PROBLEM

SOLVING
METHOD

Problem solving
Is a teaching strategy that employs the scientific
method in searching for the information
5 Basic Steps of Scientific method/Investigatory
Process:
a. Sensing and defining the problem
b. Formulating hypothesis
c. Testing the likely hypothesis
d. Analysis, interpretation and evaluation of evidence
e. Formulating conclusion

Advantages
i.

This method is most effective in developing skill in

employing the science process.

ii. It is a general procedure in finding solution to daily

occurrences that urgently need to be addressed.
iii. It is a meaningful experience that serve as a strong
motivation to follow the scientific procedure in future
undertakings.
iv. Problem solving develops higher thinking skills.
v.

A keen sense of responsibility, originality and

resourcefulness are developed, which are much-needed
ingredients for independent study.

Advantages
vi.
The students become appreciative and grateful
for the achievement of the scientists.
vii.
Critical thinking, open-mindedness and wide
judgement are among scientific attitudes and values
inculcated through competence in the scientific
method.
viii.
The students learn to accept the opinions and
evidence shared by others.

Disadvantages
i.

So much time is needed in undertaking the step by

step procedure and during the process the students
may lose interest in continuing.

ii. The students may not be able to define the problem

clearly such that the choice of the investigate
technique to be used become vague.

Guidelines for its effective

use
a. Provide sufficient training in defining and stating the
problem in a clear and concise manner.
b. Make sure that the problem to be solved fits the age,
interests and skills of the students.
c. Group the students and allow each one to share in the
tasks to be performed. In this way the cooperative
learning strategy would work well.
d. Guide them at every step by asking leading questions in
case of snags.
e. The emphasis is on the procedure and the processes
employed rather than on the products.

Guidelines for its effective

use
f.
The development of the skills and attitudes take
priority over knowledge.
g. Involve the students in determining the criteria with
which they will be evaluated.
h. Get ready with the substitutions for materials which
may not be available.

ProblemBased
Learning
(PBL)

PBL (Problem-Based Learning)

is a teaching method in which students gain
knowledge and skills by working for an extended
period of time to investigate and respond to an
authentic, engaging and complex question, problem,
or challenge.

WHAT ARE THE STEPS IN

PROBLEM-BASED LEARNING?
1. Read and analyze the problem
scenario.
2. List what is known.
3. Develop a problem
statement.
4. List what is needed.
5. List actions, solutions and
hypotheses.
6. Gather information.
7. Analyze information.
8. Present findings and
recommendations.

GOALS OF PROBLEM BASED

LEARNING:
The threefold goals of PBL are to help the student:
1. develop their thinking, problem solving and intellectual skills,
2. learn adult roles by experiencing them through real or
stimulated situations,
3. become independent, autonomous learners.

SPECIAL FEATURES OF
PROBLEM-BASED LEARNING:
1. Driving question or problem
2. Interdisciplinary focus
3. Authentic investigation
4. Production of artifacts and exhibits
5. Collaboration

SYNTAX FOR THE PROBLEM-BASED

LEARNING:
PHASE 1:
Orient students to the problem.
PHASE 2:
Orient students for study.
PHASE 3:
Assist independent and group
investigation.
PHASE 4:
Develop and present artifacts and exhibits.

PHASE 5:
Analyze and evaluate the problem-solving
process.

SOME REMINDERS FOR PBL

TO WORK:
1. The problem must be designed in such a way that
different appropriate solutions/answers may apply.
2. The problem must be a real world scenario.
3. The problem must be relevant to the students and
must be developmentally appropriate.
4. Guidelines must be set on how the team/group will
work together, the expected dates of completion and
group presentation before the class, the procedures in
group presentation.

SOME REMINDERS FOR

PBL TO WORK:
5. Teacher gives guidance but does not give
answers to the problems.
6. Students must be given reasonable amount of
time to do the work.
7. Teacher makes clear how performance will be
assessed.

table

STUDENT
RESEARCH

STUDENT RESEARCH

For higher grades, a student may be tasked to

undertake an activity which requires setting up a
situation, most often in the laboratory. It requires
gathering of information, organizing and analyzing
said information and finally, drawing conclusions.

EFFECTIVENESS
A. The student learns how to gather relevant data and
analyze the same in order to arrive at own conclusions.
B. It develops the skill in employing inquiry process.
C. When faced with a problem, almost automatically the
steps of the scientific method is followed in seeking a
solution.
D. Since they use their own modes of investigation it
personalizes instructions.
E. The skill in wise decision-making is enhance.

LIMITATIONS

A. Research in a laboratory set-up would need a

number of tools and equipment which may not be
available.
B. It is time consuming.

Guidelines
A. Make sure that the needed equipment is
appropriate and available.
B. Provide practice in employing the processes such
as organizing, analyzing, and evaluating.
C. Assist a researcher by preparing guide questions
that may be met during the trial.
D. Determine the students competence and interest
before assigning research activity.

Guidelines
E. Recognizing relevant and useful data enables a
researcher to formulate reliable decisions and
generalizations.
F. Commend one who has successfully completed a
research activity. Such would add to his confidence and
motivation to understand similar investigations.

GUIDE QUESTIONS FOR DISCUSSION

1. Choose 3 teaching methodologies that you
consider effective in teaching each of the following
contents and discuss its effectiveness.
a. science lessons
b. history of place
c. a memorable event
2. Which teaching strategy do you often use. Cite
the lesson and defend your choice.

GUIDE QUESTIONS FOR DISCUSSION

3. What do you consider in deciding on what technique
to use?
4. Which do you favor more often independent
investigations or group studies?
The merits of each.
5. Do you favor the employment of student research
techniques? Are they ready for it?
6. How often do you use problem solving as a teaching
technique? Explain why?

GUIDE QUESTIONS FOR DISCUSSION

7. From your daily observations, which techniques
do students enjoy more often? Cite the lessons
when each is used and enjoyed.
8. Prepare an inventory of the collections and
projects done by your students. Describe their
expressions of pride and enjoyment in owning them.
9. Collect samples of their journals. Do you learn
from the reflections contained in them? Cite
examples.

FOR ELABORATE LEARNING

1. Have you tried a technique that failed? Explain
why?
2. What technique do you enjoy in presenting a
new lesson?
3. Innovate a teaching methodology and
demonstrate its effectiveness.
4. How do you find out if your technique was
effective or not