Introduction

The Problem

For Students

Resources

For Teachers

Problem Solving Tips

The following are problem solving guidelines that you can use as you work with your groups.

Phase One:

• Read and analyze the problem scenario: Discuss with your group to develop an understanding of the problem.
  
• List what is already known: As a group, discuss what you already know about the issue. What are facts, what are opinions, what are you unsure about.
  
• Develop a problem statement: What is your group trying to solve or find out.
  
• List what information is needed: What information will your group need before you can solve the problem?
  
• List possible actions: List possible recommendations, solutions, or hypotheses.
  
• List where you will go for you information. Will you use on-line information, visit a nuclear power plant, or talk with an environmentalist?

Phase Two:

During this phase each member of the group will engage in self-directive learning by researching and evaluating various sources of information.

Phase Three:

Meet with your group to evaluate and analyze your new information. During this phase your group may need to redefine the problem, identify new learning needs and finally formulate a solution or opinion.

Your group may need to repeat each phase several times before you are ready to formulate you opinion. You may find it helpful to develop concept maps (link not available in the prototype) during the problem solving process as you are learning new concepts and information.

Course Requirements

Each group will prepare and present a presentation to their teacher and other class members. This presentation should outline the group's recommendation and/or solution to the problem with justification for their decision. The group members should be prepared to answer questions from the teacher and other students.

Each student will keep a journal throughout the problem-solving process. You should use this journal to list needs, issues, and solutions identified by the group and document new information that you learn during your self-study. You should use this journal not only to articulate data that you find during your research but to write down concepts that you may not understand that you want to continue to research or discuss with your group.

Each student will write a paper that includes the following information: discuss what you feel that you learned, what you feel about the problem solving process, did you agree with the decision presented in the presentation, and how did the group influence the learning of the individual student.

Students will be evaluated on their group participation and presentation by the instructor and will also evaluate themselves and fellow group members.