Problem-Solving Strategies

What then are the problem-solving strategies?

The following list is based on the Osborne-Parnes Creative Problem-solving Model.

Step One: Objective Finding

Objective finding involves identifying the challenge, goal or subject matter that you have a desire to work on.  It might involve setting a goal or establishing the parameters around which you want to work.

For example:  Students walking to and from school are exposed to a variety of issues or potential problems they could attempt to solve. A beginning understanding is necessary to decide what goal, wish or challenge would be the appropriate one to work on. This doesn’t mean; however, that ideas need to eliminated. It simply means that possibilities need to be looked at objectively.

Step Two: Fact Finding

At this stage of the problem-solving process, students would gather data about the things they are interested in. What is the situation or background information about the problem or issue they are interested in?

Step Three: Problem Finding

Problem finding is one of the most important parts of the problem-solving process. Here, students are looking critically at the issue/problem they have begun to identify. What is the REAL problem?  Are there underlying issues/concerns that need to be addressed?  Is the problem simple? complex? In other words, what is the concern or problem that needs to be addressed?

This is the stage where the actual problem is written. Before tackling a problem on their own, it would be important for students to have practice in problem-solving activities that the teacher and/or teacher/students have created. These practice problems can give the students the confidence they need to understand the skills and steps involved in tackling a more rigorous problem.

Step Four: Idea Finding

Step four involves thinking about all the many, varied solutions to the problem. The brainstorming skill described above would be used here to generate a list of all the possible solutions. As students generate this list, they may find that their original problem needs to be refined or explored further.

Step Five: Solution Finding

At this stage, students take a critical look at the solutions they came up with and decide on the best possible solution to the problem. They examine how the solution can be strengthened, broadened or even narrowed to help insure the problem is solved. At this point, it would also be important for students to consider what resources might be needed to help with the solving of the problem.

Step Six: Acceptance Finding

Finally, students are ready to implement their solution. An action plan is developed, refined, revised, and the solution is implemented.

The above problem strategies look simple; however, students soon find out that the problem-solving process is often a cyclical journey that may be more difficult. They begin with one problem, which often leads to a series of new problems and new solutions.

More to Think About:

In addition to the steps listed above, the following are important to note:

• When students are solving a problem in math, language arts, science, social sciences, etc., it is important to both state the problem and write the problem. Writing the problem gives the student an opportunity to both see and hear the problem.
• The ability to say and write a problem statement enables students to more easily understand the related concept and the strategies for solving the problem.
• In math, high-ability students often find ways to solve problems that are different from the math book solution.  It is important for teachers to recognize and accept alternative solutions to problems.
• During the problem-solving process, the teacher mentors the students and facilitates independent learning as much as possible.

Various charts or diagrams can help with the problem-solving process. One such tool is the KWH chart. During the “Fact Finding”, “Problem Finding”, “Idea or Solution Finding” processes, teachers can use the KWH chart to help organize student’s thinking. The teacher can act as scribe, recording student input onto the chart, or the students can record their own input. (KWH Chart Example)

Adapted from: http://www.ncsu.edu/midlink/KWL.chart.html

In addition to the above, many commercial programs also provide problem-solving opportunities for students. The Center for Gifted Education Science Curriculum and the Future Problem-solving Program International, Inc. (http://www.fpspi.org/ and http://www.utahfps.org/) are two organizations that provide materials and information for teachers about problem-solving.

Finally, the problem-solving process helps students make sense out of their learning experiences. It gives them a chance to adapt the skills and concepts to real life. In effect, it gives learning a purpose.

For a good example of the problem-solving process, see the following links:

• Creative Problem-Solving
• Problem-Based Learning

Problem-Based Learning:

Barrell, J., (2006). Problem-based learning: an inquiry approach. Thousand Oaks, California: Corwin Press

Duch,  B.J., Groh, S.E., Allen, D.E., (2001). The power of problem-based learning

Sterling, Virginia: Stylus Publishing, LLC.

Stephein, W.J., Senn, P., & Stephein, W.C. (2000). The internet and problem-based learning: developing solutions through the web. Tuscon, Arizona: Zephyr Press.

Stephien, W.J. (2002). Problem-based learning with the internet. Tuscon, Arizona: Zephyr Press.

Creative Problem-Solving

Eberle, B. & Stanish, B. (1996). CPS for kids: a resource book for teaching creative problem-solving to children. Waco, Texas: Prufrock Press.

Treffinger, D.J., Isaksen, S.G., & Stead-Dorval, K.D., (2006). Creative problem-solving: an introduction, 4th edition, Waco, Texas: Prufrock Press.

Treffinger, D.J., Practice problems for creative problem-solving, 3rd edition, Waco, Texas: Prufrock Press.

ISBN: 978-1-882664-64-1