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    Chapter 3 Lesson 4 ProfEd 3

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    Chapter 3 Lesson 4 ProfEd 3

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    64 views37 pages

    Chapter 3 Lesson 4 ProfEd 3

    Uploaded by

    jasminebueno delfin

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 37

    FACILITATING ?LEARNER-CENTERED ?

    TEACHING

    CHAPTER 3 | LESSON 4

    PROBLEM SOLVING AND


    CREATIVITY

    Presenters: Obdosantos, Earl Laurence M.


    Orbiso, Rio F.
    Learning Outcomes:
    • Identify the major elements of problem-solving.
    • Define different types of problem, approaches to problem solving,
    problem soving cycle , and barriers to problem solving.
    • Define creativity in problem solving, creative theories, and stages of
    creative process.
    • Understand transfer of learning in problem solving and
    creativity ,the types of transfer of learning, and transfer of learning
    theories.

    CHAPTER 3 | LESSON 4
    Problem Solving
    • A problem arises when there is a difference between where you are
    now and where you want to be.
    • A distinguishing feature of a problem is that there is a goal to be
    reached through some action on your part but how to get there is not
    immediately apparent.
    • There is an obstacle or a gap between where you are now and where
    you want to be.
    • It refers to cognitive processing directed at achieving a goal for which
    the problem solver does not initially know a solution method
    MAJOR ELEMENTS OF
    PROBLEM SOLVING
    Cognitive - Problem Solving

    • It occurs within the problem solver's cognitive


    system and can only be inferred indirectly from the
    problem solver's behavior (including biological
    changes, introspections, and actions during problem-
    solving).
    Process – Problem Solving

    • It involves mental computations in which some


    operation is applied to a mental representation,
    sometimes resulting in the creation of new mental
    representation.
    Directed – Problem Solving

    • It is aimed at achieving a goal.

    Personal - Problem Solving

    • It depends on the existing knowledge of the problem solver


    so that what is a problem for one problem solver may not be
    a problem for someone who already knows a solution
    method.
    TYPES
    OF
    PROBLEM
    WELL-DEFINED PROBLEM
    VS.
    ILL-DEFINED PROBLEM

    WELL-DEF INED PR OBLEM


    VS. ILL-DEFINED PR OBLEM

    • One that provides all the


    information required to solve it.
    • A problem requiring the
    • One that the initial state of the
    application of a definite number of
    problem is given but what the goal
    concepts, rules, and principles
    state looks like is not provided.
    being studied to a constrained
    problem situation.
    APPROACHES TO PROBLEM
    SOLVING
    Behaviorist Gestaltist
    Approach Approach
    • It emphasizes the role of insight in the
    • Reproducing a previous behavior to restructuring of a person's representation
    solve a problem of the problem.
    • Faced with a problem situation, a person • As the individual ponders upon how to
    is likely to use the same solution solve a problem, a flash of an idea comes
    previously used and was effective in the to mind which eventually provides the
    past. best solution to the problem.
    PROBLEM SOLVING CYCLE
    PROBLEM SOLVING CYCLE

    • Problem-solving is a complex process.


    • It is an overlapping of some thinking skills, as logical thinking, lateral
    thinking, synthesis, analysis, evaluation, sequencing, decision making,
    research, and prediction are likely to be involved.
    • Metacognitive thinking, creativity, and transfer of learning interplay in the
    process.
    Step 1 – Identify the problem and
    opportunities
    • Determining the causes of the problem is necessary to pinpoint the major
    cause to prioritize in resolving the problem.

    • Considering problems with a positive outlook serves as opportunities to do


    something creative.

    • When problems are treated as opportunities, the result is often an unexpected


    solution or invention.
    Step 2 - Define goals

    • Carefully define your goals in the problem situation.

    • Different goals often reflect differences in how people understand


    a problem.
    Step 3 – Explore Possible Opportunities

    • It involves looking back to your goals and finding possible


    strategies to solve the problem.

    • It entails the recall of procedural knowledge from long-term


    memory.

    • As you think of the alternative ways to solve the problem,


    ascertain that the chosen alternative fits the goal set.
    Ways to Solve a Problem

    1. Heuristic is a "rule of thumb, a mental shortcut that works for solving a problem,"
    especially those about decision-making tasks.
    • Random trial and error involves randomly selecting a legal
    move and applying it to create a new problem state and
    repeating that process until the goal state is reached.
    • Hill climbing involves selecting the legal move that moves the
    problem solver closer to the goal state.
    • The means-ends analysis involves creating goals and seeking
    moves that can accomplish the goal.
    Ways to Solve a Problem

    2. Algorithm is the use of a series of steps to solve a problem.

    • The elements of an algorithm include clarity of what is to be


    done, defined inputs, outputs, results, and preconditions.
    Step 4 – Anticipate Outcomes and Act

    • One must anticipate what will most likely be the outcomes.

    • The expectation is the solution to the problem.

    • Assured that the goal will be solved, the person acts or implements the
    planned strategy.
    Step 5 – Look Back and Learn

    • If the results give the correct answer, then the strategy used is good
    and effective.

    • If the answer is wrong, the person realizes the errors committed


    along the way.

    • Learning from the experience will make the person more careful
    next time a similar task is given.
    BARRIERS TO PROBLEM
    SOLVING
    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.

    2. Functional fixedness
    • A phenomenon when individuals fail to recognize that objects can have
    other purposes, aside from their traditional use of which they were
    made.

    3. Failure to distinguish relevant from irrelevant information


    • A situation that arises during the analysis of the problem when the
    individual cannot discern the relevant information needed in planning
    the strategy to solve a problem.
    CREATIVITY IN PROBLEM
    SOLVING
    CREATIVITY

    “The interaction among aptitude, process, and the environment by


    which an individual or group produces a perceptible product that is
    both novel and useful as defined within a social context.“ (Plucker et
    al.,2004)
    CREATIVITY THEORIES

    • Developmental Theory
    ⚬ Creativity develops over time (from potential to achievement).
    ⚬ It is mediated by an interaction of person and environment.
    • Cognitive Theory
    ⚬ Ideational thought processes are foundational to creative persons and
    accomplishment.
    ⚬ Individuals who discern remote association, good at divergent/convergent
    thinking and conceptual combination and metacognitive processes are likely to be
    more creative.
    CREATIVITY THEORIES

    3. Stage and Componential Process Theory


    • It points out that creative expression proceeds through a series of stages or
    components. The process can have linear and recursive elements.
    • It highlights the importance of preparation, incubation and insight, verification and
    evaluation in creative thinking.
    Creativity as Divergent Thinking
    ?(Guilford, 1967)
    • Fluency
    • The ability to produce a great number of ideas or problem solutions in a short
    period.
    • Flexibility
    • The ability to simultaneously propose a variety of approaches to a specific
    problem.
    • Originality
    • The ability to produce new, original ideas as well as product.
    • Elaboration
    • The ability to systematize and organize the details of an idea in one's head and
    carry it out.
    STAGES OF CREATIVE PROCESS

    • PREPARATION
    • It involves becoming passionate about an idea, which motivates you to gather
    materials (read, observe, compare).
    • INCUBATION
    • The person unconsciously continues to work on the idea, but there is no active attempt
    to solve the problem.
    • ILLUMINATION
    • The AHA Moment - a sudden idea pops out in the mind of the person.
    • VERIFICATION
    • It involves working with the idea into a form that can be tested and once proven, it
    could be communicated to others.
    TRANSFER OF LEARNING IN
    PROBLEM SOLVING AND
    CREATIVITY
    Transfer of Learning

    The phenomenon that past experiences in


    solving problems are carried over or
    utilized in solving new problems.
    TYPES OF TRANSFER OF
    LEARNING

    VERTICAL TRANSFER AND LATERAL TRANSFER

    • When the learners utilize their learning at a lower level to perform


    a higher level of cognitive task, vertical transfer occurs.
    • 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.
    TYPES OF TRANSFER OF
    LEARNING

    NEUTRAL OR ZERO TRANSFER

    • When past learning or prior experience does not enhance or hinder


    the acquisition of a new skill or in the solution of a problem.
    TRANSFER OF LEARNING THEORIES

    • Theory of Identical Elements 2. Theory of Generalization (Judd)


    (Thorndike) • Skills learned are transferrable
    • The quality of transfer depends to other situations.
    upon the identical elements that
    are common in both past and new
    situations.

    3. Theory of Configuration (Gestalt)


    • The role of perception in the transfer of learning
    is important.
    Classroom Implications of Cognitive Theories:?
    Problem Solving
    • Ask students if they understand the problem. Let them separate relevant from
    irrelevant information. Test their awareness of the assumptions.
    • Encourage attempts to see the problem from different angles. Suggest several
    different possibilities yourself, and then ask students to offer some.
    • Let students think; do not just hand them solutions. Offer individual problems
    as well as group problems.
    • Help students develop systematic ways of considering alternatives. Tell them
    to think out loud as they solve problems.
    • Teach heuristics. Encourage them to use analogies to solve problems.
    Classroom Implications of Cognitive Theories:?
    Problem Solving
    • Accept and encourage divergent thinking. Reinforce attempts at unusual
    solutions to problems, even if the final product is not perfect.
    • Tolerate dissent. Ask students to support dissenting opinions.
    • Encourage students to trust their judgment.
    • Emphasize that everyone is capable of creativity in some form.
    • Provide time, space, and materials to support creative projects.
    • Be a stimulus for creative thinking.
    Classroom Implications of Cognitive Theories:?
    Problem Solving
    • Capitalize on new technology. Have students use free apps to create visual
    maps of ideas and share their ideas with others.
    • Keep families informed about their child’s curriculum so they can support
    learning.
    • Give families ideas for how they might encourage their children to practice,
    extend, or apply to learn from school.
    • Show connections between learning in school and life outside of school.
    • Make families partners in practicing learning strategies.
    Thank you for
    Any concerns? Listening!!!

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