Problematic training in carding: briefly about the method

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Problem-based learning is a way of learning in which the student faces scientific contradictions and tries to solve them on his own. This contributes to the development of thinking, the ability to find non-standard solutions, cause-and-effect relationships and use existing knowledge.

The methodology is based on the ideas of the philosopher, psychologist and teacher John Dewey. Unfortunately, not everyone is familiar with problem learning, but it is a really effective technique that will be extremely useful for both children and adults. To learn more ways to self-study and introduce life-long learning into everyday life, come to our online program “Best Self-Education Techniques”.

Conceptual provisions of problem learning​

The conceptual provisions of problem-based learning are as follows:

• The assimilation of knowledge is an uncontrollable and spontaneous process.
• In ontogenesis, the child repeats the path of humanity in cognition.
• The assimilation of the material occurs not when a person simply listens and perceives something with the senses, but when he has a need for specific knowledge.
• The conditions for the success of training are: problematization of the educational material (by causing surprise and / or curiosity), the student's activity, the connection of the assimilated material with life, work, etc. (relevance).

Also an important condition is the type of interaction between teacher and student, in which the latter can freely express their thoughts and share ideas, and the teacher closely monitors the course of his thoughts.

The structure of the problem lesson​

The structure of an effective problem lesson is a multi-stage process.

Creating a problem situation​

A problem situation is a cognitive task that is based on any contradiction between the available knowledge and a specific situation. There are questions like “why doesn't it work?”, “Why is this so?”, “How is this possible?” etc.

This stage is of great importance, because it is on it that interest in the problem and the desire to investigate it, the desire to find answers to questions related to it, are formed.

Example: “Water is heavier than air. But for it to rain, she must be on top. How does this happen?"

Statement of the educational problem​

At this stage, the topic of the lesson is formulated and the questions that need to be answered.

Finding a solution​

The student puts forward his options for solving the problem. This promotes the development of creative and logical thinking, as well as the ability to identify cause-and-effect relationships.

All hypotheses are analyzed, activity is encouraged. The student may not be able to find the answer, but he is still worth praising if he has put in significant effort. If necessary, you should ask leading questions and indicate the correctness of the course of thinking.

Sound solution​

After the students have tried to solve the problem on their own, they are given the correct answer, if they themselves did not come to it.

A high degree of interest contributes to the fact that students listen carefully and remember for a long time what they are told.

Functions and conditions of problem learning​

A problem lesson performs several functions at once:

• Students learn to reflect, look for cause-and-effect relationships, hypothesize, and use what they already know in practice.
• There is an accumulation of experience in creative and research activities.
• Students learn to solve scientific and creative problems, generate non-standard solutions.

In addition, there is an understanding that knowledge is interconnected and forms a system, that is, you can guess a lot using basic knowledge and fundamental laws.

However, problem learning can be applied only if a number of psychological conditions are met:

1. Problem situations should be accessible to learners. If they do not understand the problem, then there can be no question of any interest.
2. The tasks should be such that the student cannot complete them (at least quickly, that is, he does not have to know the answer to the question posed in advance), but also such that the student can analyze them and put forward his hypotheses.
3. Problem situations should cause activity and their own cognitive activity.

If these conditions are met, the effectiveness of problem learning is guaranteed.

No less interesting is the fact that there is also problem learning for adults. The main difference is that you have to find the problem yourself, formulate it yourself and independently test your hypotheses. But in general, the algorithm is the same:

1. Find the problem that interests you.
2. Formulate the task.
3. Put forward your options.
4. Find the answer to your question and see how close you were to it in your hypotheses.

This practice perfectly develops thinking and allows you to gain valuable life experience. Check it out - and see for yourself!