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).

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.

Feedback

Teaching based on solving problems:

• Identify problems that require decision-making based on knowledge of research fundamentals and EBP principles and competencies.

• Establish the search strategy to acquire the best available evidence relevant to the problem.

• Ascertain the appropriate methodology relevant to questions and the reliability and validity of evidence.

• Integrate all types of relevant evidence towards finding solutions to the problem.

• Generate and implement best solutions to the problem with due consideration of their social and ethical implications.

• Evaluate feedback obtained on applied solutions for necessary adjustment.
  
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1. Direct Analogy Method

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.

2. Attribute Listing

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.

3. Attribute Modifying

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.

4. Attribute Transferring

A technique used to encourage creative thinking in which 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.

5. Morphological Synthesis

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.

6. SCAMPER

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.

10. Direct Analogy

A problem-solving technique in which an individual is asked to consider the ways problems of this type are solved in nature.

8. Personal Analogy

A problem-solving technique in which an individual is challenged to become part of the problem to view it from a new perspective and identify possible solutions.

9. Fantasy Analogy

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.

10. Symbolic Analogy

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.

11. Implementation Charting

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.

12. Thinking Skills

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.