Problem solving model

PBL Model
1. Read and analyze the problem scenario. Check your understanding of the scenario by discussing it within your group. A group effort will probably be more effective in deciding what the key factors are in this situation. Because this is a real problem solving situation, your group will need to actively search for the information necessary to solve the problem.

2. List what is known. Start a list in which you write down everything you know about this situation. Begin with the information contained in the scenario. Add knowledge that group members bring. (You may want a column of things people think they know, but are not sure!)

3. Develop a problem statement. A problem statement should come from your analysis of what you know. In one or two sentences you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.

4. List what is needed. Prepare a list of questions you think need to be answered to solve the problem. Record them under a second list titled: "What do we need to know?" Several types of questions may be appropriate. Some may address concepts or principles that need to be learned in order to address the situation. Other questions may be in the form of requests for more information. These questions will guide searches that may take place on-line, in the library, or in other out-of-class searches.

5. List possible actions. List recommendations, solutions, or hypotheses under the heading: "What should we do?" List actions to be taken, e.g., question an expert, get on-line data, visit library.

6. Analyze information. Analyze information you have gathered. You may need to revise the problem statement. You may identify more problem statements. At this point, your group will likely formulate and test hypotheses to explain the problem. Some problems may not require hypotheses, instead a recommended solution or opinion (based on your research data) may be appropriate.

7. Present findings. Prepare a report in which you make recommendations, predictions, inferences, or other appropriate resolution of the problem based on your data and background. Be prepared to support your recommendation.

Note: The steps in this model may have to be visited several times. Steps two through five may be conducted concurrently as new information becomes available. As more information is gathered, the problem statement may be refined or altered

Concept mapping
A particularly good way to organize information about a problem or subject is to construct a "concept map." Construction of concept maps helps us pull together information we already know about a subject and understand new information as we learn.

Concept maps consist of nodes and labeled lines.

Figure 1

Node is the name for important terms or concepts. Nodes are usually depicted with circles drawn around the term or concept, such as the nodes for "Living Things" and "Plants" drawn above (Figure 1). Lines between nodes show which concepts are related. The label on the line tells how or in what way the concepts are related. For example, plants "are" living things.

We can use concept maps when we begin working together on a problem, during the problem solving steps, and at the end of problem solving.

Steps to Constructing a Concept Map
(adapted from White and Gunstone, 1992)

1. Write down the major terms or concepts you know about a selected topic. For example, if we are studying living things, some of the terms might include: animals, dogs, plants, cows, or grass (Figure 2).

2. Write each concept or term on a separate piece of paper or 3 x 5 card.

3. Sort through the cards, putting terms you DO NOT understand to one side. Also put aside those that ARE NOT related to any other term. The cards left over are the ones we will use to construct the concept map.

4. Arrange the cards so that related terms are close to each other.

5. Stick the cards to a piece of paper as soon as you are satisfied with the arrangement. Leave a little space for the lines we'll draw. Here is what your terms might look like if you used the ones we mentioned above:

Figure 2

6. Draw lines between the terms you think are related.

7. Write on each line the nature of the relationship between the terms. Here is what the terms above might look like after we draw the lines (Figure 3):

Figure 3

8. If you put any cards aside in step 3, go back and see if some of them will fit into the concept map you have constructed. If they do, be sure to add the lines and relationships of the new items.

9. Summary: The concept map drawn in Figure Three is very simple. Maps can become very complex and require a great deal of your time and attention, but they are useful in organizing, learning, and demonstrating what we know about a particular topic.

Extension: How would you arrange the following terms to fit into the concept map drawn above: Beagle, rocks, rose, hunting, guard dog, rabbit?

References
Shavelson, R.J., Lang, H., & Lewin, B. (1994). On concept maps as potential "authentic" assessments in science (CSE Technical report No. 388). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), UCLA.

White, R. & Gunstone, R. (1992). Probing understanding. New York: Falmer Press.