JSS MAHAVIDYAPEETHA

JSS INSTITUTE OF EDUCATION (B.Ed.), COLLEGE

SAKALESHPUR, HASSAN

TOPIC
UNDERSTANDING DISCIPLINE AND
PEDOGOGY: ENGLISH

Assignment On

“PROBLEM SOLVING IN TEACHING AND

LEARNING LANGUAGE”

Submitted By

Mr. Tharun kumar M K

(Reg.No:ED2116 )
 CONTENTS

SL.NO TITLES PAGE.NO

1 INTRODUCTION 3

2 MEANING AND DEFINITION 4-5

3 CHARACTERISTICS OF PROBLEM SOLVING 6

4 OBJECTIVES 6

5 STEPS OF PROBMEL SOLVING 7-8

6 APPROACHEING A PROBLEM 9-11

7 TECHNIQUES USED IN PROBLEM SOLVING 12

METHOD

8 TEACHER ROLE IN PROBLEM SOLVING 13-14

9 ADVANTAGES 15-16

10 DISADVANTAGES 17-18

11 SUGGESTION 18

12 CONCLUSION 19

13 REFERENCE 20

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 1. INTRODUCTION

Problem-solving skills are necessary in all areas of life, and classroom problem solving
activities can be a great way to get students prepped and ready to solve real problems in real
life scenarios. Whether in school, work or in their social relationships, the ability to critically
analyze a problem, map out all its elements and then prepare a workable solution is one of the
most valuable skills one can acquire in life.

Educating your students about problem solving skills from an early age in school can be
facilitated through classroom problem solving activities. Such endeavors encourage cognitive
as well as social development, and can equip students with the tools they’ll need to address
and solve problems throughout the rest of their lives.

Problem solving is an instructional method or technique where by the teacher and pupils
attempt in a conscious, planned and purposeful effort to arrive of some explanation or
solution to some educationally significant difficulty for the purpose of finding a solution.
Students are presented with problems which require them to find either a scientific or
technological solution. It is a student-centered strategy which require students to become
active participants in the learning process.

Problem solving is a process to choose and use the effective and beneficial tool and
behaviours among the different potentialities to reach the target. It contains scientific method,
critical thinking, taking decision, examining and reflective thinking. This method is used in
the process of solving a problem to generalize or to make synthesis.

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 2. MEANING AND DEFINITIONS

LEARNING

Learning, in psychology, the process by which a relatively lasting change in potential

behaviour occurs because of practice or experience. Learning is also a process of acquiring
modifications in existing knowledge, skills, habits, or tendencies through experience,
practice, or exercise.

Gates and others “Learning is the modification of behaviour through experience.”

Henry, P smith “Learning is the acquisition of new behaviour or strengthening or
weakening of old behaviour as a result of experience”.
Crow and Crow “Learning is the acquisition of habits, knowledge and attitudes. It
involves new ways of doing things, and it operates in an individual’s attempt to
overcome obstacles or to adjust to new situations.”
Skinner “Learning is the process of progressive behaviour adaptation.”
Munn “To learn is to modify behaviour and experience.”

PROBLEM SOLVING

A systematic approach to defining the problem and creating a vast number of possible
solutions without judging these solution. “Problem solving is a cognitive processing directed
at achieving a goal where no solution method is obvious to the problem solver”.

Yokam & Simpson define it as “A problem occurs in a situation in which a felt

difficulty to act is realized. It is a difficult to clearly present and recognized by thinker.”

According to Gates “ A problem exists for an individual when he has a definite goal
he cannot reach by the behaviour pattern which he already has available”.

According to S.B.Maheswary and M.N.Singh “Problem solving is planned attack on

difficulty for finding out satisfactory solution.”

According to skinner, Problem solving is a process of overcoming difficulties that

appears to interfere. In a problem solving the entire subject matter is organized in such a
manner that it can be dealt with through the problems identified during the study. Also The
problem solving is a process of overcoming difficulties that appears to interfere with the
attainment of goal. It is a procedure of making adjustment in spite of interferences.

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 A problem is a task for which Problem–solving may be a purely mental difficulty or it
may be physical and involve manipulation of data. , the person confronting it wants or needs
to find a solution because the person has no readily available procedure for finding the
solution. The person must make an attempt to find a solution. Problem solving is the act of
defining a problem; determining the cause of the problem; identifying, prioritizing and
selecting alternatives for a solution; and implementing a solution.

In a problem solving method, children learn by working on problems. This enables the
students to learn new knowledge by facing the problems to be solved. The students are
expected to observe, understand, analyze, interpret find solutions, and perform applications
that lead to a holistic understanding of the concept. This method develops scientific process
skills. This method helps in developing brainstorming approach to learning concepts.

Problem-solving is a process—an ongoing activity in which we take what we know to

discover what we don’t know. It involves overcoming obstacles by generating hypo-theses,
testing those predictions, and arriving at satisfactory solutions.

Problem-solving involves three basic functions:

1) Seeking information
2) Generating new knowledge
3) Making decisions

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 3. CHARACTERISTICS OF PROBLEM SOLVING IN A
LEARINING

Any problem posed before the learners should possess the following characteristics if it
has to be educationally valuable. Such problems should be:

Clear and definite.

Challenging and hence interest generating.
Suitable to the age, needs and physical & mental capability of pupils.
Related to actual life situations.
Understandable to the learners who face it.
Thought provoking.
Corrected to the existing knowledge of the learners.
Worthwhile and of practical value.
Workable with the resources available.
Feasible within the time available

4. OBJECTIVE OF PROBLEM SOLVING

The specific objectives of problem solving in science are :

Willingness to try problems and improve their perseverance when solving problems.
Improve pupils’ self-concepts with respect to the abilities to solve problems.
Make pupils aware of the problem-solving strategies.
Make pupils aware of the value of approaching problems in a systematic manner.
Make pupils aware that many problems can be solved in more than one way.
Improve pupils’ abilities to select appropriate solution strategies.
Improve pupils’ abilities to implement solution strategies accurately.
Improve pupils’ abilities to get more correct answers to problems
The appreciation of the existence of a problems and a desire to solve it
The accumulation of the facts and data which are pertinent to the problem.
Logical interpretation of the data supported by adequate valid experience.

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5. STEPS OF PROBLEM SOLVING METHOD

Here is a five-stage model that most students can easily memorize and put into action and
which has direct applications to many areas of the curriculum as well as everyday life:

A. Understand the problem. It's important that students understand the nature of a
problem and its related goals. Encourage students to frame a problem in their own
words.
B. Describe any barriers. Students need to be aware of any barriers or constraints that
may be preventing them from achieving their goal. In short, what is creating the
problem? Encouraging students to verbalize these impediments is always an important
step.
C. Identify various solutions. After the nature and parameters of a problem are
understood, students will need to select one or more appropriate strategies to help
resolve the problem. Students need to understand that they have many strategies
available to them and that no single strategy will work for all problems. Here are
some problem-solving possibilities:
Create visual images. Many problem-solvers find it useful to create “mind pictures”
of a problem and its potential solutions prior to working on the problem. Mental
imaging allows the problem-solvers to map out many dimensions of a problem and
“see” it clearly.
Guesstimate. Give students opportunities to engage in some trial-and-error
approaches to problem-solving. It should be understood, however, that this is not a
singular approach to problem-solving but rather an attempt to gather some
preliminary data.
Create a table. A table is an orderly arrangement of data. When students have
opportunities to design and create tables of information, they begin to understand that
they can group and organize most data relative to a problem.
Use manipulatives. By moving objects around on a table or desk, students can
develop patterns and organize elements of a problem into recognizable and visually
satisfying components.
Work backward. It's frequently helpful for students to take the data presented at the
end of a problem and use a series of computations to arrive at the data presented at the
beginning of the problem.

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 Look for a pattern. Looking for patterns is an important problem-solving strategy
because many problems are similar and fall into predictable patterns. A pattern, by
definition, is a regular, systematic repetition and may be numerical, visual, or
behavioral.
Create a systematic list. Recording information in list form is a process used quite
frequently to map out a plan of attack for defining and solving problems. Encourage
students to record their ideas in lists to determine regularities, patterns, or similarities
between problem elements.
D. Try out a solution. When working through a strategy or combination of strategies, it
will be important for students to
Keep accurate and up-to-date records of their thoughts, proceedings, and
procedures. Recording the data collected, the predictions made, and the
strategies used is an important part of the problem solving process.
Try to work through a selected strategy or combination of strategies until  it
becomes evident that it's not working, it needs to be modified, or it is yielding
inappropriate data. As students become more proficient problemsolvers, they
should feel comfortable rejecting potential strategies at any time during their
quest for solutions.
Monitor with great care the steps undertaken as part of a solution. Although
it might be a natural tendency for students to “rush” through a strategy to arrive at
a quick answer, encourage them to carefully assess and monitor their progress.
Feel comfortable putting a problem aside for a period of time and tackling
it at a later time. For example, scientists rarely come up with a solution the first
time they approach a problem. Students should also feel comfortable letting a
problem rest for a while and returning to it later.
E. Evaluate the results. It's vitally important that students have multiple opportunities
to assess their own problem-solving skills and the solutions they generate from using
those skills. Frequently, students are overly dependent upon teachers to evaluate their
performance in the classroom. The process of self-assessment is not easy, however. It
involves risk-taking, self-assurance, and a certain level of independence. But it can be
effectively promoted by asking students questions such as “How do you feel about
your progress so far?” “Are you satisfied with the results you obtained?” and “Why
do you believe this is an appropriate response to the problem?

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 6. APPROACHING A PROBLEM

If you are providing student support services to distance learners, you may often find students
approaching you with their problems. With the passage of time, you may find that the nature
of problems is quite diverse. However, you may also feel that the problems can be classified
into certain broad categories like academic, administrative, and personal. Again, within these
categories, you may find that there are many variations. For instance, administrative
problems could be of various types like not receiving Self Learning Materials on time, not
receiving the Admit Card for examination, problem in changing the medium of instruction
and so on.

Academic and personal problems also vary. You may also feel that there cannot be a
standardized solution for the diverse problems faced. This is because the student population
in distance education and the problems faced by them are heterogeneous. Another reason why
standardized solutions are not always possible is that the same situation may be problematic
for some and not so for others. Besides, how people approach a problem is also different. The
next section will help you in understanding this.

a. Perception of a Problem

As you train your students for problem solving, you will first have to keep in mind that we may
perceive the same problem in different ways. Hence, looking for a standardized solution may not be
advisable and this is more so with a group of distance learners, with a heterogeneous profile. The
content given below will help you in understanding this.

We find that the same situation is perceived and approached in different manners. There cannot be
a standard solution but there is at least an approach that works, irrespective of the nature of the
problem. Such an approach towards problem solving involves scientific method, which in turn
requires a mindset or in other the scientific attitude. We shall discuss these inwords an attitude
the next section.

b. Scientific Attitude for Problem Solving

As scientific attitude is the precondition for adopting scientific method, let us discuss it first. What is
meant by scientific attitude? What is its relevance for problem solving? Scientific attitude is a
complex of several attributes. These attributes are too numerous to be listed. Hence, it is difficult to

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define scientific attitude. However, some of the important attributes that constitute scientific
attitude are the following and you may think of some more;

Having faith in cause and effect relationship: For example, low grades in the term end
examination may be traced back to improper study habits.
Having objectivity: This implies being free of all kinds of biases while considering something.
For example, the reaction to information should not be colored by its source or any other
thing. The information itself should only matter. For example while assessing an assignment,
neither the student who has submitted it nor anything else except the assignment should
matter.
Emphasis on empirical evidences: Information supported by evidences may only be
believed. Hence reactions should be elicited only by authentic information, rather than
rumors, gossips and informal messages from grapevines.
Open minded, i.e. being receptive to novel ideas; having a disposition to review earlier
beliefs: For example, even after several decades of successful distance education, there are
many who refuse to believe in it. Are they being open minded?
Critical thinking: It is the ability to reflect, think rationally and. originally, analyze and
synthesize. Critical thinking actually requires both objectivity as well as open-mindedness.

c. Developing Scientific Attitude for Problem Solving

As a provider of student support services, if you can develop scientific attitude in your learners, they
will be equipped to solve many of the problems on their own. How can you develop it in your
learners? Developing scientific attitude may take a long time as it may involve unlearning unscientific
attitudes. A lecture on the importance of scientific attitude may not suffice but may nevertheless be
a beginning. You may also encourage students to carry out activities that can lead to the
development of attributes comprising scientific attitude. Some of the activities are the following:

Discussions: You may hold a discussion among your students during which they are
encouraged to narrate anecdotes and experiences from real life supporting scientific
attitude for problem solving.
Debates: Participation in debates necessitates thought processes, listening, logically putting
up arguments and counterarguments, placing arguments logically and in the proper
sequence, being open to diverse but rational views and the like. This encourages critical
thinking, essential for scientific attitude.
Brainstorming: It brings out the originality of thought and encourages creative solutions.
This technique also encourages participation of various members of the team.

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 For effective brainstorming, debates and discussions, you will have to create an environment
that encourages freedom of thought and expression and at the same time moderate discussions
so that the focus is not lost and there is no unpleasantness among the participants .

Exercises requiring inductive and deductive reasoning: Logical thinking is essential for
problem solving. Hence, providing learners with real and hypothetical situations and asking
them to identify and state the problem in clear terms, bring out the specificities and arrive at
a solution, examine it and then infer, will develop the abilities to analyze and synthesize.
Root Cause Analysis: The objective of this technique is to help in arriving at the root of the
problem. In this method you may present hypothetical problematic situations to your
learners and ask them “Why” several times till they reach the fundamental cause of the
problem. For example, a student confused about the course in which to enroll, may be asked
several times ‘why’ till she sorts out the conflicting and confusing choices and clarity
emerges.
Establishing Cause and Effect: As a subsequent step to root cause analysis, you may ask your
learners to prepare a flow chart to represent the relationship between an effect (the
problem) and its potential causes. The diagram may help in drawing out the factors blocking
the solution.

d. Applying SWOT for Problem Solving

SWOT analysis is used in business to analyze the strengths, weaknesses, opportunities and threats in
the business environments. It is a tool for reflection. The principle underlying strategic management
process may also be applied for solving problems faced by individuals. Strategic management
process consists of the following five steps:

a. Mission and goals: describes the values and aspirations.

b. Environmental analysis: Environmental analysis searches the internal environment for
strengths (S), weaknesses (W) and the external environment for opportunities (O) and
threats (T).
c. Strategy formulation: involves the evaluation of interactions among strategic factors and
making strategic choices for meeting the goals.
d. Strategy implementation: involves the implementation of the strategy.
e. Strategy evaluation: determines the extent to which the actual change and performance
match the desired change and performance

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 7. TECHNIQUES USED IN PROBLEM SOLVING METHOD
There are two types major approaches used in problem solving method; Induction and
Deduction

INDUCTION

First particular cases are dealt with and then definition, principles and rules are drived
from them.
Its leads to knew knowledge.
It is like teaching with discovering method.
Child acquires first-hand knowledge by actual observation carefully.
The similarities and dissimilarities are found.
Then you can reach the general rule or law with the techniques "generalization" or
"making abstract" from the similarities.
This method is rather slow
This method provides training to child and develops self confidence and initiative.
Its and upward process of thought
This method is full of activity.

DEDUCTION

First general definition, principles and rules are stated and particular cases are taken
as examples to prove them.
Its does not leads to knew knowledge.
It is a method of verification and explanation.
The child gets ready made information acquired by others.
This method is based on borrowing from others.
Its downward process of thought and leads to more comprehension.
This method is comparatively very quick.
This method provided comparatively less scope for activity.
It is reverse of induction technique.
Some general laws and rules which are reached before are given to the students and
want them to apply this method to different singular case.
The convenience of it to the one of the case is controlled mentally.

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 8. TEACHER'S ROLE IN PROBLEM SOLVING

Teacher’s has a very important role in Teaching Learning Process. He or She has the duty
to provide proper guideline to the students in the completion of their work. “A teacher who
has a ability to see problem clearly, the power of analyse with a keen observation and the
faculty to synthesize and draw conclusion with an uncanny accuracy.” Some important roles
are given below:

1. The students to define the problem clearly.

2. Maintain the spirit of discovery among students.
3. Give proper guidance to the students from the beginning till the solutions is reached.
4. Extend optimum help to each student in case difficulties are experienced.
5. Supply only extra information regarding the problem.
6. Establish rapport with students, for the smooth competition of the work
7. Got them to make many suggestions by encouraging them;
To analyse the situation in parts .
To recall previously known similar cases and general rules that apply.
To guess courageously and formulate guesses clearly.
8. Get them to evaluate each suggestion carefully by encouraging them:
To maintain a state of doubt or suspended conclusion .
To criticize the suggestion by appeal to know facts , minister and experiment.
9. Get them to organize the material by proceeding:
To build on outline on the board.
To use diagrams and graphs .
To formulate concise statement of the net out come of discussion.
10. Offer a problem solving heuristic.
Teach a variety of problem solving strategies.
Allow time for the students to struggle with the problem.
Choose problems that require time to think through a solution.
Provide a variety of problems.
Allow students time to practice a heuristic and strategies.
Give similar or the same problem in different ways.
11. Ask questions that encourage students to:
think divergently

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 Explain how they are thinking.
to share strategies
think of other ways that the same problem could be asked
think of real life problems that are or relate to the problem
discover different problems that can be solved with the same strategy
discover multiple ways to solve the problem
reflect or check their solutions
reflect and discuss how they imagined a certain strategy might be possible
explain why they have confidence in their solutions
12. Provide encouragement and appreciation:
appreciate different solutions and strategies
encourage students to find multiple solutions to a problem
encourage students to take time to solve problems
compliment students on good problem solving strategies whether they reach a
solution or not
make sure students know what a compliment or praise specifically relates to
about the problem and problem solving
encourage students to keep trying and to learn by correcting mistakes
let students know that problem solving is difficult and rewarding
share and discuss attitudes and dispositions that are conducive to problem
solving.

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9. ADVANTAGES OF PROBLEM SOLVING METHOD
This approach is most effective in developing skill in employing the science
processes.
The scientific method can likewise be used effectively in other non- science subjects.
It is a general procedure in finding solutions to daily occurrences that urgently need to
be addressed.
The student’s active involvement resulting in meaningful experiences serves as a
strong motivation to follow the scientific procedure in future undertakings.
Problem-solving develops higher level thinking skills.
A keen sense of responsibility, originality and resourcefulness are developed, which
are much-needed ingredients for independent study.
The students become appreciative and grateful for the achievement of scientists.
Critical thinking, open-mindedness and wise judgment are among scientific attitudes
and values inculcated through competence in the scientific method.
The students learn to accept the opinions and evidence shared by others.
Development of Long-Term Knowledge Retention - Students who participate in
PBL activities can improve their abilities to retain and recall information. This is
because, while learning about something, open discussion between peers reinforces
understanding of subject matter.
Use of Diverse Instruction Types - Grouping students together for PBL allows them
to tackle tangible problems and enjoy team-based learning. You can also provide
content such as videos, news articles and more.
Continuous Engagement - It’s not hard to see the potential for engagement, as
students collaborate to solve real-world problems that directly affect or heavily
interest them.
Development of Transferable Skills - Using PBL to present tangible contexts and
consequences can allow learning to become more profound and durable, helping
students apply skills they develop to other real-world scenarios.
Improvement of Teamwork and Interpersonal Skills - Completing a PBL
challenge hinges on interaction and communication, meaning students should also
build skills related to teamwork and collaboration.
Knowledge Retention - Problem-based learning is practical and it requires
participants to use their reasoning and problem-solving skills to resolve the scenarios

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they are presented with. As a result, the learning process is more effective because
participants are not trying to memorize large volumes of information .
Develops Competencies - This method follows the principle of learning by doing.
Problem-based learning is a collaborative method that fosters teamwork, diversity
and mutual respect, which are invaluable competencies in the workplace. Participants
also develop their abilities to think strategically.
Context Specific - In schools the problem-based learning may be limited in its
effectiveness because it is highly context specific. During the learning process,
participants are given a specific problem that is based on a foreseeable work scenario.
They learn to use old facts in new references.
Method is scientific in nature - Develops good study habits and reasoning power.
Helps to improve and apply knowledge and experiences. Stimulates thinking of the
child. Develops desirable study habits in the students.
Develops qualities of initiative and self-dependence in the students- Students
learn virtues such as patience, cooperation, and self-confidence. Learning becomes
more interesting and purposeful. Develops qualities of initiative and self-dependence
in the students, as they have to face similar problematic situations in real life too.
Shared responsibility makes individuals more willing to take risks. The discussion of
different points of view also helps the group to be more realistic in assessing the risks
associated with particular courses of action.
Reduced bias - The shared responsibility of a group in arriving at decisions can.
encourage individuals to explore seemingly unrealistic ideas and to challenge
accepted ways of doing things. Individual biases and prejudices can be challenged by
the ,group, forcing the individual to recognise them. Group pressure can also
encourage individuals to accept that change is needed.
Better solutions - Groups of individuals can bring a broad range of ideas, knowledge
and skills to bear on a problem. This creates a stimulating interaction of diverse ideas
which results in a wider range and better quality of solutions. They become capable
to generalize. Students learn to find solution to their problem. People with knowledge
relevant to the problem can communicate that knowledge directly if they participate
in solving the problem.

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10. DISADVANTAGES OF PROBLEM SOLVING METHOD
Generally speaking problem – solving involves mental activity only.
Small children do not posses sufficient background information & therefore they fail
to participation in discussion.
Students may not have adequate reference and sources books.
It involves lot of times and need very capable teacher to provide effective guidance
and knowledge to students.
It is a time consuming process, teacher may find it difficult to complete the syllabus
Potentially Poorer Performance on Tests - Because standardized tests typically
reward fact-based learning with multiple choice and short answer questions, PBL
activities may not effectively prepare students.
Student Unpreparedness - Many students may not be prepared to participate in a
PBL exercise due to immaturity, unfamiliarity with broad questions and lack of
prerequisite knowledge.
Teacher Unpreparedness - You may have to adjust some habits, such as overtly
correcting students and teaching to promote the fast recall of facts. Instead, give hints
and ask questions to encourage independent thought.
Time-Consuming Assessment - If you choose to give marks, assessing a student’s
performance throughout a problem-based learning exercise demands constant
monitoring and note-taking. Problem solving is a relatively slow process. It is not
economical from time and money point of view. Time consuming method.
Varying Degrees of Relevancy and Applicability - It can be easy for students to
divert from the challenge’s objectives, possibly missing pertinent information.
Running into unanticipated obstacles when solving the problem is another possibility.
Difficult to teach all topics of curriculum- Difficult to organise- contents of
syllabus according to this method. All topics and areas cannot be covered by this
method. There is a lack of suitable books and references for the students. This is not
suitable for all level students. Method does not suit students of lower classes. Mental
activity dominates this method. Hence there is neglect of physical and practical
experiences.
Can encourage dirty competition- Most people working in a group unconsciously
perceive the situation as competitive. This generates behaviour which is destructive
and drains the creative energy of the group. The natural reaction is to regain self-
esteem, often by trying to sabotage the ideas of those who disagreed with us. Instead

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 of looking for ways to improve on their ideas we choose to destroy them. These types
of behaviour create an atmosphere which is incompatible with effective problem
solving.
Possible lack of effective direction- Sometimes there is no effective teacher to give
direction to the discussion, with the result that it wanders aimlessly. There is short of
talented teachers to practice this method. There is always a doubt of drawing wrong
conclusions.

11. SUGGESTIONS TO IMPROVE: -

The time period must be fixed.
The objective should be fixed for a problem.
Proper attention must be gain by teacher towards students activities.
All students should be given equal opportunity to put forth their problems and ideas.
As far as possible the process of group formation should be psychological.
Apart from improvement of teaching the objective of this method should be
development of routine problem solving skills.

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 12. CONCLUSION
The problem solving method is based on the principles of active learning. The student
gets totally involved in the activity which helps in enhancing his/her knowledge,
understanding and skills in real life situation and ultimately in developing a holistic
personality. Since all the activities are related to the real life experiences, each of such
activities is meaningful to the student. Therefore, meaningful learning is always associated
with this method.
The nature of problems varies. The perception of a problem is also subjective. Hence,
looking for standard solutions for even common problems may be futile. However, the
approach towards solving problems, irrespective of their nature should be scientific. Problem
solving through scientific method involves identifying and clearly defining the problem;
analyzing the cause(s) of the problem; acquiring necessary and authentic information about
the problem and analyzing it; thinking about the possible solutions and evaluating the
solution. Activities like brain storming, inductive and deductive reasoning and the like may
help in developing critical thinking, planning and decision making and thus lead to scientific
attitude. SWOT analysis used to analyze the strengths, weaknesses, opportunities and threats
in the business environments can help in problem solving by overcoming threats and
weaknesses through opportunities and strengths. Decision making is crucial to problem
solving.

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 13. REFERENCE

Bibliography

Bhaskar Nima & Bhaskar Elakkuvana “Text Book of Nursing Education” First
Edition (2013), Published by Emmess Medical Publishers, Page no.126. (136 to 141)
R Sudhdha “Nursing Education Principles and Concepts” First Edition (2013),
Published by Jaypee Medical Publishers, Page no. 94 to 97. (94) .
Venkatesan Latha “Text Book Of Nursing Education” Edition, Published by Elsevier,
Page no.78 to 79.(84 to 85)
Henry Ford “problem solving skills”.

Website:

http://www.googlewikipedia.com
http:/www.slideshare.com

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