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

Using Problem-solvent Approaches in Vocational EducationProblem Solving for Teaching and scholarshipAgricultural education has emphasized problem resolution as a means of helping students to develop decision-making skills and teachers to alter their inform methodology. The traditional method of problem solving for decision making reflects Deweys five-step sample for learning, expanded to six steps by Newcomb, McCracken, and Warmbrod (Straquadine and Egelund 1992) (1) identification of the problem situation What is happening? (2) definition of the problem What must be do? (3) search for information What do we need to know? (4) analysis of information What are the important considerations? (5) testing possible solutions What will happen if this live up to is followed? and (6) conclusion What action is most promising?The problem-solving method of teaching incorporates problem-solving activities, just now places the responsibility for learning on the student. It requires teache rs to move from the traditional instructional model to one that engages teachers and students as partners in learning, with the teacher functioning in the routine of facilitator or coach rather than leader or all-knowing authority. It requires the expend of problems that have real meaning to students, thus motivating them to reach a solution. Educators and special reform groups in other subject 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 social environment. Learning occurs as students negotiate with others and evaluate the viability of each individuals mind (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 mental ability area and addresses real issues that connect to the larger social context of the students ain world.2. Inquiry. The problem is ill-structured in that it has no one right answer. It often changes as more information is found. It requires exploration to define and refine the questions and ideas surrounding the problem.3. dissolving agent 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 formulate conclusions that are logical 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 thusly fade into the background.