The videos discussed the process of problem solving from
the perspective of a group approach and the viewpoint of instruction in the
classroom. The movie Apollo 13 illustrates a successful problem
solving effort that took place after the memorable words by the Apollo 13 mission
leader, “Houston we have a problem.” The
movie is based on the events that took place with the Apollo 13 mission to land
on the moon for a third time in 1970. When
an explosion occurred on the space craft, the three astronauts are in jeopardy
of dying if the scientists and engineers at NASA do not problem solve quickly
and effectively.
This represents an ill-defined problem that does not
have an obvious solution. The problems were recognized, and goals were clearly stated to the entire NASA team. The goals were to keep the astronauts alive and
return the space craft safely to Earth. The
scientists and engineers brainstormed ideas on how to solve this life or death
problem. It was critical that all available
experts assisted in providing input based on their specialty area. “When we approach a new situation, our knowledge
based on prior experiences will influence our ability to define and represent
the problem correctly” (Pretz, Naples, & Sternberg, 2003, p. 26). The utilization of fractionation to break the
problem into manageable parts resulted in scientists and engineers assigned to
their areas of expertise. There was
frequent use of language (think/talk aloud) as information was transferred, discovered,
and explained. The use of prototypes was critical and
illustrates the non-routine thinking that the team engaged in during problem
solving. The need for self-regulation
occurred as the astronauts, engineers, and scientists endured stressful
conditions and managed to maintain focus in order to accomplish the goal. The process of questioning and searching for
inconsistencies was engaged in as the attempt to
build a prototype went through numerous iterations. In addition, the social context played a
pivotal role since the personalities involved in the solution were intelligent
strong willed individuals that strived for success in everything they pursued. James would state that the individual native
reactions of emulation benefited the collective group. “The spectacle of effort is what awakens and
sustains our own effort” (James, 1899/2001, p. 27). The individuals collaborated and pushed each
other in a way that created an innovative, creative, and motivated
environment. James (1899/2001) stated, “genius
is nothing but a power of sustained attention” (p. 51). I think this quote by James reflects one of the
main reasons for the success of the Apollo 13 team in the process of problem
solving.
Looking at problem solving in the context of the
classroom, Dan Meyer addressed how he revised his approach to teaching math. He explained the difference between effective and
ineffective ways to teach problem solving.
In most classrooms, the problems are well-defined and have straight
forward solutions. Meyer suggested that
effective teaching involves engaging students in solving ill-defined problems
where the solution is not obvious and causes the learner to think. Teaching involves presenting the material in
multiple ways that allow learners to make connections which in turn results in
meaningful learning. Meyer’s teaching
philosophy may be best summarized with the following quote from James. “This
principle of multiplying channels and varying associations and appeals is
important, not only for teaching pupils to remember, but for teaching them to
understand” (James, 1899/2001, p. 68).
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