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~ Psalms 147:3
Dear visitor,
الذى فى الاعلى
Problem Solving is a process of overcoming difficulties that
appear to interfere with the attainment of a goal. It is the
procedure of making adjustments in spite of interference.
The Problem
The problem is often reintroduced in the body of the article.
The problem section is the part of the paper where the
writer shows that s/he shares readers’ concerns. This
section of the paper may describe a local situation in
sufficient detail to provide a context for the solution.
The description of the problem helps the reader identify
with the context described to the extent that s/he may feel
that the situation is actually very similar to his/her own.
It is important to note that all the paragraphs and even
the sentences normally work to serve the larger
organization of the text.
Solution
At some point in this type of article, one expects a switch
from problem to solution.
The change in orientation from problem to solution is
indicated not only by the heading, which is the inverse of
the problem section, but by the beginning of the sentences,
which substitute passive students for active problem-solving
teachers and by a switch from synonyms of problem or
words of negation to synonyms of solution or the agents of
change (teachers).
Problem-solving behaviour occurs in a novel or difficult
situations in which a solution is not obtainable by the
habitual methods of applying concepts and principles
derived from past experience in very similar situations.
Problem-solving is a process of overcoming difficulties that
procedure of making adjustments in spite of interference
In everyday life, man faces varieties of problems. There
are needs and motives that are to be satisfied. For this
purpose, definite goals or aims are set. In an attempt for
the realization of the goals, one experiences obstacles
and interference in an attempt to achieve them. This
creates problems. Serious and deliberate efforts have
to be made to overcome these impediments.
Problem Solving has been regarded as a form of complex
learning. In problem situations, a response is not always
readily available to overcome the obstacles and reach the
goal. Recognizing and adapting our perceptual, cognitive,
verbal and motor responses are necessary to arrive at
the correct response which will solve the problem. In other
words, modification of our behaviour is necessary to
arrive at the solution.
Revising:
After writing the first draft, one needs to see how the
text looks to an uninitiated reader.
One way of revising is to try to read the article as if
one were unfamiliar with the text.
One should also give the article t o a colleague who
may have many comments or suggestions and may
find points which are unclear.
One of the most important points would be to insure
that the article actually includes the content and
structure promised in the introduction.
The conclusion
The conclusion can be seen as a mirror image of the
introduction.Whereas the introduction starts from general
and moves to specific, the conclusion starts with the
specific study or technique described in the article and
moves to the general.
If we consider the conclusion to be some sort of inverse
of the introduction, we might expect the conclusion to
evaluate a technique positively, and then move on to a
more general situation.
In the conclusion the writer can use the specific example
described in detail in the article as a launching point for
further study or to remind readers that s/he is treating a
general problem or has found a solution to additional,
more general problems.
Teaching based on solving problems:
Identify problems that require decision-making based
on knowledge of research fundamentals and EBP
principles and competencies.
Feedback
A method of problem-solving in which a problem is compared
to similar problems in nature or other settings, providing
solutions that could potentially be applied.
A technique used to encourage creative thinking in which the
parts of a subject, problem, or task are listed, and then ways
to change those component parts are examined.
A technique used to encourage creative thinking in which
the parts of a subject, problem, or task are listed, and then
options for changing or improving each part are considered.
the parts of a subject, problem or task listed and then the
problem solver uses analogies to other contexts to generate
and consider potential solutions.
A technique used to encourage creative problem solving
which extends on attribute transferring. A matrix is created,
listing concrete attributes along the x-axis, and the ideas
from a second attribute along with the y-axis, yielding a
long list of idea combinations.
SCAMPER stands for Substitute, Combine, Adapt, Modify-
Magnify-Minify, Put to other uses, and Reverse or Rearrange.
It is an idea checklist for solving design problems.
A problem-solving technique in which an individual is
asked to consider the ways problems of this type are
solved in nature.
challenged to become part of the problem to view it
from a new perspective and identify possible solutions.
A problem-solving process in which participants are
asked to consider outlandish, fantastic or bizarre
solutions which may lead to original and ground-
breaking ideas.
A problem-solving technique in which participants are
challenged to generate a two-word phrase related to
the design problem being considered and that appears
self-contradictory. The process of brainstorming this
phrase can stimulate design ideas.
An activity in which problem solvers are asked to
identify the next steps to implement their creative
ideas. This step follows the idea generation stage
and the narrowing of ideas to one or more feasible
solutions. The process helps participants to view
implementation as a viable next step.
Skills aimed at aiding students to be critical, logical,
and evaluative thinkers. They include analysis,
comparison, classification, synthesis, generalization,
discrimination, inference, planning, predicting, and
identifying cause-effect relationships.
View Other Resources:
1-The Conversation Class
2-Good Teaching is Timeless.
3-Puns, puzzles and Riddles.
4-Curiosity and Comprehension.
5-A Classroom Language Journal.
6- Twenty Testing mistakes to avoid.
7-Creating a storytelling Classroom.
8-Story Theater in Teaching English.
Lighter Slides:
1-Lighter slides: 1, 2, 3, 4.
2-Funny Stories.
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