How do students learn to solve problems to develop conceptual understanding of a subject?
Towfiq Majumder, Peer Leader, The City College of New York
Hypothesis
If students were to pair up in to two and switch roles in which one is a listener and the other is the problem-solver (Narode, 2000) and abide the conventions of the pair-problem solving method there will be more communication among the group members which creates more collaborative learning and the knowledge would be appropriately learned by the students.
Experiment (Pair Problem-Solving)
• Students in the workshop are placed into pairs. • In each pair one of the students is the problem solver and the other is the listener. • The role of the problem solver is to read the problem to the other student and commence to develop thoughts in solving the problem. • The problem solver does all the talking and organizing his thought in solving the problem to explain to the listener. • The listener role is to listen meticulously, encourage verbalization, ask for clarification, and check for accuracy. • The listener has no play in talking or giving any ideas to the problem-solver. • Each student in a pair takes turns in playing the problem solver- and the listener when it comes into solving problems. • Peer Leader moves from one pair to another pair of students for assistance.
Conclusion
After students performed the pair problem solving method most of them were highly motivated to put problems on the board. The students learned from their mistake and also received varieties of ways in solving a problem from their peers.
Literature Review
• The problem-solving method or cooperative problemsolving was developed by Lochhead and Whimbey (1987). This effective model builds students’ analytical reasoning skills. In doing so it helps them practice the concept with great understanding. (Caruso and Tudge, 1989) • Cooperative problem-solving is an effective way to help students learn their materials efficiently. This involves exchanges of conceptions between students which help them enhance their learning and understanding of the material. Research shows that cooperative problem solving method also improves students’ cognitive development and learning. (Caruso and Tudge, 1989) • Cooperative problem solving reflects on Piaget’s theory of social interaction. Piaget’s theory states that it is highly necessary for collaboration among peers because it conveys different perspective from others in order to improve their development of learning. (Caruso and Tudge, 1989) • Psychologists based their research on Piaget’s theory and have found that students who worked in pairs tend to do learn efficiently because there is a variety of perspectives among the students. Also those very students are able to solve complex problems than students who tend to work individually. (Caruso and Tudge, 1989) • Cooperative problem solving method relates to Vygotsy’s theory on social development. Vygotsky emphasized people’s connection with the cultural context in which they act and interact in shared experiences. According to Vygotsky’s theory, teachers and students should work collaboratively instead of the teacher dictating the material to them. Also according to his theory the classroom itself would become a community of learning if there were smaller groups and the seating of the students were clustered. (Riddle, 2002)
Implication
•Dr. Wayne W. Dyer, a prominent author and speaker in the field of self-development, distinguishes between inspiration and motivation. He believes motivation is an idea where we get a hold of an idea and carry through on that idea; for example a highly motivated person takes an idea, pursues it and won’t let any obstacles interfere with him/her. On the other hand, inspiration is the opposite. It is when an idea gets hold of you and carries you where you are proposed to go. (Dyer, 2006) •After watching Dr. Wayne W. Dyer’s lectures I have acknowledged that as a peer leader I am an inspiration to my group members to learn the material appropriately. This acknowledgment was successful because of the effective model of pairproblem solving which has made a crucial impact in creating a more collaborative and motivated group. (Dyer, 2006)
I have observed that my group members were seating apart and there was very low communication before I initiated the pair problem solving. After the pair problem solving method was initiated students were motivated to participate.
Results
Discussion
• After pairing up the students and advising them to follow the pair-problem solving method, the group as a whole developed good communication skills. • The students possessed the necessary attitude to develop good communication among each other: trusting, open, empathic and honest. These attitudes have allowed the students to engage in working in pairs and able to learn in solving problems and understanding concepts. • Social interaction between people is very crucial because it bring about different perspectives which reflect back to Piaget’s theory on cognitive development. In this case students were exposed to different methods and techniques in solving a problem. • In my workshop I had only six students so there was more attention and everyone felt very comfortable in participating. This idea was based on Vygotsky’s theory on social development.
References
Anonymous (2000). Thinking Aloud Pair Problem Solving (TAPPS). URL: http://www.wcer.wisc.edu/ARCHIVE/CL1/CL/doingcl/tapps.htm. Downloaded on April 21, 2006. Caruso, D.,Tudge, J. (1989). Cooperative Problem-Solving in the Classroom. URL: http://www.ericdigests.org/pre-9213/cooperative.htm. Downloaded on April 21, 2006. Dyer, W. Dr. (2006). Interview with New Age Retailer by Ray Hemachandra. URL: http://www.drwaynedyer.com/articles/new_age.php. Downloaded on April 23, 2006 Narode, R. (2000). Pair Problem-Solving: An Effective Model for Learning. Progressions, Vol.1, # 3 (pp. 8-9). Riddle, E. (2002). Lev Vygotsky’s Social Development Theory. URL:http://chd.gmu.edu/immersion/knowledgebase/theorists/constructivism/vygotsky.h tm. Downloaded on April 21, 2006