Problem Solving Methods during Learning : This is an article from ERIC’s clearinghouse about Elementary and Early Childhood Education written by Britz Joan. She emphasizes how problem solving should be looked at as a foundation of a young child’s learning. In her explanation about how children learn through problem solving, she made mention of children’s social relations and play methods using manipulative as some of the ways they interact with others.
In addition, Joan talks about the teachers’ role in the problem solving by modeling the intended method for students to emulate. She states that the teachers’ role is in two folds: 1. To value the problem and be prepared to trust the students; 2. Be able to establish and maintain classroom environment that encourages the problem solving. She made an interesting point that “the teacher must be willing to be a learner too, by being curious, observing, listening, and questioning.” As a result, the teacher shares and models the qualities that are valued and promoted by the problem-solving process.
Furthermore, this article is rich with extra information such as some ways to plan for problem solving; what to do as a teacher in providing time, space, and materials necessary for in-depth learning; the four steps that make up the problem solving model; and last but not the least, some examples of choosing good problems.
Information Processing Theory: The author of my second article about information process theory is called George Miller. He presented two theoretical suggestions that are generally important to the information theory’s framework and cognitive psychology. The first suggestion he discusses is “chunking” and the capacity of the working memory. According to Miller, a chunk is refers to as digits, words, chess positions, and or people’s faces. Also he presented the idea that a short-term memory could only hold 5-9 chunks of information at a time.
The second concept that Miller discusses was that the information process uses computer as a replica for human learning. Similar to the computer, the human mind receives information; performs operations on the information received in order to change its form and content; and finally stores and locates the information so as to generate response to it. In other words, the above process is referred to as encoding, retaining, and retrieving information. During the process of encoding, humans are able to transform information from one format into another. Through retaining, the information is kept in the short/long-term memory for later use. Finally, during the retrieving process, one is able bring back what has been stored in the past.
