Page 122 - International Journal of Process Educaiton (Special Issue)

Figure 1 Problem Solving Methodology

Step Explanation

1 Define the problem Identify the gap between expectations and perceptions and clearly state the problem.

2 Identify key issues Determine important issues associated with the problem.

3 Collect data and Collect and assess available information relevant to the problem; determine what
information information is missing.

4 Identify assumption Clarify what assumptions are being made concerning the problem.

5 Break the problem apart Separate the problem into smaller sub-problems.

6 Model sub-problems Generate solutions for each sub-problem.

7 Integrate solutions Integrate the solutions from sub-problems into the main problem.

8 Test and validate Validate the solution; assess the quality of the solution.

9 Generalize the solution Determine how to generalize the problem solution for use in other situations.

10 Communicate the Present the solution in oral and/or written form along with documentation of the
solution process

knowledge in order to solve given problems. Learning reading; the Personal Development Methodology allows
produces transferable knowledge (acquisition process) us to solve the problem of personal stagnation or lack
while problem solving is the sophisticated usage of this of growth. The critical point is that problem solving,
knowledge in a specific situation (application process). even when accomplished by applying a methodology, is
Figure 2 the application of knowledge gained through learning.
As such, it should not be surprising that the degree
Process Education Scholarship and Tools or level of knowledge required before a learner can
Once we appreciate that learning and problem solving successfully solve problems is “Level III Application”
are wholly interdependent processes, we understand that knowledge according to the Levels of Learner Knowledge
nearly every aspect of Process Education is involved, (Bobrowski, 2007). Bobrowski states, this is where,
to a greater or lesser extent, with problem solving. For
example, every methodology can be reframed as an …the learner has the skill to apply and transfer
expression of the Problem Solving Methodology (see the particular item of knowledge to different
Figure 2), contextualized for an area of performance: situations and contexts, can recognize new
the Communication Methodology allows us to solve the contexts and situations to skillfully make use
problem of miscommunication; the Reading Methodology of this knowledge, and has taken the time to
allows us to solve the problem of inattentive or poor generalize the knowledge to determine ways to
apply it, testing boundaries and linkages to other
information. In other words, a learner with Level
III knowledge is able to solve problems.

It is for this reason that problem solving is Step 12 of
the Learning Process Methodology (see the Learning
Process Methodology section). During the problem
solving step, Leise, Beyerlein, and Apple (2007) suggest
that, “To enhance application of knowledge related
to the learning objective, challenge yourself to solve
more complex types of problems that are closer to those
worked on by experts in the field.” What if a learner
attempts to solve problems without having developed
Level III knowledge? As demonstrated in An Evaluation
System that Distinguishes Among Levels of Learning in

120 International Journal of Process Education (February 2016, Volume 8 Issue 1)