According to Dewey (1938) Science education in schools is aimed at providing the knowledge of

surrounding science, developing curiosity, scientific attitude and thinking skills. However, in
terms of pedagogy, teaching science is limited in achieving the aim of providing knowledge,
while the other aims require the use of methods for experiencing through hands-on activities,
experimentation, etc. However, such activities are used as a supportive to the curriculum and are
largely teacher guided for learning that takes away the possibility of developing thinking skills of
children. Hence, this academic essay will discuss the impact of using problem solving methods
in enhancing learners understanding of scientific concepts.

The present project with children is a methodology that enables science learning from hands-on
activities and practical experiencing that can take naturally and is not teacher-directed or have
planned curriculum. It uses science based toys that are exciting for children and can be made
from simple and easily available materials and work on science principles that one can
experience practically (Barrows & Tamblyn, 1980). The idea is not to teach them the science
behind toys but how things naturally motivate the child to know science relating it and how
curriculum shapes by itself, simultaneously developing range of skills.

For example, a well-known toy phone can be made from paper cups, a straw flute showing how
sound is produced, a balloon car or a spinning straw that works on Newton’s third law of motion,
a fountain from plastic bottle and straws working on air and water pressures, a periscope form
pencil box showing reflection of light, a simple DC motor and so on (Lazear, 1991). In the
present methodology, children are not instructed to make the toy models, but are allowed to do it
independently through books/manuals gradually putting their own ideas. Rather teaching or
motivating thinking as in a constructivist perspective, it helps learning through the natural
thinking that occurs when one faces a problem (Lazear, 1991).

Making models is a process of working and reworking to make it better and better. Solving of
problems in tasks asks to understand various science concepts in a conscious way. For eg: a
balloon car may not run due to reasons like no smooth air flow, that help to discover that air
provides the push that can further be framed in an organized way. It also asks to think on friction,
surface-tension of balloon, behavior of air, pressure, effect of mass, etc. in order to make it better
faster (Lazear, 1991). A single toy can cover concepts that are otherwise taught in separate

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lessons throughout the year. Problem-solving thus can be one of the important methods for
science learning.

Lazear (1991) explained that, Children use chart, write down problems, reasons, solutions, that
reflect on the science learning taking place. Books on science then become meaningful and
useful that finally structures their thinking. It helps cognitive development of children and solves
many of the pedagogic problems such as application of knowledge, integration of theory and
practice, etc. It is a process from experiencing to organized form of knowledge, rather finding a
method to provide the organized knowledge.

Science accounts to one of the important subjects in school education. However, recently the
traditional teaching methods are challenged for their inability to foster critical thinking, cognitive
skills and a holistic learning environment among children. Apart from knowing of facts the
subject is expected to develop science process skills where children observe, measure, classify,
process information, interpret, think on solving problems, formulate conclusions, etc. A problem-
solving method as the name suggests is a method where children learn by working on problems.
This model enables the student to learn new knowledge by facing the problems to be solved,
instead of burdened contents (Duffy & Cunningham, 1996).

Many researchers have shown the effectiveness of problem-solving methods in science learning
and process skills. According to the study by both problems solving and traditional teaching
methods have positive effect on students’ achievement. But problem solving method is more
effective than traditional teaching methods. It developed students’ scientific process skills.
Studies by have shown that, in classes where the teacher adopted the problem-solving approach,
there was increased use of brainstorming, an increase in time allotted to defining, sharing and
presenting the problem, as well as more student-selected research questions and student-designed
investigations (Duffy & Cunningham, 1996).

In spite of its identified advantages it is not a regular practice in schools. The methods under this
approach are still teacher dependent who is responsible to present problems as per the curriculum
needs and facilitate it towards a specific learning. It is time-consuming, requires rich material
and asks teachers to change their teaching styles (Duffy & Cunningham, 1996). The present
practice shows how the advantages of the approach can be achieved without the teacher or the

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curriculum being solely responsible to direct the problem-solving process and how it can be
achieved in a free environment for children at their primary learning stage.

To learn problem solving is to learn how to learn. The most convenient approach with regard to
reaching this aim in teaching and learning environments is the problem-based learning taken part
in active learning. The basis of problem-based learning is rooted in Dewey’s “learning by doing
and experiencing” principle (Dewey, 1938). The problembased learning is an active learning
which enables the student to become aware of and determine his/her problem solving ability and
learning needs, to learn to learn, to be able to make knowledge operative and to perform group
works “in the face of real life problems”.

Today, the problem-based learning model is used in pre-clinic classes within medical faculties
of many universities such as the Harvard University, New Mexico University and McMaster
University. This teaching model is put into practice in medical faculties of the Hacettepe
University, Ankara University, Dokuz Eylül University and Pamukkale University in Turkey. In
addition to medical faculties, the problem-based learning model is also implemented in other
educational institutions comprised of fields like natural sciences, engineering and law (Duch &
Groh, 2001).

The problem-based learning is a learning model which centers on student, develops active
learning, problem-solving skills and field knowledge, and is based on understanding and
problemsolving. In the classrooms where problem-based learning model is used, learners take
much more responsibility for their own learning progressively. They have become more
independent from their teachers gradually (Duch & Groh, 2001).

In conclusion, The method is an attempt to make science learning an active process for the child
where he is himself responsible for his learning. Learning need not depend on the teacher who
generally has the sole responsibility of learning. Many researchers have found the benefits of a
child-directed learning compared to the teacher-directed. However we haven’t been yet
successful to develop a method that can be implemented on a large scale and can replace the
traditional practices. Many times the methods of teaching though are effective cannot be
implemented at large scales due to their complex models and high degree of skills it asks on the
part of the teacher.

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 REFERENCES

Barrows, H. & Tamblyn, R. (1980). Problem Based Learning an Approach to Medical

Education. New York: Springer.

Dewey, J. (1938). Experience and Education. New York: Touchstone Kappa Delta Pi

Duch, B. & Groh, S. E. (2001). The Power of Problem Based Learning. Virginia: Stylus

Publishing.

Duffy, T.M. & Cunningham, D.J. (1996). Constructivisim Implications for the Design and

Delivery of Instruction. New York:Simon & Schuster Macmillan,

Lazear, D. (1991). Seven Ways of Knowing Teaching for Multiple Intelligences. Palantine:

Skylight Publishing Inc.

Tobin, K. (Editör). (1993). the Practice of Constructivism in Science Education. Hillsdale, NJ:

Lawrence Erlbaum.

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