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Chapter : 00:00 Child As A Problem Solver and A Scientific Investigator
Chapter : 00:22 Important Topics
– What are Problems ?
– Types of Problems
– Problem-based Learning
– The Steps in Problem Solving
– Problem Solving Strategies
– The Gestalt Approach
– The Scientific Method
– Graham Wallas – Creative Problem Solving
– Classroom Strategies
– Developing Problem Solving Skills
– Importance of Problem Solving
– Child As A Problem Solver
– Child As A Scientific Investigator
– Essential traits to be encouraged
– Sample Questions
Chapter : 01:25 What are Problems ?
Problems are Everywhere, Everyday !
I need to
– wake up at 5 AM – How ?
– make tea – Ingredients ?
– have breakfast – Make or order ?
– go to work – Car not starting !
– complete urgent tasks – Priority ?
– do some shopping – What, Where ?
– watch a movie – Which one, Where ?
Chapter : 02:47 Types of Problems
ill Structured – Not Clearly defined – “My car is making a ‘Karr Karr’ sound sometimes.”
well structured – Clearly defined – “The left front wheel is making a noise.”
Chapter : 03:42 Problem Based Learning
– Students learn by working in groups to solve an open-ended problem
– This is a Constructivist and Learner Centric Approach
– The problem drives the motivation and the learning
Students can Learn
– Working in teams
– Leadership skills
– Oral and written communication.
– Self-awareness
– Critical thinking and analysis.
– Explaining concepts
– Applying theories to real-world examples
– Researching ability
Traditional Approach – Teacher Tells What Students Need to Know – Students Understand it or Memorize it – Students Solve Examples to use it.
Problem Based Learning – Problem is Assigned to the Students – Students figure out what they need to know – Students apply their knowledge & solve it
Chapter : 06:56 The Steps in Problem Solving
Various Problem Solving Approaches and models.
Chapter : 07:39 The Steps in Problem Solving
Steps – Example
Identify Problem – Not able to call from my mobile.
Analyze Problem – Network, Phone, SIM issue ?
Hypothesize Solutions – Go outside for signal, Restart Phone, Reinsert SIM
Evaluate Solutions – Start with easiest solution first
Execute Selected Solution – Restart phone
Evaluate Outcomes – Able to call or not ?
Learn & Develop – Build on Solution or Go back to Analysis mode
Chapter : 09:01 Problem Solving Strategies
– Use a Rule or Formula
– Guess and Check – Trail & Error
– Make a table or list
– Create a Diagram, Chart or Model
– Act out the problem
– Find a pattern
– Identify relevant and irrelevant information
– Break down problem into smaller parts
– Use Logic and Reasoning
– Solve a simpler problem
– Work backwards
Chapter : 11:05 The Gestalt Approach
Reproductive Thinking – Reusing Previous Experience
Productive Thinking – New approach by Restructuring the problem
Chapter : 12:28 The Gestalt Approach
Algorithmic Approach
– Series of Steps
– Predictable Outcome
Heuristic Approach
– Educated Guess
– Guide for future situations
Chapter : 13:48 The Scientific Method
Ask a question – Why is the Torch not working?
Do Background Research – Reasons – Batteries, Bulb, Switch
Construct a Hypothesis – Maybe batteries need to be changed
Test the Hypothesis – Change batteries
Did the Hypothesis work? – Does the Torch Work now?
Yes – Draw conclusions and communicate results – The problem was with batteries
No – Construct a new Hypothesis – Perhaps the Bulb is fused
Chapter : 15:34 Graham Wallas – Creative Problem Solving
– British Social psychologist, Educationalist
– Co-founder – London School of Economics
– Proponent of Nurture over Nature theory
– Proposed one of the first complete models of the creative process
Chapter : 16:19 Graham Wallas – Creative Problem Solving
Preparation – Incubation – Illumination – Verification – Elaboration
Chapter : 18:03 Strategies for Teaching Problem Solving
– Use any specific problem-solving method
– Teach within a specific context
– Help students understand the problem
– Give enough time for all
– Ask questions, make suggestions
– Link errors to misconceptions
– Reinforce learnings
Chapter : 19:55 Developing Problem Solving Skills – Importance of Problem Solving
– Improved Academic Performance
– Better Social Skills
– Happier Outlook
– Self Confidence & Recognition
– Life Readiness
Chapter : 20:48 Developing Problem Solving Skills – Training Children As Problem Solvers
– Able to anticipate problems in life
– Able to deal with unexpected situations
– Able to take rational decisions
– Able to lead others when required
Chapter : 21:31 Developing Problem Solving Skills – Training Children As Scientific Investigators
– Develop Reasoning Abilities
– Develop a Logical Approach
– Foundational Skills for STEM learning
Chapter : 22:19 Essential traits to be encouraged
A Teacher Should :
– Help Develop Language Skills
– Encourage Curiosity & Scientific thought
– Reward Effort & Process – not just Results
– Help Develop Focus & Persistence
– Encourage Imagination & Divergent views
– Allow Children to Question Status Quo
– Provide Scaffolding wherever required
Chapter : 24:02 Which of the following is the first step in the scientific method of problem-solving?
– Formation of hypothesis
– Verification of hypothesis
– Problem awareness
– Collection of relevant information
Chapter : 24:43 If a teacher wants her students to acquire problem-solving skills, the students should be engaged in activities that involve
– recall, memorisation and comprehension
– structured worksheets containing multiple-choice questions
– drill and practice
– inquiring, reasoning and decision making
Chapter : 25:56 Which of the following statements about children are correct?
I. Children are passive recipients of knowledge.
II. Children are problem-solvers.
III. Children are scientific investigators.
IV. Children are active explorers of the environment.
– II, III and IV
– I, II, III and IV
– I, II and III
– I, II and III
Chapter : 26:49 Which of the following does not deter problem-solving?
– Insight
– Mental sets
– Entrenchment
– Fixation
Chapter : 28:43 To enable students to think independently and become effective learners, it is important for a teacher to
– teach students how to monitor their own learning
– offer rewards for each success achieved by the students
– give information in small units or chunks
– present information in an organised manner to make it easier to recall
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