This could be done by visualizing what would happen if one action is taken or if another action is taken.
By creating these mental images, the student is fully engaged and can map out any potential complications to their proposed solution.
In addition, unstructured modeling and semi-structured modeling activities were more effective than structured modeling activities in improving AAT scores.
For the AAT retention test, unstructured and semi-structured modeling groups showed better performance than the structured modeling group and control group.
The teacher can explore this process with students as a group. To teach this, ask students to describe the problem in their own words.
This ensures the student is able to comprehend and express the concern at hand.By teaching children to look for patterns, they can see what is happening more fully. Then, have the child look for any type of pattern in the context.If the children are solving a mystery, for example, they can look for patterns in time, place or people to better gather facts. Teach children how to make a list of all of the ideas they come up with right away. Then, the child is able to work through the list to determine which options are problems or not.There were three experimental groups and a control group in a total of 88 prospective science teachers who were enrolled in the Department of Science Education.The Academic Achievement Test (AAT), Problem-Solving Inventory (PSI), and Scientific Creativity Scale (SCS) were applied as data collection tools.Another activity that is ideal for children is to use manipulatives.In a situation where the problem is space-related, for example the children can move their desks around in various ways to create a pattern or to better visualize the problem.Then, they must describe and understand the barriers presented.At this point, it’s a good idea to provide ways for the student to find a solution. The following are five activities elementary teachers can use to teach problem-solving to students.Guessing is a very effective problem-solving skill.For those children who are unlikely to actually take action but are likely to sit and ponder until the right answer hits them, guessing is a critical step in problem-solving. Rather than approaching guessing as a solution to problems (you do not want children to think they can always guess), teach that it is a way to gather more data.