often able to control their emotions and concentrate on a solution to a problem (Baron & Harackiewics, 2001)
- 14. Suggestions for teachers • Give students opportunities to solve real-life problems • Monitor students’ effective and ineffective problem-solving strategies • Involve parents in children’s problem solving • Use technology effectively
- 15. Transfer of learning • Transfer occurs when a person applies previous experience and knowledge to learning or problem solving in a new situation (Gentile, 2000) • In short, it relates to making connection between what you learn in school and how it applies beyond school
- 16. Transfer Situational Effort Near Far Low-road High-road
- 17. Near transfer • It occurs when the situations are similar • For example, a math teacher instructs students in how to prove a trigonometric formula, and then gives the students a problem to be solved using the same formula
- 18. Far transfer • It occurs when the application situation is different from the one in which the actual learning took place • For example, a student applies what he has learned in trigonometry class while doing a practicum in an architect’s firm
- 19. Low-road • It occurs when previous learning automatically, often unconsciously transfers to another situation • For example, when a competent reader encounters new sentences in their native language, they read them automatically
- 20. High-road • It occurs when individuals consciously establish connections between what they have learned in a previous situation and the new situation • For example, you have learned about classical conditioning in class. When you want to condition a desirable behavior on your students, you follow the steps involve in classical conditioning to shape the behavior
- 21. Division of high-road transfer • Forward-reaching transfer – It occurs when students think about how they can apply what they have learned in a new situation • Backward-reaching transfer – It occurs when students look back to a previous situation for information that will help them to solve problem in a new contact