Using Problem-Solving Approaches in Vocational Education :: Learning Education Educational Essays

Using Problem-Solving Approaches in Vocational didacticsProblem Solving for Teaching and LearningAgricultural education has emphasize task solving as a means of helping students to have determination-making skills and teachers to alter their teaching modeology. The traditional method of chore solving for decision making reflects Deweys five-step model for learning, expanded to six steps by Newcomb, McCracken, and Warmbrod (Straquadine and Egelund 1992) (1) identification of the hassle situation What is happening? (2) definition of the problem What essential be done? (3) search for information What do we need to have it off? (4) analysis of data What are the important considerations? (5) testing possible solutions What ordain happen if this action is followed? and (6) conclusion What action is most promising?The problem-solving method of teaching incorporates problem-solving activities, but places the responsibility for learning on the student. It requires teachers to move from the traditional instructional model to one that engages teachers and students as partners in learning, with the teacher work in the role of facilitator or coach rather than leader or all-knowing authority. It requires the use of problems that have real meaning to students, thus actuate them to reach a solution. Educators and special reform groups in other accede areas refer to a process known as problem-based learning, which has many similarities to the problem-solving approach. In problem-based instruction, all learning is done in context, within the learners genial environment. Learning occurs as students negotiate with others and evaluate the viability of each several(prenominal)s understanding (Savery and Duffy 1995). Stepien and Gallagher (1993) discuss four critical features of problem-based learning1. Engagement. The problem raises concepts and principles relevant to the content area and addresses real issues that connect to the larger social context of the students personal world.2. Inquiry. The problem is ill-structured in that it has no one honest answer. It often changes as more information is found. It requires exploration to define and push down the questions and ideas surrounding the problem.3. Solution building. In problem-based learning, solutions are generated by the students who are the problem solvers teachers are the coaches. As problem solvers, students engage in observation, inquiry, and investigation into hypotheses and issues, and they ruminate conclusions that are consistent with the nature of the problem. As coaches, teachers promote learning by acting as models, demonstrating behaviors they want their students to adopt. They prompt students to take ownership of the problem and responsibility for its solution, and then fade into the background.